EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA

Sonal Chheda
Tam Do
Reaz Khan
Fung Ling Ong
Maggie Sheahan

ITSF 4090

Teachers College,
Columbia University

Examining JICAs
Efficacy in Localization
of Science and
Mathematics Education:
The SESEMAT Program
in Uganda
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA

TABLE OF
CONTENTS
EDUCATI
List of Abbreviations/Acronyms..3
ON: THE
Introduction..4
SESEMA.....5
Background

T
Program Overview.7

PROGRA
Theoretical Framework of Localization...9
Research Methodology.10
M INLimitation and challenges
UGANDA
Localization of the SESEMAT Program: Program Trends.11
Examini
The Challenge of Government Adoption
Bottom-up Approach vs. Cascading
ngContent
JICAs Learning
Efficacy
Engagement
Student Experiences
in Networking
Recommendations..16
Localizat
Conclusion..17
ion of
References..18

Science
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA 3

List of Abbreviations/Acronyms
ADEA Development of Education in Africa

ASEI Activity, Student, Experiment, and Improvisation

BEGIN Basic Education for Growth Initiative

CURASSE Curriculum, Assessment and Examination

EFA Education for All

INSET In Service Teacher Training

JICA Japan International Cooperation Agency

MDGs Millennium Development Goals

MoES Ministry of Education and Sports

MoFA Ministry of Foreign Affairs

ODA Official Development Assistance

OECD Organisation for Economic Co-operation and Development

PDSI Plan, Do, See, and Improve

SESEMAT Secondary Science and Mathematics

SMASE- Strengthening Mathematics and Science Education in Western, Eastern, Central and Southern
WECSA Africa

SMASSE Strengthening of Mathematics and Science in Secondary Education

TIMSS Trends in International Mathematics and Science Study

UNATU Uganda National Teachers Union

UNCTS Uganda National Council for Science and Technology

UPE Universal Primary Education

EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA 4

INTRODUCTION
Can aid programs truly mitigate pervasive local
challenges facing foreign communities? The answer
to this question seems to depend greatly on ones
experience, expectation, and appreciation for the
local culture and tradition in question. More
importantly, it hinges on whether or not these
aforementioned criteria match those established by
the local communities. Contrary to this support for
local initiatives, development and aid projects are
often conceptualized and implemented based on the
donors perceptions of local needs.
As one of the largest Official Development Assistance
(ODA) providers in the world and a former recipient
of aid, Japan occupies a unique space in the
development landscape. It has long promoted a
philosophy of self-help and encourages government
adoption of aid initiatives, particularly in education,
as a way to contextualize and address local
mathematics have not been fully localized in Uganda.
challenges. This study will look at the SESEMAT
Moreover, the program and Ugandan Government
program, one of these Japanese initiatives whose
must make a more concerted effort to address these
program objectives are successfully interwoven into
trends more effectively, if any substantive change is
and supported by the Ugandan education system. The
of real concern.
program works closely with the Ugandan
Government to implement in-service teacher We will first examine thoroughly Japans philosophy
trainings for secondary science and mathematics of self-help, especially with regards to its SESEMAT
teachers, providing a relevant setting to explore how program. In order to encapsulate how these aid
foreign donor and local government collaborations programs are affecting the whole region, we will
can potentially address pressing educational provide an in-depth overview of the SESEMAT
challenges, that require contextualized approaches, program, as well as SMASSE program in Kenya. In
such as teacher training. addition, we will explore varied definitions of
localization which are drawn from the OECDs Paris
Due to the fact that teacher development in science
Declaration and theories on participatory
and mathematics is non-existent in Uganda--arguably
development and contextualization of science and
exacerbated by local assumptions and common
mathematics education. Following our research
beliefs that the two disciplines are saturated with
methodology, we will discuss the identified trends
Western knowledge (Yovita et al., 2013) --this
and findings as to how well they meet the criteria of
particular case not only provides a unique set of
localization informed by research and personal
problems but also one that requires localized
interviews of different SESEMAT program
solutions. Our subsequent discussion on SESEMATs
stakeholders. Following our analysis of these data, we
achievements and shortcomings in areas such as 1)
will present recommendations for how Japan and the
government adoption, 2) program structure/model,
Ugandan Government can effectively enhance the
3) student experience, and 4) networking will make a
SESEMAT program to achieve the goal of localization.
case that teacher development in science and
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA

BACKGROUND
Examining
Self Help as an Aid Policy
Japan has long promoted a
JICAs
philosophy of self-help in regards
to international development
and aid. This is, in part, linked to
its own path to development, as
Efficacy in
described by Easterly (2006),
Japan made a commitment to
look for solutions that would whether

Localizatio
work in their context as a factor
that has helped the Japanese
maintain their institutions,
the SESEMAT program
in Uganda is localized to address
country specific issues or just human
culture, and independence (p. another case of a pre-packaged resource development

n of
342). Yet, many have criticized
Japan for promoting pre-
packaged approaches
development (Koppel
Science
Plummer 1989, Sato 2005). One
case in point is the SESEMAT
program that JICA has been
running in Uganda since 2004.
and
This program was originally
designed for a Kenyan context
and then adapted, as a pilot, in
two districts in Uganda. The
Mathemati
Government of Uganda adopted
this program as a government
initiative and subsequently
cs
invested funds towards its
expansion. While JICA claims that
the SESEMAT program is in line
with the Ugandan Governments
Education:
overall aim to strengthen science
and mathematics education at
the secondary level (Urwick &
Kisa, 2014), our findings suggest
The
that JICA operates some form of
this program in 14 countries
across Africa (SMASE-WECSA
Association, 2010). This makes
SESEMAT
an interesting case to examine
to
program tailored to address
common
science
challenges
and
facing
mathematics
(Country Assistance Policy for the
Republic of Uganda, n.d.).
Regarding its aid to the
& teachers across East Africa. education sector, Japan mainly
Ugandas historically
performance in science and
low supports vocational, science and
mathematics education at
mathematics, coupled with a secondary level (MOFA, 2010) to
strong Western influence on the help Uganda compete in a global
field of development, and on
science and mathematics
technologically driven economy
by encouraging skill building
education provides further through improvement of
rationale and support for an teaching in these disciplines. This
inquiry in this countrys context. support targets a national gap,
whereby student enrolment in
One of the first African countries
science and technology at both
to receive loan aid from Japan in
1966 (Rix, 2010), Uganda links
the neighboring mineral-rich
private and public universities is
less than 27 percent, which is far
below the UNESCO minimum of
landlocked countries to the
40 percent required for a country
Mombasa Port in Kenya. Serving
as a base for the UN
peacekeeping missions to South
to economically take off and
participate in the global
knowledge based economy
Sudan and Congo (DRC), Uganda
(NDPII, 2015, p.7).
is also a major food supplier to its
neighboring countries. Japan,
therefore, sees itself as Ugandas
partner in promoting regional
development to realize its ODA
policy goals of peacebuilding and
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
Ugandas secondary education sub-sector had a net-
enrollment rate of 22% in 2010 (UIS, 2015) and is
overseen by the Commissioner of Secondary Education.
SESEMAT has been taken-up by the Ministry of
Education and Sports as a project under the area of
Science Education Development. In addition to running
the SESEMAT program, the Ministry of Education has
also invested money in expanding secondary schools
across the country and implement a digital science
program (Ministry of Education and Sports, 2013).
Background of JICAs Aid Policies
As evidenced by Japanese non-commitment to western
ideologies and non-dependence on Western countries
(Easterly, 2006), the idea of self-help historically
reflects Japans laissez faire attitudes toward aid
policies. It is, therefore, not surprising that:
The most important philosophy of Japans ODA
is to support the self-help efforts of developing
countries based on good governance, by
extending cooperation for their human resource
development, institution building including
development of legal systems, and economic
and social infrastructure building, which
constitute the basis for these countries
development (Yoshida, 2015, p. 59).
Given the emphasis Japans ODA charter lays on self-
help, its aid in the education sector prior to the Jomtien
Conference (1990) was confined to vocational and
higher education because basic education is such an
essential foundation for a nations development that it
is not appropriate for foreign assistance (Kuroda &
Hayashi, 2015, p. 41). In spite of shifting its focus to
basic education with the adoption of the Education for
All (EFA) in 1990, Japanese aid policy in education
continues to revolve around the principle of self-
governance. To some degree, this idea of local
accountability is reflected in the philosophy of Basic
Education for Growth Initiative (BEGIN). Not
surprisingly, the program is supported by the Japanese
Ministry of Foreign Affairs since 2002 and includes a
strong emphasis on ownership by local governments,
community involvement, use of local resources and
recognition of cultural diversity (Kuroda & Hayashi,
2015). The key focus areas of BEGIN is for Japans
international development agency, Japan International
Cooperation Agency (JICA), to support in-service
teacher training, participatory school management, and
school infrastructure development (Yoshida, 2015).
Even here, it states that it relies on strong political
support from the governments of partner
countriesand foster their ownership (Kuroda &
Hayashi, 2015, p. 51). To that end, experts and
volunteers conduct sector studies and identify local
education issues.
In practice, local issues of concern are often shortlisted
by JICA and may be addressed to some degree,
contingent on Japanese expertise. For example,
improvement in science and mathematics teaching
through INSET may be identified as a project goal for the
local communities, however, and new methods of INSET
would only be introduced to meet these goals if
Japanese expertise is available in that area. It is
important to note that the adapted strategy to address
this problem may or may not match the original local
concerns of the community. If the model proves to be
successful, it is introduced in other districts in the next
phase. Challenges identified in the previous phase are
addressed in the second phase and the project is
tailored to address these new challenges as well. Once
fully developed, this model may be applied to other
countries facing similar challenges and collective
learnings are shared. This model for INSET has been
implemented in various countries across Asia and Africa
(Yoshida, 2015).
An excellent replication of this model is seen in Eastern
Africa where the SMASSE Program of INSET training was
started in 1998 to train secondary science and math
teachers in Kenya and improve the quality of education
in these areas. During the second phase (2003-2008),
the project not only covered all the districts of Kenya
but also established a regional community of practice
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA 7

(Yoshida, 2015) across countries, not local communities,
where JICA runs similar programs. Subsequently, a
formal network, with Kenya serving as a regional hub
(Ishihara, 2011), was founded to institutionalize INSET
programs in Africa (Yoshida, 2015). It is interesting to
note that, it was around this time that the SESEMAT
program was established in Uganda, another member
of the East Africa Community (EAC).
While Japan, seemingly, supports the self-help model
of development, which fosters the idea that recipient
governments should take the onus of development
upon themselves (Takahashi, 2010), the above case
provides evidence to Koppel and Plummer (1989) and
Satos (2005) argument that Japanese agencies prefer
prepackaged projects that are not necessarily
localized. This will be further examined in the
subsequent sections of the report.

PROGRAM OVERVIEW
The SESEMAT program is a joint program run and funded by JICA
and the Government of Uganda. The Ministry of Education in
Uganda covers the costs of national trainers and training
materials, while JICA provides technical support, and covers the
remaining personnel costs and equipment (Ssebbunga-
Masembe, et al., 2013). During the initial phase of the project,
from 2005 - 2008, JICA invested 198 million Yen (JICA, 2008).
Following its pilot in 2005, the program expanded rapidly,
reaching 39 districts by 2007 and 64 districts by 2013, which
accounts for 57% of the country (Ministry of Education and
Sports, 2013).
However, the INSET program design was based on JICAs Africa-
wide SMASSE program, which it first introduced in Kenya in 1999
and further developed it in 2001 at a regional conference called
The Strengthening Mathematics and Science Education in Western, Eastern, Southern and Central Africa (SMASE-WESCA)
Association. At this conference, African educators identified a number of challenges to science and mathematics education
and expressed a need to create a firm platform where countries can share their experiences in, and knowledge of
mathematics and science education that can result in positive collaboration (SMASE-WESCA Association, 2011, p. 84). As
such, designing classroom activities and providing teachers with adequate lesson planning preparation became cornerstone
to this model.
JICA describes the SMASSE program as an INSET approach that focuses on four areas of teaching: Activity, Student,
Experiment, and Improvisation (ASEI). This is combined with a four-step approach grounded in teacher reflection and
improvement called Plan, Do, See, and Improve (PDSI). Through these methods, the primary goal of the program is to increase
student participation through the promotion of student-centered learning (SMASE-WESCA Association, 2011). The SMASSE
approach focuses on transforming the teaching-learning process through pedagogy and learning material, as well as teachers
mastery of content (Makewa, Role & Biego, 2011). However, recommending innovative pedagogical approaches is not the
only aim of the program. In addition, the program also establishes a network that teachers can benefit from and provides
channels for them to voice their concerns around the profession to national leaders (Ishihara, 2012).
Similar in design to the SMASSE Program, the SESEMAT project has the stated goal to improve the quality and standard of
secondary science and mathematics education through enhancing teachers capacity (MoFA, 2010, p. 7). More specifically,
the program is meant to change teacher behavior from using rote memorization pedagogies, also known as chalk and
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA 8

talk, to learner-centered pedagogies by training and supporting them in lesson planning and designing hands-on classroom
activities (Ssebbunga-Masembe, et al., 2013).
SESEMAT is the only in-service teacher training program
offered at the secondary level in Uganda and in the
academic year 2012/13, it engaged 2,648 teachers
(Ministry of Education, 2013). Based on interviews with
SESEMATs Regional trainers, who are full time math and
science teachers contracted to take up this role, it was
learned that the five-day training is run once a year, with
different curricular themes discussed every year. This
guarantees that new content is addressed from year to
year, but, by and large, the teaching pedagogies
encouraged by the SESEMAT training remain consistent (C.
Nakabugo, personal communication, November 27, 2015).
As part of the five-day training, teachers spend time
working in small groups to develop lesson plans based on
the themes discussed. SESEMAT provides syllabus books
published by Ugandas National Curriculum Development
Center to ensure the training aligns to the national syllabus
(C. Nakabugo, personal communication, November 27,
2015).
The introduction of SESEMAT is part of a larger
government strategy in Uganda to increase student
enrollment and performance in sciences. In recent years,
Uganda mandated science subjects at lower secondary,
agreed to pay science teachers more than other subjects
to attract stronger candidates, and provided more
bursaries to universities for students who studied science
subjects at upper secondary (Urwick & Kisa, 2014;
Ogunniyi, 2015). In an evaluation survey conducted by JICA
in 2008, the impact and sustainability of the SESEMAT
Project was deemed to be high due to its alignment with
the Ugandan Governments policy. However, despite
being government run, the program remains voluntary
(World Bank, 2011), which raises questions about
whether it can be considered national in scope. Some of
the teachers interviewed described the governments
adoption of the program as motivated by the challenge of
low student interest and performance in science and
mathematics subjects. However, JICAs investment in
SESEMAT is also a reflection of two larger trends across
Africa, namely the increased value of science education
and a need for in-service teacher training in response to a
teacher qualification crisis. An increased value on science
education can be linked to Africas post-independence
push for a stronger development in human capital,
especially for skills deemed necessary for socioeconomic
development (Ogunniyi & Rollnick, 2015). More implicitly,
science education called for virtues that were aligned with
the globalized market (Jenkins, 2000; Koosimile & Suping,
2015) and foreign knowledge development (Ogunleye,
2009). To that end, the rapid demand for schooling and the
expansion of educational facilities (Ogunniyi & Rollnick,
2015, p.65) has, to some degree, compromised the quality
of science teaching in many African Nations. Although
pressure from the international donor community has led
to the strengthening of primary education, there has been
less investment on the continuation of education into
secondary schools (Ngala, 2005; Shibuya, 2013; UNESCO,
2006; World Bank, 2011). This has contributed to the
shortage of qualified teachers to meet the sudden increase
in demand for secondary education (Bhuwanee, 2006;
Ngala, 2005; Ogunniyi & Rollnick 2015; Otteveanger et al.,
2007; Shibuya, 2013; UNCST, 2012; Urwick & Kisa, 2013;
World Bank 2007, 2011; Yara, 2011). INSET is often used as
a strategy to address the issue of teacher qualifications,
and this too is a niche that SESEMAT attempts to fill.

SESEMAT IMPLEMENTATION TIMELINE

2001 JICA and WECSA committee conducted site visits to Uganda

2001-2004 Uganda participated in the Annual WECSA conferences.

2005 SESEMAT was implemented in Uganda

Aug Sep 2005 Uganda National Trainers are trained

Aug 2005 Aug 2008 Phase I of the SESEMAT National Expansion Plan

Aug 2008 - Aug 2011 Phase II of the SESEMAT National Expansion Plan

2013 2017 Phase III of the SESEMAT National Expansion Plan

EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA

(OECD, 2005, p. 1). Furthermore,

the Declaration pushes for
THEORETICAL alignment between ODA and
national government strategies
FRAMEWORK when it calls for donors to use a
countrys own institutions and

Examinin
We have built on Yovita et al.s
systems (OECD, 2005, P. 4).
Finally, it cites insufficient
integration of global
work on contextualization
(2013), Easterlys scholarship on programmes and initiatives into

g JICAs
homegrown development (2006)
and the Paris Declarations call
partner countries broader
development agendas (p. 1) as a
for local government ownership major challenge facing
international development.
Efficacy in
of aid initiatives (OECD, 2005) to
identify three core aspects of
localization that will be
From this, it is clear that
government adoption is a strong
considered in evaluating the consideration for whether a
program has been effectively
Localizati
SESEMAT program.
aspects include: 1) government
adoption 2) context-specific
These
localized.
Easterly (2006) further promotes
program design that is tailored the idea that development

on of
and informed by a target
community and 3)
projects must be sensitive to
local environments
advocating for the concept of
by
encouragement for teachers to
use relevant local examples and homegrown development in his

Science
draw on students out-of-school
experiences in their teaching
book The White Mans Burden.
He argues that top-down
solutions informed by the
practice. In this regard, a
program is considered localized agendas of bilateral and

and
if it is adopted by the national
government, effectively
multilateral stakeholders will
continue to fail because they
addresses the larger barriers for have not taken into account the
unique challenges found in a
Mathemat
its target group, and encourages
further contextualization-
efforts of science content at the
particular community.
counter the top-down approach,
To

school level. he encourages the design of

solutions that are within
ics
The need for government
adoption is an agreed aim by the
international community as
feasible areas of action (p 382),
followed by testing and
stated in the 2005 Paris evaluations to ensure that they

Education
Declaration. In this framework,
OECD sets the stated goal of
are meeting the main objectives
of these interventions (Easterly,
2006). Because this approach
increasing alignment of aid
with partner countries ensures that programs are

: The
priorities, systems
procedures and helping to
and developed to respond to the
unique conditions of a given
strengthen their capacities community, Easterly argues that

SESEMAT
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
this method is more bottom-up and, therefore, better
suited to effectively respond to local contexts. For this
reason, his scholarship on development is relevant to
the notion of localization and as such greatly informs
the concept of localization in the context of
international development.
Finally, the idea that science education must be
contextualized on a student-level builds on the work
of Yovita et al (2013), which states that in order for
science and mathematics instruction to be
contextualized, it requires the use of relevant
indigenous and everyday knowledge, and
experiences that the learners bring to the classroom
(p. 6). Among the many causal stories cited for this
shortcoming, teachers inability to tap into the lived
experiences of students seemingly tops the list.
Compounding the issue of poorly developed content
materials that have failed to engage students in their
learning environments, arguably, the majority of
teacher education programs have not effectively
addressed students out-of school experiences (p. 6).
The missed opportunity to capitalize on students
contextual experiences has limited teachers ability to
connect to students and made science and
mathematics education more inaccessible.
Due, in large part, to the nature of science and
mathematics education in developing countries, and
RESEARCH
METHODOLOGY
The overall objective was to explore the
implementation of the SESEMAT program and how it
supports the development of science teachers through
the INSET program that claims to be localized. This study
uses qualitative methodology data collection, first a
secondary data review and then a primary data
collection to analyze and measure the success of
localization in the Ugandan context.
in African nations, in particular, students are forced to
reconcile their disparate worldviews with Western-
based scientific concepts that are culturally remote
from their experiences (Yovita et al., 2013). Thus,
learning science and mathematics becomes a twofold
challenge: students must first adapt to Western
concepts and then accommodate both worldviews in
order to learn. Meaningful learning, as argued by
Ausubel (1978), therefore, can only occur when new
learning is explicitly connected to what students
already know. As the framework postulates that
meaningful learning is contingent on contexts such as
time and location, science and mathematics learning
should, therefore, entail using examples and
applications that are not only familiar to students but
also relevant to their current environments. This
Deweyan concept of learning puts the onus on
teachers to make the connection between students
lived experiences and the world of science and
mathematics learning. However, Yovita et al. (2013)
have argued that local teachers in developing
countries are well poised to contextualize scientific
knowledge within their localities (p. 6) for, they
know best the reality facing their students and
schools. This literature supports the importance of
contextualizing, or localizing concepts for students
and recognizes the need for contextualization of
classroom material. Therefore, it is also considered an
important aspect of localization.
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
Secondary Data Review
Secondary Data Review and assessment was done
through desk review of existing research and
assessment reports related to the SMASSE programs
with a focus on the SESEMAT program. Information
varied from country to country, depending on the
available resources.
Primary Data Collection
The primary data collection component of this study
was done through a series of interviews with key
education partners involved in the implementation of
the program and the Ugandan teachers who have
undergone SESEMAT training. A total of eight
individuals consisting of three INGO representatives,
three regional trainers and two teachers who were
participants of the SESEMAT program contributed to
the data collected during the interview process.The
findings of this report are based on the analysis of
primary data and a secondary data review to compare
and validate or dispute the findings.
Research Limitations and Challenges
Insufficient Data for Results Analysis
There is a lack of sufficient research on Ugandas
implementation of the program and concrete results
to do a cross comparison between the framework for
localization and actual practices in the field. Data
gathered from key informants that are either
LOCALIZATION OF SESEMAT:
PROGRAM TRENDS
The
Challenge of
Government
Adoption
According to the aforementioned theoretical
framework, government adoption of a program is a
critical element to effective localization. Based on the
11
anecdotal or, to a certain extent, hearsay have been
disregarded from the analysis.
Selection Bias
One limitation of the methodology is the non-
representative demographic of the interviewees as it
is skewed towards key education partners and
implementers based in Kampala, Ugandas capital
city, and the willingness of these individuals to
participate in the interviews. Selection of the
interviewees came from the contacts of one
researcher, thus, limiting the reach to other
stakeholders. In the primary data collection, both
SESEMAT trainers and teachers who have undergone
training under the SESEMAT program, have been
interviewed however, students who have been
exposed to the teaching methods advocated via
SESEMAT have not been involved in this process.
Sample Size
Due to limited resources, the sample size is small and,
thus, not representative of the general response to
the program. Hence, the feedback received is not
representative, both geographically (regional,
national and field site level) and numerically, of the
reception of the program. Information collected from
a small pool of stakeholders may be misleading in
terms of overall trends and sentiment towards the
program
review of the program, SESEMAT appears to be an
example of how government ownership is quite strong
at face value but, upon deeper scrutiny, it is revealed
that the programs aims are incongruent with other
government policies. The conflict between the
SESEMAT programs objectives and the constraints
imposed on teachers through the design of the national
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
curriculum are a prime example of this disconnect. Most
of the teachers interviewed cited the immense pressure
to prepare students for the national exams as a major
barrier to student-centered learning. This is related to
the challenge of insufficient time to cover the vast
number of topics as mandated by the syllabus. Rose
Nanziri describes the problem as an issue of both limited
time and misaligned priorities between SESEMAT and
the dominant academic culture:
The syllabus is very detailed, and students have to
study 14-16 subjects in Senior 1. For some
subjects, if you do not prepare them with remedial
classes, you will not cover the syllabus. According
to the methods in SESEMAT, teachers feel the
approach takes too much time. Here, this is the
challenge of getting teachers to accept the
program and use it more regularly. A number of
them will only use [the methods] a few times.
Because Uganda is about results-oriented
teaching, meaning how well students perform on
exams, teaching is all about getting the best
result. However, the SESEMAT program is
interested in preparing students beyond the school
atmosphere, so that they can do better in life (R.
Nanziri, personal communication, November 27,
2015)
Simon Akena goes on to explain that due to the
increased prevalence of private-schools in Uganda, the
education market-place is driven by examination
results. Akena describes the Ugandan school market as
follows:
Education is provided by the government and the
private sector. Private schools attract students to
go their school by performance- good results on
exams attract parents to their schools. In that
case, what matters most is the results produced at
the national level (personal communication,
November 30, 2015)
Mtika and Gates (2009) highlight this phenomena of
exam pressure as one of the five major hindrances to
student-centered learning in Africa. Yet, none of the
teachers interviewed believed the SESEMAT program
adequately addressed this challenge. At best, teachers
said that SESEMAT trainers attempt to resolve the
disconnect between their approach and the overloaded
syllabus by explaining that their methods improve
students knowledge retention. However, the real
12
challenge of having limited time to cover a plethora of
topics lacks more practical solutions. By not adequately
addressing this issue, it can be argued that the SESEMAT
program is not contextualized to the challenges
teachers face across the country. Despite SESEMAT
trainers referencing the national curriculum, the overall
goal of the program is not aligned to the national
curriculum, as the techniques encouraged by SESEMAT
distract from teachers completing the topics in the
curriculum. This begs the question as to whether the
SESEMAT program is truly informed by the
governments priorities. While JICA can claim
government ownership on the basis that the
Government of Uganda has dedicated capacity to
oversee the SESEMAT program and has to some extent
contributed towards its funding, it is questionable
whether the program is in fact aligned to the
governments overall strategy of improving math and
science education.
A second example of incongruence between the
SESEMAT program and government policy is the conflict
teachers face in using learner-centered methods with
the teacher culture of moonlighting. This phenomenon
of moon-lighting, whereby science teachers work at
more than one school is a symptom of the shortage of
teachers in the country and exacerbates the low quality
of teaching services (Urwick & Kisa, 2013).
In Uganda, the teaching profession is not highly
regarded and teachers would opt for other jobs if
possible. In 2005, Action Aid found that, Low salaries
make teachers consider other supplementary sources of
income to support their families (as cited in Kibikyo &
Samanya, 2008), thereby exacerbating the larger issue
of moonlighting and also contributing towards lack of
interest and regard for the teaching profession. Despite
the Ugandan Governments acknowledgement for the
need of qualified teachers and support for teachers
education to tackle contemporary issues within the
system, there is little investment for the teaching
profession (Goretti, 2014). Furthermore, the Ugandan
Governments financial constraints have led to difficulty
in hiring qualified teachers (World Bank 2007). In 2012,
Margaret Rwabushaija, chairperson of the Uganda
National Teachers Union (UNATU), highlighted the link
between low-pay and moonlighting when she said The
government should address those pertinent issues that
force teachers to look for part-time jobs elsewhere
(Talemwa, 2012). This effectively suggests that while
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA 13

the Government is addressing issues pertaining to the

teaching profession, they are not in line with what
solutions the teachers are seeking to their problems.
Two of the teachers interviewed discussed the
challenges moonlighting presents when it comes to
implementing the student-centered learning goals of
SESEMAT. Akena said that using learner-centered
methods takes time to prepare because teachers have
to organize experiments and pre-test the experiments
before they present them in class (S. Akena, personal
communication, November 30, 2015). In cases where
teachers are working in multiple schools, they simply
do not have the time to design student-centered
lessons (S. Akena, personal communication, November
27, 2015). Furthermore, despite the positive reception
of the SESEMAT program by regional trainers and
teachers, the program has not been able to help
address the bigger barrier of the lack of financial
incentive. Teachers who are chosen to attend the
INSET training on a continuous basis are not given
travel stipends or additional monetary incentives (JICA,
2008). By design, the SESEMAT program fails to take
into account these issues that teachers face. This
illustrates a lack of alignment between the SESEMAT
program and what teachers are asking the government with the programs content learning and the second
to address. Arguably, both the SESEMAT program and, with engagement.
more so, the Ugandan Government are accountable for
Content Learning
these shortcomings and to ensure that the program
goals are in line with the education policies. The fact Although SESEMAT trainings take place at multiple
that the culture of moonlighting undercuts SESEMATs locations throughout the year, it is worthwhile to note
goal of promoting student-centered learning is that this five-day program is offered only once per year
indicative of how the SESEMAT strategy has not been for any given place and participant (E. Akers, personal
fully localized. communication, November 30, 2015). These workshops
are often led by teachers that were previously trained
Program Structure and Cascading Model by higher-level, national trainers. This cascading model,
in which training is conducted at several levels by
Our interviews with two program directors at STIR
trainers drawn from a level above (Hayes, 2000, p.
Education, an international NGO with offices in Uganda,
137), has been used as a cost-effective tool to cater to a
confirm that the lack of quality teacher development
large number of teachers (Hayes, 2000; World Bank,
and engagement is an endemic challenge facing the
2007). However, the use of this model risks quality
region. Emily Akers, STIRs Uganda Country Director,
dilution as less and less [content] is understood the
states 84% of teachers will quit if they can (personal
further one goes down the cascade (Hayes, 2000, pp.
communication, November 30, 2015). Whilst STIR
137-138). In short, when trainings and content
augments the SESEMATs program by empowering
materials reach local communities, they are, at best,
teachers to develop localized practices to meet the
influenced by trainers who may not always be from the
needs of their schools, they recognize that SESEMATs
community. Successful regional teachers can certainly
cascading, one-off training model hinders the potential
draw from participants local experiences to shape their
for localization in two ways. The first challenge deals
workshopsas many have done, as confirmed by our
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
interviews with local teachersto make the content
more relevant to the communities. Nevertheless, the
training is delivered in a top-down approach, with
content designed by national trainers, rather than those
from the local community. In this case, the success of
the SESEMAT programs seems to depend greatly on the
personal quality that makes a great teacher rare rather
than on the operative model it employs. Arguably, an
explicit call for localization is vital to any teacher training
programs success, and, for the most part, is missing
from, the SESEMAT program.
Engagement
Not surprisingly, our finding confirmed that SESEMAT
trainings attract the same teachers from year to year.
To this day, JICA runs, arguably, the largest INSET
program in Africa and, almost exclusively, uses the
cascading approach in Uganda (SMASE-WESCA, 2011;
Urwick & Kisa, 2014) with little feedback from the
community. A preliminary evaluation of the SMASSE
program across four regions of Kenya showed little
improvement by way of teachers adoption of student-
centered learning methods, compared to a control
group. It was observed that in 80 percent and 82
percent of SMASSE and non-SMASSE classrooms
respectively, teachers equally did not engage in
delivering student-centered lessons (Sifuna & Kaime,
2007). These inconclusive findings on the success of the
SMASSE program arguably would hold true for the
SESEMAT program, as the two operate along the same
model.
Whilst it is crucial to note that, collectively, participants
reported improved confidence in teaching science and
mathematics, the small sample size would suggest that
a more comprehensive assessment is needed and, even
more important, evaluation of participants enthusiasm
must take into account what local resources, if any, are
available to teachers in Uganda.
Student Experiences
A predominant trend of the SESEMAT program is its
encouragement for teachers to use locally relevant
examples and resources as a strategy to address the lack
of adequate scientific tools and equipments to teach
the practical science subjects. Despite a growing trend
across the continent away from using fixed laboratory
benches to service rooms (World Bank, 2007. pg 30),
the resources required to teach science through
14
practical laboratories remains a challenge. Ugandas
national exams for Physics and Biology include both
theoretical and practical sections thereby, mandating
that teachers to take students through practicals,
which require laboratory experiments. Simon Akena, a
Ugandan Physics teacher and a SESEMAT regional
trainer explains that there are few schools that can
afford science equipment and though science is
naturally an experimentally-grounded subject,
sometimes teachers explain the experiments
theoretically. (personal communication, November 30,
2015). In some cases, teachers ask parents to fill in this
gap by buying materials. This phenomenon was
mentioned by Catherine Nakabugo a Mathematics
teacher at Makayi College:
[One] challenge is asking the parents for
supplies, such as graph books and rulers,
[especially] in government schools where
children come from underprivileged homes
and the students have a difficult time getting
those materials (C. Nakabugo, personal
communication, November 27, 2015).
For these reasons, the Improvisation component of the
Activity, Student, Experiment, Improvisation (ASEI)
approach, advocated by SESEMAT, becomes
cornerstone to teachers understanding of the concept
of localization, as gathered from Rose Nanziris, a
Regional Trainer and Mathematics Teacher,
understanding of this aspect:
Trying to use the locally available materials and
picking materials that are easily accessible in
the day to day lives the teacher, rather than
needing conventional materials. (R. Nanziri,
personal communication, November 27, 2015).
She provided the example of using string as a
measurement tool, in instances where a tape-measure
is not available. Other examples mentioned by Nanziri
and her colleague Bosco include showing students
short-cut paths around the school as a way to teach
vectors, or having students identify geometric shapes
based on fruit displays in the market (R. Nanziri & N.
Bosco, personal communication, November 27, 2015).
Likewise, Akena discussed using a bicycle spoke and
aluminum foil to create a device that demonstrates the
concept of electricity (S. Akena, personal
communication, November 30, 2015).
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
The examples provided by Akena, Nanziri and Bosco
illustrate how the SESEMAT program encourages
teacher resourcefulness. However, one teacher we
interviewed commented that the training did not
directly discuss the inclusion of students lived
experiences (N. Bosco, personal communication,
November 27, 2015). Whilst the SESEMAT program
encourages teachers to seek out resources and
examples, given the capacity constraint of their school,
the program does not explicitly discuss the benefits of a
drawing from students personal experiences. Thus, in
some regards the SESEMAT program has encouraged
localization at a school-level through its ASEI approach.
Localization includes making science education
accessible to students (Yovita et al., 2013) by relating its
use to the daily lives of students. Without a more
comprehensive strategy to train teachers on how to
contextualize the subject, one can argued that the
SESEMAT program is limited in how it can support the
local Ugandan context.
Networking
In addition to promoting learner-centered pedagogy,
the SESEMAT program has the goals of establishing a
professional network for teachers and increasing
exchange with policy groups such as the Association for
the Development of Education in Africa (ADEA)
(Ishihara, 2012). In Uganda, this network has allowed
teachers to share resources. For example, Ndega Bosco,
an interviewee described an instance when he needed
grasshoppers for one of his lessons, but could not find
them in the market. He called one of the teachers he
met through the SESEMAT program and they arranged
to share the grasshoppers that his colleagues school
had procured (personal communication, November 27,
2015).
15
Such collaboration has had a profound impact on the
way practices and resources are shared. According to
one regional trainer, educators now feel a sense of
belonging to a community where they can exchange
their ideas (A. Okvulu, personal communication,
December 1, 2015). According to Okvulu, this network
is seen by teachers as an added value because no
opportunity for this previously existed (personal
communication, December 1, 2015). Such fora, one of
which is developed by STIR, an international NGO, also
allow teachers to identify ideas that have been
implemented in the classroom and are documented by
educators with the goal of receiving feedback (E. Akers,
personal communication, November 30, 2015). This is
an excellent example of localization, whereby program
participants are involved in creating solutions to their
local challenges. Furthermore, by sharing these ideas,
leaders and trainers are able to support teachers in
formal and informal contexts to make them effective in
conveying information in their classrooms (E. Akers,
personal communication, November 30, 2015).
According to the Country Director of STIR, a partner
organization of SESEMAT, encouragement to try
innovative methods that move beyond traditional
lecturing is provided by the network despite a lack of
resources (E. Akers, personal communication,
November 30, 2015). Akers believes that professionals
need a venue to connect and brainstorm and that the
networking portion of the SESEMAT training is
beneficial for this purpose (E. Akers, personal
communication, November 30, 2015).
The network created by JICA also extends beyond the
countrys district level. JICA has set-up a SMASSE
regional network that brings teachers together from
across East Africa. As an organization, SMASSE aims to
provide opportunities for replicating and sharing of
good practice, promising approaches and strategies to
mitigate emerging challenges in teacher development
through in-service training workshops (Koosimile and
Suping, 2015 p.4). These stated goals have resulted in
conferences and opportunities for professional
development in the region. Because the aim of the
SMASSE program is working towards the same goal of
capturing and maintaining student's interest in the
sciences, these networks provide a framework that is
able to set up alliances around common interests and
providing feedback, mentoring and guidance to
teachers across the East African region. This endeavors
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA

success has prompted ADEA to grant the SMASSE-WESCA Association a Working Group status in Mathematics and
Sciences Education (WGMSE) and it has been adopted in post conflict settings (Maichel & Orado, 2009, p. 7).

The network that SESEMAT has established is also beneficial for other education initiatives in the country. STIR, another
NGO that targets teacher-motivation and engagement, has been able to tap into SESEMATs network of teachers to
provide an avenue for them to identify local challenges and come up with ways to effectively address them (E. Akers,
personal communication, November 30, 2015). By embedding its new program into the local SESEMAT program, STIR
sees for itself, the potential in training government officials and trainers as well as shifting the mindset of teachers to
motivate them when other financial incentives are absent (E. Akers, personal communication, November 30, 2015).

Finally, SESEMATs network provides an opportunity to present suggestions and recommendations to leadership within
the government (Ishihara, 2012). Two teachers interviewed mentioned that through the SESEMAT training they are able
to provide feedback to regional trainers that is then passed onto the National Government (N. Bosco, personal
communication, November 27, 2015). Teachers can potentially use this network as a mechanism to cooperate with top
officials and policymakers in the realm of education, which is another example of how the SESEMAT structure can be
leveraged to allow for greater collaboration between policy makers and stakeholders for ensuring relevant
programming at the local level

RECOMMENDATIONS
Conduct a thorough assessment of teacher training programs. One study conducted on Kenyas SMASSE
program produced less than desirable results on the success of the program, with no discernable difference
in use of learner-centered pedagogy among SMASSE teachers when compared to a control group (Sifuna &
Kaime, 2007). A number of trainers and teachers we interviewed, discussed how this may also hold true for
Uganda and SESEMAT. While student interest and engagement in science may be heightened, exam results
have not made significant leaps to match up (A. Okvulu, personal communication, December 1, 2015).
Hence, government evaluation must include a needs-based assessment of the program from time to time
to identify the shortcomings of this approach and, subsequently, address them to meet the goals of the
program.

Establish achievable benchmarks. The MoES should, in conjunction with JICA and the larger SMASE-WECSA
network, create a monitoring and evaluation framework specifically for Uganda to assess the effectiveness
of the SESEMAT program in its schools. Only with more data on the program can arguably more decisively
stands be made about the program efficacy. However, what we do know would suggest that the SESEMAT
programs goal is not well aligned with the needs of local teachers. A long-term strategy for monitoring and
evaluation of the SESEMAT program is needed, and one that gauge the experience, behavior, attitude of
local teachers about the program is advocated.

Mitigate teachers workload. Addressing moonlighting is a complex aspect of Ugandas teacher education
culture, and a challenge that is often brought on by teachers overwhelming workload, has made it difficult
for teachers to achieve the goals of the SESEMAT program. The SESEMAT program should consider including
practical solutions for how teachers can both implement learner-centered approaches and manage their
workload. If this disconnect cannot effectively be bridged, JICA should consider whether the aims promoted
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA 17

by the SESEMAT program are realistic expectations for Ugandan teachers and thereby, a worthwhile
investment in science and mathematics education.

Revamp the National Science and Mathematics Curriculum. Given the pressure teachers in Uganda feel to
complete the syllabus, and a barrier this presents to making science education more learner-centered, the
Government of Uganda may consider reducing the content and allowing teachers more time to teach their
lessons using student-centered pedagogies. The Government may also consider including local scientific
concepts in this curriculum to make it more aligned with students sphere of knowledge.

Make criteria for aid more transparent. JICAs proclivity for funding pre-package projects (Koppel &
Plummer, 1989, p.1053) must thoroughly be reevaluated. How grants currently get awarded is contingent
on JICAs expertise, which often do not mirror the problem facing the local country. In short, how JICA has
conceptualized local needs ultimately becomes its plan for addressing these development problematics.
Developing more transparent grant giving processes that are more aligned with and speak the needs of
teachers on the frontlines is an aspect the Government of Uganda needs to take into consideration and
work towards improving.

CONCLUSION
In an international education development context,
localization is important to ensure that programs
achieve their aims. Japan certainly recognizes the need
for localization based on its philosophy of self-help. In
the case of SESEMAT, however, the success of this
pursuit remains elusive. While Japan has successfully
partnered with Ugandas MoES to ensure the onus of
development lies on the countrys government,
SESEMATs misaligned goals have produced, at best,
inconclusive results. The program promotes unrealistic
targets for teachers without addressing the pervasive
issue of moonlighting, germane to the region.
Furthermore, the cascading model employed by
SESEMAT is grounded in a top-down design process,
directly in conflict with JICAs claims of its program models being bottom-up. Lastly, the SESEMAT program falls
short in encouraging contextualization of science and mathematics education within the students local
experiences. These findings suggest that the SESEMAT program has not effectively achieved localization.
Undoubtedly, one can make a case that, by design and from the onset, these program goals were set outside the
reach of local teachers and beyond their sphere of understanding. If so, JICAs role in addressing this gap and its
partnership with Uganda would merit additional attention.
EXAMINING JICAS EFFICACY IN LOCALIZATION OF SCIENCE AND MATHEMATICS EDUCATION: THE SESEMAT PROGRAM IN UGANDA
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