IN-SERVICE EDUCATION AND TRAINING STRATEGY FOR … · development and implementation of the INSET Strategy for Primary School Teachers (INSET-PST) is an effort of the Ministry to

THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

IN-SERVICE EDUCATION AND TRAINING

STRATEGY FOR PRIMARY SCHOOL TEACHERS

2009-2013

1st DRAFT

March, 2010

i

Foreword

The development of an In-service Education and Training (INSET) Strategy for teachers is an important undertaking in the process of improving quality and effective element for quality improvement in any education system. Through In-service Training programmes teachers are kept abreast on the ever changing teaching and learning needs, making them effective. The Education and Training Policy (ETP 1995) clearly stipulates that In-service Training and re-training shall be compulsory to ensure teacher quality and professionalism. Apparently, this requires provision of a well co-ordinated and systematic In-service Training accessible to all teachers. In 2008 the Government approved the implantation of the Teacher Development and Management Strategy (TDMS) 2008- 2013 as a means to address quality aspects and professional support of teachers in order to realise the national goal of ensuring equitable access to quality basic education. It was observed that INSET provision for teachers is inadequate in terms of co-ordination, consistency and coverage. The Government is now committed to address these gaps by putting in place an INSET Strategy for implementing a systematic and well co-ordinated system for teachers Although it is challenging to provide Continuous Professional Development (CPD) to all teachers, there is need to have modalities that will ensure sustainability and cost effectiveness. However, effective implementation requires change in mind- set, commitment and improved practices by all actors. This is a challenge to all teachers who are the key actors to effectively engage in this INSET programme for their own professional growth and quality improvement in our education system as a whole. Furthermore, implementing this intervention requires combined efforts and support by all stakeholders. I therefore urge all concerned parties to continue tosupport and cooperate with the government in order to realise the intended results.

Hamisi. O. Dihenga Permanent Secretary

March, 2010

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Table of contents

Foreword ..................................................................................................................................... i

ACKNOWLEDGEMENT ........................................................................................................ iii

1.0 INTRODUCTION ............................................................................................................ 1 1.1 Background and Rationale ................................................................................................ 1 1.3 INSET Strategy for Primary School Teachers .................................................................. 4 1.4 Goal ................................................................................................................................... 5 1.5 Main Objective ................................................................................................................. 5 1.6 Expected Outcome ............................................................................................................ 5

2.0 STRATEGIES, OBJECTIVES, OUTPUT AND ACTIVITIES ...................................... 6 2.1 INSET Strategies .............................................................................................................. 6 2.2 INSET Objectives ............................................................................................................. 8 3.1 Central Level ................................................................................................................... 12 3.2 Zonal Level ..................................................................................................................... 12 3.3 Regional Level ................................................................................................................ 12 3.4 Council Level .................................................................................................................. 12 3.5 Ward Level ..................................................................................................................... 13 3.6 School Level ................................................................................................................... 13

4.0 INSET ROLES AND RESPONSIBILITIES .................................................................. 14 4.1 School Level ................................................................................................................... 14 4.3 Ward Level ..................................................................................................................... 15 4.4 Council Level .................................................................................................................. 16 4.5 Regional Level ................................................................................................................ 17 4.8 Central level .................................................................................................................... 18

5.0 MONITORING AND EVALUATION OF THE STRATEGY ..................................... 20

6.0 FINANCING .................................................................................................................. 23

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ACKNOWLEDGEMENT

The In-Service Education and Training (INSET) Strategy was made possible by the support and contributions from a number of stakeholders including experts and development partners, in education. The Ministry of Education and Vocational Training (MoEVT) would like to thank all of them for their inputs. Special appreciations go to UNICEF for their financial and technical support throughout the process of developing the INSET Strategy. The Ministry would also like to thank the three consultants, namely Dr. Mike Wort from Pedium Education Consult, Sweden, Prof. Frank Hardman from York University and Mr. Joseph. Mmbando, a retired officer from the Ministry of Education and Vocational Training for their invaluable technical support and advice. Further, the Ministry would wish to thank the Task Team that worked with the consultants and came up with this comprehensive INSET Strategy for Primary School Teachers (INSET-PST). Last but not least I would like to thank Mrs Brenda Martin, for typing the manuscript. It is my great expectation that this intervention will greatly contribute to enhanced quality of education through improved classroom teaching and learning practices by our teachers.

R.C. MASSENGA DIRECTOR FOR TEACHER EDUCATION

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ACRONYMS AND ABBREVIATIONS

ADEM Agency for Development of Education Management CBO Community Based Organization CPD Continuous Professional Development DEO District Education Officer DP Development Partner DUCE Dar es Salaam University College of Education EQUIP Education Quality Improvement through Pedagogy ESDP Education Sector Development Programme ETP Education and Training Policy FBO Faith Based Organisation HIV and AIDS

Human Immune Virus and Acquired Immune Deficiency Syndrome

HR Human Resource IAE Institute of Adult Education ICT Information and Communication Technology. INSET In-Service Education and Training INSET- PST In-service Training for Primary School Teachers LGAs Local Government Authorities MoEVT Ministry of Education and Vocational Training NECTA National Examination Council of Tanzania NGO Non Governmental Organization NSA None State Actors NTEAB National Teacher Education Accreditation Board OUT Open University of Tanzania PEDP Primary Education Development Plan PMO-RALG Prime Ministers’ Office-Regional Administration and Local

Government PRESET Pre-Service Teacher Education PSLE Primary School Leaving Examination QITWG Quality Improvement Technical Working Group REO Regional Education Officer RS Regional Secretariat SEDP Secondary Education Development Plan TC Teachers Colleges TC Tender Colleges TDMS Teacher Development and Management Strategy TIE Tanzania Institute of Education TRC Teacher Resources Centre TTU Teachers Trade Union TWG Technical Working Group UDSM University of Dar es Salaam UNESCO United Nations Education, Science and Culture

Organisation UNICEF United Nations Children’s Fund UPE Universal Primary Education VETA Vocational Educational Training ZSI Zonal School Inspector

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1.0 INTRODUCTION

1.1 Background and Rationale

The commitment of the Government of Tanzania to realise both international

and national goals for quality basic education for all has necessitated reforms

in the education sector. As a first step, the Government adopted a sector-wide

approach to education development that launched the Education Sector

Development Programme (ESDP), 1997 to harmonise and guide the

implementation. The sub-sector development plans including the Primary

Education Development Programme (PEDP I) 2002-2006; (PEDP II), 2007-

2011 and the Secondary Education Development Plan (SEDP I), 2004 -2009

and (SEDP II) 2010-2014; and the Teacher Development and Management

Strategy (TDMS, 2008-2013) are still being implemented.

On one hand, PEDP and SEDP aim at improving quantitative and qualitative

aspects of the respective sub-sectors. TDMS on the other hand, is a strategic

tool to realise the PEDP and SEDP objectives in areas of teacher demand

and supply. Both PEDP and SEDP have significantly improved quantitative

aspects such as school infrastructure and enrolment to school. Efforts also

have been made under PEDP and SEDP to improve quality aspects such as

relevant curriculum; improving internal efficiency such as teacher pupil ratios

through expanded teacher training; and provision of appropriate teaching and

learning resources.

As a tool, TDMS embraces both qualitative and quantitative aspects of

demand and supply of teachers at primary and secondary school levels.

Quantitatively, the training of teachers has significantly increased to meet the

demands of PEDP and SEDP. Looking at the following table, the training of

primary school teachers for the period 2002-2006 more than doubled the

training in the same period 1997-2001. Training of secondary school teachers

for the period 2004-2009 was equally expanded to meet increasing demands

of secondary education. However the qualitative aspects of teachers’

preparations and professional support were inadequately addressed.

2

To ensure quality and effective teaching and learning, it is of paramount

importance to give teachers and teacher educators inservice training regularly

and systematically. Through In-Service programs teachers are kept abreast

with the ever-changing socio-economic, environmental and technological

advancement as reflected in the national policies, curriculum, school, society

and individual needs. Moreover TDMS describes the provision of In-Service

education as inadequate for teachers, tutors and education managers. It

further describes the provision as ad-hoc and not adequately coordinated at

the all levels. It concludes that, provision takes on the characteristic of being

irregular and is not continuous and that there is an absence of any overall

strategic plan/policy to coordinate INSET provision. It is from this situation that

the need rose for a systematic and well coordinated INSET provision for all

teachers in order to realise equitable access to quality education in Tanzania.

To address these gaps, TDMS sets among the priority objectives to ensure

the development of adequate quality primary school teachers through

continued in-service education and training and professional growth. Thus the

development and implementation of the INSET Strategy for Primary School

Teachers (INSET-PST) is an effort of the Ministry to realise this priority

objective.

Enrolment of Teachers in TCs. for the Period 1997-2 009.

Year/Level Certificate Diploma Total 1997 5848 2621 9136 1998 2968 1910 6134 1999 2492 1948 8252 2000 3303 2511 11073 2001 8906 3600 15561 2002 7136 4925 12648 2003 22487 4693 27700 2004 24873 5079 30892 2005 16758 6282 24015 2006 11609 7411 19084 2007 9557 5959 15516 2008 8884 6739 15623 2009 11177 8372 19549

Source: BEST 1993-2001, 2002-2006, 2005-2009 .

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1.2 In-service Education and Training (INSET)

Teaching and learning is a complex process which requires teachers to make

informed decisions about teaching strategies and ways to support pupils’

learning. Where as Pre-Service Education and Training (PRESET) opens the

way to teaching, In-Service education and training (INSET) is meant to

enhance the skills, knowledge and understanding of teachers for effective

classroom practices. It further provides opportunity for professional

development to teachers in order to raise their academic qualifications to

competently address the educational challenges and compete effectively in

the open labour market. From this perspective INSET of teacher is a life long

learning process which begins with the initial preparation that a teacher

receives at a teachers’ college and continues until retirement. It is an ongoing

process of education, training, learning, and support activities that takes place

in either external or work-based settings (School-based) of the teacher.

The demand for INSET at all levels of education has been increasing each

year. This follows a number of reforms in the Tanzania education sector.

Massive enrolment in schools and teachers’ colleges were realised as a result

of successful implementation of PEDP and SEDP. While quality education is

mostly a factor of presence of adequate qualified teachers, the demand for

teachers to fill PEDP and SEDP requirements leads to employment of new

teachers some of whom were untrained (licensed) and under-trained. Through

INSET these teachers will have an opportunity to upgrade and acquire

professional qualifications in teaching. However this does not replace the

requirements for PRESET programs. Also there are those who have been

teaching for a long time without any INSET.

To enable teachers acquire and develop appropriate competencies needed

for efficient delivery of primary education PEDP II states the provision of Tshs.

40,000 per each teacher every teacher to cover INSET.

Curriculum changes to competency-based demand all teachers to be well

informed of the changes and equipped with relevant mind-set and skills to

effectively and competently deliver the changed curriculum.

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The potential and power of Information Communication Technology (ICT) in

the teaching and learning process is another area that press demand on

INSET for teachers. Also INSET will keep teachers competent and qualified to

acquire jobs from the regional and sub-regional co operations including the

SADC and EA regional co operations.

The teaching force for primary schools is currently 157,185 (BEST, 2009).

Provision of INSET to such a huge number of teachers requires systematic

planning in terms of resources, addressing training needs of individual

teacher, increasing teacher’s effectiveness in school, administration of the

program, monitoring and evaluation of the learning process to ensure effective

implementation to obtain the intended results.

Taking into account the above needs and challenge, the INSET education and

training strategy is put in place to systematically guide regular and continued

learning of all teachers, starting with primary school teachers.

It is expected that through INSET, teachers will be able to implement valued

changes in their teaching and leadership behaviours, enabling them to

educate their pupils more effectively and achieve agreed balance between

individual, school and national needs.

. 1.3 INSET Strategy for Primary School Teachers

Before embarking on the processes to formulate the INSET Strategy, MoEVT

with support from UNICEF conducted a baseline study to collect valid and

reliable data (both qualitative and quantitative) to assess the quality of

teaching and learning in public primary schools in Tanzania. The main

purpose of the study was to identify key issues and set priorities that need to

be addressed when developing the strategy and operational plan.

Classroom observations revealed that despite attempts to enrich teaching

repertoires through pre-service training, classroom teaching was

predominantly “teacher chalk and talk”. Experience shows that this type of

teaching approach leads to rote learning contrary to the current competence-

based curriculum and assessment. Despite these challenges, the study also

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revealed that the majority of teachers had not had appropriate INSET

opportunities to improve the quality of their interactive teaching. In addition,

the study revealed that teachers face difficulties in the preparation of teaching

and learning materials; managing large class sizes and pupils with varied

learning needs, mastery of subject matter specifically science, mathematics

and language subjects.

It was generally learnt that the existing teaching and learning conditions do

not easily support learner centred methods. Thus, development of an INSET

strategy was necessary to address the existing gaps in the teaching and

learning process. This strategy is proposed to be implemented in two phases

to ensure national coverage. The Phase one will focus on putting in place a

strong structure that will support the implementation of the plan at the school

level. This will include preparations and piloting of the program in 14 councils

2009/2010- 2010/2011. The second phase will commence in 2011/2012 and

will cover the whole country. A detailed operational plan will follow to outline

the national roll out process.

For the sake of clarity, INSET for primary teachers is meant to improve the

teaching and learning skills of teachers and not upgrading their qualification.

1.4 Goal

The overall goal of the INSET Strategy is to promote continuous improvement

of primary school teachers to effectively teach in pre-primary and primary

schools. It is anticipated that the National INSET Programme will contribute to

effective classroom teaching and learning in schools and ultimately improve

the quality of education in the country.

1.5 Main Objective

To ensure a systematic in-service education and training and professional

growth of primary school teachers.

1.6 Expected Outcome

The expected outcome is improved quality of primary education through

effective classroom teaching and learning.

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2.0 STRATEGIES, OBJECTIVES, OUTPUT AND ACTIVITIES

2.1 INSET Strategies

The main strategy focuses on improving the quality of teaching and learning

through school-based INSET using open and distance learning approach.

The mode encompasses a mentorship, self-study and face-to-face sessions

for effective Continuous Professional Development (CPD) of all primary

school teachers. It is intended to enhance and provide support to the

professional learning development of teachers in ways that strengthen their

practice, support professional leadership and ongoing improvement within the

education sector. Both Local Government Authorities and schools will have

greater roles in the implementation, while the Central Government shall be

concerned with policy, planning, development of INSET modules, monitoring,

evaluation of implementation and designing incentive mechanisms. Financing

of INSET will be done both at national and local levels.

To ensure success, the Government will improve the school environment to

sufficiently support teachers taking part in the INSET. The following change

management principles will be emphasized for effective implementation:

� create a new sense of purpose and accountability;

� develop strong communication line for broader understanding of the

system and expected outcome;

� create greater ownership of the system, especially at council and

school level;

� strengthen education leadership and accountability at all institutional

levels; and

� involve all teachers so that they can benefit from INSET through

providing a variety of learning opportunities suited or matched to their

needs and resources.

The main strategic objective is to provide Continuous Professional

Development (CPD) for teachers in a collaborative manner. This embraces

the concept of a professional development framework that covers all aspects

of professional development for all teachers and link PRESET and INSET

programmes.

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A School-based Development Model of INSET will be implemented to assume

greater responsibility of the teachers for INSET activities and networking. The

adoption of a Professional Development Framework will ensure that all those

involved in INSET are accountable for the work they have been assigned. The

important issue is to raise the quality and standards of the education system.

For the changing pedagogic practice in the classroom, CPD will be

implemented. The programme will pay attention to the following needs:

extending teachers’ knowledge, understanding, skills and abilities. A

framework for CPD based at the school/school clusters will comprise three

areas that are:

� Individually focused – activities focusing on individual needs and career

plans;

� School based–activities in areas that are decided upon by the school

using National guideline/programme to tailor their own specific needs;

and

� National (MoEVT) / Council-focused – activities that meet the demands

of national initiatives.

The linkage between school/cluster-based CPD components is shown in Figure 1.

Individually focused:

Professional skills and subject

support based on needs

Schools & Teachers

take responsibility as

reflective practitioners Cluster Centre/TRC

National and District

focused:

National initiatives, cluster

networks professional links

School focused:

School improvement

based on the school

development plan

8

Figure 1: Continuous Professional Development (CPD) Framework School clustering model will be used and school-community linkages will be

established. The teachers in these schools will meet at a particular convenient

place (study centres) such as TRCs and cluster centres where INSET will be

provided.

Key institutions in education service provision will be engaged. These include;

TCs, TIE, IAE, NECTA, ADEM, VETA, NGOs and Universities with School of

Education. The purpose is to utilise the expertise of these institutions to bring

significant impact in the implementation of the INSET strategy. Clearly,

managing change requires structured planning with action plans, clear

communications, clear roles and capacity building at all levels. The

implementation of the strategy will optimise the use of participatory

approaches.

2.2 INSET Objectives

There are four objectives to guide the implementation of the INSET

strategy. A number of outputs and activities are set in line with the stated

objectives.

Objective One: Provide systematic opportunities for teachers to

improve their professional knowledge and competenci es

Outputs.

1) An established, functioning and well supported school-based system of

INSET in all schools with Council-based support close to the School

established.

2) Teachers taking part in a variety of continuous professional

development activities that contributes to improving the quality of

education in the classroom and the school.

Activities will engage all teachers and heads in discussion groups, peer

observation and feedback, collaborative planning, co-operative work on

school planning and school improvement, coaching, mentoring, and

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networking. Teachers will be encouraged to become involved and connected

to one another through such activities at their schools and in the cluster

schools and councils so that they become active members of a support

network of education professionals and learn collectively from one another.

Therefore, a lifelong learning system focusing on both content knowledge and

content-specific pedagogy shall be implemented. The system will encourage a

gradual move towards teachers using greater interactive teaching and

learning strategies. Activities that involve teachers themselves in active

problem solving and reflecting upon their beliefs and practices will be

adopted. It will provide professional development opportunities for all

teachers to consider the implications of their classroom practices and be able

to practice new methodologies appropriately.

Key activities are to: 1) develop guidelines for INSET delivery;

2) establish INSET institutional arrangement for effective INSET delivery

for all teachers;

3) establish cluster study centres;

4) develop Communication Strategy to inform beneficiaries and key actors

of INSET purpose objective and Implementation process; and

5) set Continuous Professional Development Frame work for teachers

(CPD).

It is anticipated that involvement in INSET activities would provide a major

incentive, motivating teachers to demonstrate their competence, and to fully

participate in continuous professional development, which would become a

key step on a career path within primary education leading to greater

responsibility, professional expertise and remuneration.

Objective Two: Enhance the qualifications of teache rs Output: A clear core teacher competences and benchmarks that underpin

qualification excellence in Tanzania that are ‘fitness to purpose’ and relate to

expected conditions established.

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The key activities are to: 1) develop teacher competencies and performance indicators;

2) develop training modules; for enhancing qualifications.

3) design and produce e-learning materials of INSET modules; and

4) provide learning and training opportunities appropriate to the situation

and context of the school including using ICT.

Objective Three: Raise the morale of teachers to pa rticipate in INSET

programmes

Output : A well developed system of incentive and a set of procedures to

professionally accredit CPD activities established.

Rewarding performance and achievements is an integral part of performance

management systems. A system for the accreditation of CPD activities

undertaken by teachers will be established. This will involve the active co-

operation of all the TCs, Universities, NECTA and other awarding bodies.

Furthermore, a system that reflects achievements and is supportive of

professional development activities undertaken by teachers will be

established.

The key activities are to:

1) develop a system of accreditation and reward linked to fulfilment of

CPD activities and linked to teachers’ pay progression;

2) develop a system of teacher portfolios to record involvement in CPD

activities; and

3) Develop an annual teacher assessment where teachers need to

demonstrate performance against all of the professional standards at

their current level before they can progress to the next level on the

salary scale.

Objective Four: Improve management of INSET at all institutional levels

Outputs

1) Effective management of INSET at all institutional levels;

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2) A functioning institutional communication system for effective

delivery of INSET; and;

3) Data base for INSET linked to ESMIS, developed at all levels.

Information and Communication Technology (ICT) will be used to enhance

management and easy interaction between teachers and educators.

The key activities are to:

1) strengthen the INSET unit in MoEVT to be able to plan and manage the

INSET and CPD developments;

2) build the capacity of the school inspectors, ward co-ordinators,

head teachers and council INSET coordinators to respond to the

school-based teacher development;

3) build capacity of teachers to use ICT facilities for implementation of INSET

activities.

4) database for INSET linked to ESMIS developed at all levels; and

5) orientation on the INSET database at all levels.

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3.0 INSTITUTIONAL ARRANGEMENT

The institutional arrangement takes into consideration the important linkages

within the education sector for effective implementation and sustainability of

the INSET strategy. The system of support and management of the INSET

strategy encompasses different levels where support should be placed and

main structural positions from the central level to school level. At each

institutional level there will be an INSET coordinator. Figure 2 illustrates the

system of INSET Linkages and Coordination.

3.1 Central Level

At the central level MOEVT is linked to PMO-RALG. While MOEVT provides

general policy guide, INSET programmes and monitors progress, PMO-RALG

deals with implementation of education programmes and management of

Schools including teachers. The Teacher Education Department will

coordinate the whole process of the INSET strategy while other key

departments and institutions (TIE, NECTA, ADEM, IAE, Universities and

University Colleges of Education) will provide their expertise to maximise

quality and effectiveness of the strategy.

3.2 Zonal Level

The Zonal Chief Inspector of Schools will link with the Central level to monitor

implementation according to the required standards.

3.3 Regional Level

The REO will link with the PMO-RALG and MOEVT to monitor and support

implementation of the strategy at the regional level. In order to have a strong

change agent at the Regional level, one of the Regional Education officials

will coordinate the INSET activities.

3.4 Council Level

The DEO (Primary Schools) is the manager of primary education in the

Council. Since the INSET strategy is council-based, the council will be linked

to the Central, Zonal, Regional, and lower levels. In order to have a strong

change agent at the district level, one of the council education officials will

13

coordinate the INSET activities in the district and link with TCs, TRCs, Ward

and NGOs. Also District Chief Inspector of Schools will link with Zonal

Inspector and cooperate with the DEO to monitor the implementation.

3.5 Ward Level

The Ward Education Coordinator (WEC) is responsible for the educational

issues at the ward level. Thus, the Ward will link with the DEO and District

School Inspector and also link with TRCs/cluster and Primary schools.

3.6 School Level

The INSET strategy will be implemented using a school-based and whole

school development model. This model emphasises INSET activities to take

place at the school, Cluster/TRC, and ward levels. In this regard, the school

will link with the Ward, TRCs/Cluster, TCs, NGOs and CBOs in providing

INSET.

Figure 2: INSET Linkages and Coordination

PMO-RALG MoEVT (TED)

ZONAL INSPECTORATE

TIE, ADEM, NECTA, IAE, School/College of

Education

REGIONAL EDUCATION OFFICE

DISTRICT EDUCATION OFFICE

TEACHERS’ COLLEGES

WARD EDUCATION COORDINATOR

TRC/Cluster

PRIMARY SCHOOLS

ZONAL/TC TRCs

DISTRICT INSPECTORATE

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4.0 INSET ROLES AND RESPONSIBILITIES

The Government’s goal of broadening democratic participation and

accountability at lower levels demands increased involvement of all

stakeholders. The key players in INSET implementation are the Central

Government, Development Partners (DPs), Local Government Authorities

(LGAs); Non-Governmental Organisations (NGOs), Community Based

Organizations (CBOs), Teachers Trade Union (TTU) and the Community.

The MoEVT will continue to focus on policy and legislation formulation,

coordination, quality assurance, setting standards, developing INSET

programmes and modules as well as monitoring and evaluation.

Implementation roles and responsibilities will be devolved to key actors at

each level. The key actors are: Head teacher; School committee- Chair

person;, WEC, TRC Coordinator/Cluster Coordinator, DEO (Primary); District

School Inspector; College Principal; Zonal college TRC Coordinator; Regional

Education Officer; Zonal Chief Inspector of Schools; Director of Teacher

Education Department (MoEVT); Coordinator of Education (PMO-RALG),

NSA will also be involved in the provision and advocacy of INSET. The

outlined roles and responsibilities of each key actor are:

4.1 School Level

4.1.1 Head Teacher

The roles and responsibilities of the head-teacher will be to:

� prepare a Whole School Development Plan to include INSET activities;

� prepare annual continuous professional development plans;

� organise and finance School-based INSET;

� identify INSET training needs for teachers;

� identify appropriate modules and mentors for school-based INSET;

� keep records of INSET provision and activities;

� report to WEC on INSET provision; and

� sensitize teachers to join INSET programmes.

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4.1.2 School Committee - Chair person

The roles and responsibilities of the chair person will be to:

� participate in developing whole school development plan and support

its implementation;

� support school-based INSET; and

� mobilize community to support INSET.

4.2 TRC/Cluster Level

4.2.1 TRC/Cluster Coordinator

The roles and responsibilities of the TRC/Cluster Coordinator will be to:

� support professional development in the Cluster and manage INSET

activity;

� conduct INSET programmes at TRC;

� report to WEC on INSET provision;

� mentoring and couching primary school teachers;

� link with DEOs and Teachers College on INSET provision and

progress; and

� create supportive environment for INSET provision.

4.3 Ward Level

4.3.1 Ward Education Coordinator (WEC)

The roles and responsibilities of the WEC will be to:

� co-ordinate the formulation of Whole School Development Plans within

the Ward including INSET;

� identify INSET priorities for school development plans and to assist

schools in the planning process;

� compile INSET training needs and keep records for teachers in the

Ward;

� support professional development in the ward;

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� identify TRCs and venues for INSET activities;

� identify INSET facilitators;

� report to DEO and District Inspector of Schools on INSET progress and

provision; and

� monitor and evaluate INSET provision at schools.

4.4 Council Level

4.4.1 District Education Officer (Primary Education )

The roles and responsibilities of the DEO will be to:

� Prepare and consolidate annual professional development plans from

wards;

� Develop education development plan including INSET;

� Prioritise INSET training needs at Council level;

� Consolidate budgets for professional development programs for

teachers;

� Coordinate and finance INSET at council level;

� Organize annual community sensitization for support of INSET;

� Monitor and evaluate INSET provision at schools and wards;

� Report to REO on INSET provision; and

� Report to MoEVT and PMO-RALG on all issues pertaining to INSET

4.4.2 District Inspector of Schools (DIS)

The roles and responsibilities of the DIS will be to:

� Observe and support teachers and pupils at work;

� Asses and provide feedback on the quality of INSET provision.

� Identify salient issues and needs for INSET.

� Ensure Whole School Development Plan is intergraded with INSET.

� Link with the DEO on issues pertaining to INSET.

� Provide outreach support for INSET in Ward and schools; and

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� Monitor and evaluate INSET provision at schools; and Report to

MOEVT on INSET provision.

4.5 Regional Level

4.5.1 Regional Education Officer (REO)

The roles and responsibilities of the REO will be to:

� Coordinate and consolidate the development of councils’ annual

Professional Development Plans including INSET;

� Support and advice councils on INSET initiatives;

� Monitor and evaluate INSET provision and activities undertaken at

councils; and

� Report to PMO-RALG and MoEVT on INSET provision;

4.6 Zonal Level

4.6.1 Zonal Chief Inspector of Schools

The roles and responsibilities of the ZCIS will be to:

� Monitor teachers and tutors’ competencies for quality INSET provision

in the zone;

� Provide support to TCs to plan and provision of INSET according to

needs; and

� Report to MoEVT on INSET provision.

4.7 Teachers’ College

4.7.1 College Principal

The roles and responsibilities of the college principal will be to:

� Set-up INSET unit;

� Organize INSET programs for professional development of teachers;

� Prepare INSET plans and budgets;

� Monitor and evaluate INSET;

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� Facilitate the Development of School-based INSET;

� Provide outreach support for INSET at schools;

� Monitor and evaluate INSET provision at schools; and

� Report to MoEVT on INSET provision and progress.

4.7.2 Zonal College TRC

The roles and responsibilities of the Zonal TRC coordinator will be to:

� Training of trainers for District councils;

� Plan provision of INSET at Zonal level; and

� Coordinate and distribute training materials for INSET.

4.8 Central level

4.8.1 Ministry of Education and Vocational Training

The roles and responsibilities of the Director of Teacher Education will be to:

� Create a National INSET System responsible for planning, budgeting

and oversight;

� Support technical and professional capacity of central, college

principals and tutors, Inspectors, Councils and Regions Education

Officers;

� Develop National Communication Strategy;

� Coordinate development of national level INSET programmes;

� Prepare National INSET action plans coherent with PRESET;

� Prepare INSET materials (guidelines, manuals and Modules);

� Develop HR Strategy for Capacity Building (Build capacity of INSET

personnel);

� Develop Teacher Competencies & Benchmarks;

� Develop Incentive and Accreditation System;

� Collaborate with PMO-RALG to monitor, evaluate, and review INSET

provision activities;

� Collaborate with PMO-RALG to Consolidate and distribute National

INSET reports to various education stakeholders; and

19

� Collaborate with key institutions namely TIE, IAE, ADEM, NECTA,

VETA, Universities and University Colleges of Education to support

INSET provision.

4.8.2 Prime Minister’s Office-Regional Administrati on and Local

Government

4.8.2.1 Coordinator of Primary Education

The roles and responsibilities of the Coordinator of Primary Education will be

to:

� Coordinate and consolidate Regional and Council INSET plans and

budget;

� Support and advise Regions and Councils on INSET provision;

� Collaborate with MoEVT to monitor, evaluate, and review INSET

provision and activities; and

� Collaborate with MoEVT to consolidate and distribute National INSET reports to various education stakeholders.

4.9 Development Partners (DPs) and other Funding Ag encies

The responsibilities of DPs and other funding agencies will be to:

� Support government efforts to provide systematic INSET for all teachers; and

� Participate in joint INSET review meetings and monitoring activities.

4.10 Non-State Actors (NSAs)

NSAs include Non-Governmental Organisations (NGOs), Community Based

Organisations (CBOs) and Faith Based Organisations (FBOs).

Their responsibilities will be to:

� Participate effectively in identifying needs and support implementation,

monitoring and evaluation of INSET;

� Participate in joint review meetings and monitoring activities;

� Contribute experience, expertise, human, financial, technical and

material resources to the improvement and provision of quality INSET;

and

� Advocate for innovations and solicit funds for INSET provision.

20

5.0 MONITORING AND EVALUATION OF THE STRATEGY

Regular feedback on the achievements made and challenges faced in the

implementation of INSET strategy will be obtained on quarterly, mid and

annual basis, depending on the commencement of the implementation of a

specified objective. A national monitoring and evaluation framework

comprising of nationally agreed indicators set for each specific objective, will

be developed to guide the practices by each actor. Guided by this framework,

tools for conducting monitoring and evaluation will be developed.

The national monitoring and evaluation indicators for each strategic objective

are as follows:-

Objective One: Provide systematic opportunities for teachers to improve

their professional knowledge and competencies

Indicators.

� School INSET plans;

� Number of Teachers engaged in CPD/ INSET programme by gender;

� Institutionalized INSET at School/Council levels;

� Number of facilitators/mentors to teachers engaged in INSET;

� Number of teachers received professional support;

� Frequency of teacher participation in INSET;

� Physical distance between schools and INSET centres.

Objective Two: Enhance the qualifications of teache rs Indicators:

1) Competencies in pedagogical

skills including;

� Competencies in reflective classroom practices, child-centred teaching

and learning and planning for improvement;

� competencies to deal with varied situations such as large and small

class sizes, children with special learning needs especially those

21

infected/affected with HIV and AIDS, street children, refugees and

orphans;

� Competences on subject master/content knowledge; and

� Competencies in monitoring, assessing, recording and reporting

children’s progress and using this information to inform further

planning.

2) Number of teachers demonstrating the stated competencies

Objective Three: Raise the morale of teachers to pa rticipate in INSET

programmes

Indicators:

� CPD accreditation criterion;

� Reward criteria for teachers’ participating in continuous professional

development;

� CPD record keeping for teachers; and

� Teacher performance rewarding platforms.

Objective Four: Improve management of INSET at all institutional levels

Indicators:

� INSET coordinators at different levels;

� List of roles and responsibilities at all levels for CPD;

� Training programs for all key players;

� Relevant materials for reliable communication on INSET; and

� Number of trained personnel.

Each actor will produce and submit quarterly and annual reports to the

immediate supervisor for further processing. Annual national evaluation will

be conducted by the MoEVT in collaboration with all key actors. Collaborative

evaluation between Government and other stakeholders including DPs, will be

22

conducted in between programme implementation to assess progress and

establish gaps to improve implementation practices.

A summative evaluation will be conducted at the end of the programme to

establish level of achievements and plan for further development.

23

6.0 FINANCING

INSET activities for primary school teachers are inadequately funded both at

national and local levels. Thus, efforts to solicit adequate funds from the

national budget and Local Government revenues will be made to ensure

continuous professional development for all teachers. Further opportunities

will be explored at international levels to mobilize funds to support the

Government budget. Potential in-country funding stakeholders including

CSOs, private sector, NGO’s, CBOs, FBOs and individuals that share interest

with MoEVT and Government role of service provision will also be explored.

The community through village/mtaa authorities and school committees will be

sensitized to contribute to the school development including teachers’

professional development. To create value for INSET programme, teachers

will take the lead in the implementation of school-based INSET plan by

sharing the cost.

The initial budget for INSET Strategy 2009-2013 is Shs. 8,647,755,056 (Annex I).

This is a national budget covering preparations and initial program

implementation in 14 pilot councils including 7 councils practicing Child

Friendly Schools (CFS) . For scale-up and continuity, councils will mainstream

and budget for INSET activities.

Financial mobilization and management guideline will be developed to ensure

availability and proper use of funds.

1

ANNEX 1

ACTION PLAN AND BUDGET FOR PRIMARY SCHOOL TEACHERS INSET STRATEGY 2009 - 2013

KEY ACTIVITY SUB-ACTIVITY YEARS

TOTAL ACTORS Remarks 2009/10 2010/11 2011/12 2012/13

Objective 1: Provide systematic opportunities for teachers to improve their professional knowledge and competencies

Develop guidelines for INSET delivery, including guidelines for equipping TRC/cluster study centres.

To conduct 14 days Working session to 20 participants at National level to prepare INSET Guidelines (financing, monitoring and support, assessment and evaluation, accreditation, Cluster/TRC operation).

36,000,000 - - 36,000,000

MOEVT/TED; PMO-RALG; MOFEA; DED

To conduct 7 days working session to 20 participants to review and update INSET guideline before implementation at National level

- - 21,300,000 - 21,300,000

Activity Total 36,000,000 - 21,300,000 57,300,000 Establish INSET institutional arrangement for effective INSET delivery for all teachers.

To conduct 5 days orientation session to 50 stakeholders per district from 14 pilot councils on guidelines for INSET operationalisation, roles and responsibilities of actors.

28,200,000 - - - 28,200,000

MOEVT/TED; PMO-RALG; PO-PSM

Activity Total 28,200,000 - - - 28,200,000

2




Establish cluster study centres.

Mapping of TRCs/cluster study centres (preparation of instruments, field visit and report writing).

201,780,000 - - 201,780,000

MOEVT/TED; PMO-RALG; DED

Activity Total - 201,780,000 201,780,000

Inform beneficiaries and key actors of INSET purpose, objective and Implementation process.

A 10 days for 14 experts working session to prepare content for adverts. (fliers, leaflets, calendars, newsletters, magazines, scripts for Radio and TV).

- 18,880,000 - 11,230,000 30,110,000


Budget for year 2012/13 is for review and cost of reviewed documents

Production of advertisements and programmes

- 70,000,000 - 70,000,000 140,000,000

TV/Radio advertisements.

- 187,200,000 - 187,200,056 374,400,056

Distribution/dissemination of advertisement materials.

- 68,000,000 - 68,000,000 136,000,000

Activity Total - 344,080,000 - 336,430,056 680,510,056

Set Continuous Professional Development Framework for teachers (CPD).

To conduct 5 day Working session to 20 participants at National level to prepare framework outline.

- - 14,300,000 - 14,300,000

MOEVT/TED

3




To conduct 10 days Working session to 30 participants at National level to develop the framework.

- - 36,600,000 - 36,600,000

To conduct 2 day CPD framework dissemination Workshop to 100 stakeholders.

- - 35,800,000 - 35,800,000

Activity Total - - 86,700,000 - 86,700,000

Total Objective 1 64,200,000 545,860,000 108,000,000 336,430,056 1,054,490,056

Objective 2: Enhance the qualifications of teachers Develop teacher competencies and performance indicators.

To conduct 7 days working session to 20 participants at National level to review Teacher Competencies and Performance indicators.

17,800,000 - - - 17,800,000

MOEVT/TED; DPs; NGOs/ CBOs; PO-PSM

4




To conduct 2 days dissemination working session for 70 stakeholders at National level on Teacher Competencies and Performance indicators.

27,000,000 - - 27,000,000

To conduct 5 days refining of Teacher Competencies and Performance indicators working session for 7 participants.

6,145,000 - - - 6,145,000

To conduct 2 days orientation session to MOEVT and PO-RALG management on the National Teacher Competence Framework and benchmarks (30 participants).

- 14,800,000 - - 14,800,000

To conduct 6 meetings

for approval of the National Teacher Competence Framework and benchmarks (30 participants each meeting).

4,820,000 - - - 4,820,000

5




Production of National Teacher Competence Framework and benchmarks.

7,000,000 - - 7,000,000

Activity Total 55,765,000 21,800,000 - - 77,565,000

Develop training modules; for enhancing qualifications.

To conduct 7 days working session of 24 experts at National level to prepare outlines for Science, Maths, English and pedagogical modules, and modules for programme and school managers.

21,640,000 - - - 21,640,000

MOEVT/TED

To conduct 28 days working session for 36 experts at National level to develop the modules.

116,030,000 - - - 116,030,000

To conduct 10 days modules pre-testing session.

30,010,000 - - - 30,010,000

To conduct 5 days

refining working session for 10 experts.

10,135,000 - - - 10,135,000

6




Production of modules( hard copies)

35,000,000 - - - 35,000,000

Councils are advised to produce the modules for their teachers, hence are encouraged to include it in their budgets.

Distribution of modules and guidelines. 7,000,000 - 68,000,000 - 75,000,000

Budget for 2011/12 is for 136 councils

Activity Total 219,815,000 - 68,000,000 - 287,815,000

Design and produce e-learning materials of the modules

Consultancy

50,000,000 - - 50,000,000

MOEVT/TED

Activity Total - 50,000,000 - - 50,000,000

Provide learning and training opportunities appropriate to the situation and context of the school including using ICT.

To conduct 2 days planning session for training of 140 college tutors. 6,150,000 6,150,000 - - 12,300,000

MOEVT/TED; PMO-RALG; DED; NGOs/ CBOs

Planning for training of National facilitators will be in two phases 2010/11 and 2011/12

Training of 140 college tutors on the modules, mentoring and coaching process of the teachers 256,250,000 256,250,000 - - 512,500,000

The programme will be rolledout to all councils. From 2011/12 councils will finance INSET provision including costs for training of teachers and

7




procurement of training materials. MoEVT will curter for national facilitators.

Training of 840 teachers in 14 selected districts on the developed modules (phase one only).

- 694,500,000 - - 694,500,000

Provide school/cluster-based INSET support by tutors (transport, materials, DSA, venue)

- 154,700,000 1,319,800,000 1,319,800,000 2,794,300,000

Each cluster to be visited twice a year for 3 days and there are 2000 clusters nationwide.

Activity Total 262,400,000 1,111,600,000 1,319,800,000 1,319,800,000 4,013,600,000

Marking teachers' assignment and provide feedback

- 124,920,000 - - 124,920,000

In year 2011/12 and 2012/13 councils to incur costs for marking and postage based on the number of teachers enrolled.

Total Objective 2 537,980,000 1,183,400,000 1,387,800,000 1,319,800,000 4,428,980,000

Objective 3: Raise the morale of teachers to participate in INSET programmes

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Develop an annual teacher assessment where teachers need to demonstrate performance against all of the professional standards at their current level before they can progress to the next level on the salary scale.

Develop guidelines/tool for teacher assessment.

- 30,775,000 - - 30,775,000


To conduct 10 days pre-testing session of the guidelines/tool.

- 24,800,000 - - 24,800,000

To conduct 5 days refining session for 10 experts.

- 8,850,000 - - 8,850,000

Production of guidelines/tool of assessment.

- 2,000,000 - 2,000,000 4,000,000

Activity Total - 66,425,000 - 2,000,000 68,425,000

9




Develop a system of accreditation and reward linked to fulfilment of CPD activities and linked to teachers’ pay progression.

To prepare ToR for developing standards on the following areas: teacher trainee competencies, tutors competencies, teachers colleges minimum standards, teacher education programmes.

- - 14,300,000 - 14,300,000

MOEVT/TED; TIE, NECTA, NACTE, TCU

To develop and harmonize standards of teaching profession in the following areas: tutors competencies, teachers colleges minimum standard, teacher education programmes, teachers progression (vertical and horizontal).

- - - 74,000,000 74,000,000

Activity Total - - 14,300,000 74,000,000 88,300,000

Conduct teacher performance rewarding platform at all levels.

3 day Working session for setting criteria for rewards (6 zonal inspectors, 10 participant from MOEVT-HQ and 5 from PMO-RALG)

- 12,200,000 - - 12,200,000


Dissemination of reward

criteria to key stakeholders

- 42,050,000 - - 42,050,000

10




To provide rewards for good practice teachers in Science, Maths and Language

- - - 204,800,000 204,800,000

Activity Total - 54,250,000 - 204,800,000 259,050,000

Develop a system of teacher portfolios to record involvement in CPD activities.

To develop instruments to collect information on teachers' involvement in CPD activities.

- - 30,275,000 - 30,275,000


To conduct 5 days working session for instrument pre-testing and review.

- - 22,875,000 - 22,875,000

Production of instruments

- - 1,000,000 - 1,000,000 Activity Total - - 54,150,000 - 54,150,000

Total Objective 3 - 120,675,000 68,450,000 280,800,000 469,925,000

Objective 4: Improve management of INSET at all institutional levels

Strengthen management and coordination of INSET at all levels to be able to plan and manage the INSET and CPD

Training of INSET coordinators on management

- 99,960,000 99,960,000 99,960,000 299,880,000

MOEVT/TED Capacity building is a continuos process and covers all levels in phases

11




developments.

Study visit for INSET coordinators on management of INSET.

- 50,960,000 50,960,000 50,960,000 152,880,000

Equipping the MOEVT INSET unit.

- 144,400,000 10,000,000 21,000,000 175,400,000

Initial budget is for purchasing and maintanance for following years.

Equipping/furnishing INSET units at 34 Teachers Colleges

- 204,000,000 204,000,000 204,000,000 612,000,000

Six million Tshs to be dirsbursed to each college for purchasing furniture and ICT equipment every year.

Database for INSET linked to ESMIS, developed at all levels.

- 17,350,000 - 17,350,000 34,700,000

Orientation on the INSET Database and linkage to ESMIS, at all levels.

- 61,590,000 - 17,350,000 78,940,000

Activity Total - 578,260,000 364,920,000 410,620,000 1,353,800,000

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Build the capacity of the school inspectors, ward co-ordinators, head teachers and INSET coordinators to respond to the school-based teacher development.

Training REOs, DEOs, DSIs, CZSI, PMO-RALG officials, Head Teachers, WECs, TRC/cluster coordinators, and College Principals at ADEM in phases.

- 429,850,000 - 429,850,000 859,700,000


Activity Total - 429,850,000 - 429,850,000 859,700,000

Build capacity of teachers to use ICT facilities for implementation of INSET activities.

To be covered under the Framework for ICT use in Teacher Professional Development in Tanzania

- - - -

MOEVT/TED; PMO-RALG, DED

Activity Total - - - - -

Total Objective 4 - 1,008,110,000 364,920,000 840,470,000 2,213,500,000

Objective 5: Monitoring and evaluation of INSET

To develop Monitoring and evaluation of INSET

Develop Monitoring and Evaluation framework and instruments. 25,300,000 - - - 25,300,000

MOEVT/TED; PMO-RALG

13




To conduct 3 days pre-testing session of the instruments.

9,400,000 - - - 9,400,000

To conduct 4 days

refining session for 10 experts. 9,700,000 - 9,700,000 - 19,400,000

Budget for year 2012/13 is for review and cost of reviewed documents

Activity Total 44,400,000 - 9,700,000 - 54,100,000

Annual Monitoring and Evaluation

Orientation session for familiarization of M&E instruments

- 21,800,000 21,800,000 21,800,000 65,400,000

MoEVT/TED; PMO-RALG; DED; DPs, NGOs/CBOs; MoFEA The activities are

annualy conducted 21 days for data collection and report writing

- 60,120,000 60,120,000 60,120,000 180,360,000

Dissemination of Monitoring and Evaluation report

- 27,000,000 27,000,000 27,000,000 81,000,000

Process consultancy for annual and joint Monitoring and Evaluation

- 50,000,000 - 50,000,000 100,000,000

Activity Total - 158,920,000 108,920,000 158,920,000 426,760,000

Total Objective 5 44,400,000 158,920,000 118,620,000 158,920,000 480,860,000 Grand Total 646,580,000 3,016,965,000 2,047,790,000 2,936,420,056 8,647,755,056

Documents

IN-SERVICE EDUCATION AND TRAINING STRATEGY FOR … · development and implementation of the INSET Strategy for Primary School Teachers (INSET-PST) is an effort of the Ministry to