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Project Headquarters in charge
Technical Cooperation Projects
As of : Apr.10,2014



   
Strengthening Mathematics and Science Education (SMASE)
   

Country

KENYA, Member countries of SMASE-WECSA network



Field 1

Education-Primary Education

Field 2

Poverty Reduction-Poverty Reduction

Field 3


Sector

Human Resources-Human Resources-Primary Education

 


Program Title

Improvement of the Quality of Basic and Secondary Education (Mathematics and Science)

Coopreation Priority Area

Human Resource Development

Development Issue

Improving the Quality of Basic Education

 


Project Site

Center for Mathematics, Science and Technology Education in Africa: CEMASTEA(Nairobi, Kenya)

Date of R/D signed

Nov.28,2008

Term of Cooperation

2009/01`2013/12
 

Implementing Organization

Ministry of Education (MoE)
 

Background

The National Development Plan of the Republic of Kenya sets the goal of industrializing the industrial structure by 2030. However, the education to develop human resources needed for the industrialization is hanging low. In particular, low quality education in science and mathematics is an urgent issue to be addressed. In response to the request of the government of Kenya(GOK), the government of Japan began the Project for Strengthening Mathematics and Science in Secondary Education (SMASSE) in 1998 and provided assistance for improving science and mathematics education through in-service teacher training(INSET). SMASSE introduced the approach called ASEI/PDSI
(Activity, Student, Experiment and Improvisation / Plan, Do, See and Improve) and urged teachers to change their attitudes toward teaching. As a result, a certain effect has been achieved on improving teaching methods. The evaluation at the end of Phase II confirmed that INSET system had been established in central and local areas and endorsed its effectiveness and sustainability.
GOK highly appreciates the outcome of strengthening secondary science and mathematics education achieved under this approach. At the same time, it has concern over the deteriorating quality of primary education and has requested assistance from Japan to establish INSET system for primary education to improve the quality of primary science and mathematics education. There is a strong need in the African region that the outcome produced by Phases I and II should be shared by other countries within the region that are faced with the similar problems. Hence, it has requested Japan to assist to strengthen the support system for the African region as well.

 


Overall Goal

Capability of young Kenyans in Mathematics and Science is upgraded.

 


Project Purpose

Quality of Mathematics and Science education at Primary and Secondary school levels in Kenya is strengthened through INSET.

 


Output

1.A system of National INSET for Regional Trainers is established at CEMASTEA.
2.A system of Regional INSET and Regional workshop is established at PTTCs.
3.Existing system of cluster INSET is strengthened.
4.Secondary M/S teachers' ASEI/PDSI practices in classroom are enhanced.
5.Role of CEMASTEA as resource centre for M/S education is strengthened.

 


Project Activities

1. To assess INSET training needs of primary M/S teachers and develop manuals, materials, and M&E tools for National/Regional/Cluster INSET. To conduct National INSET for Regional trainers at CEMASTEA and organize workshops for PTTS prinsipals and Deans of Curriculum/heads of M/S
department on understanding of SMASE INSET & ASEI/PDSI classroom practices.To monitor the quality of National INSET and assess the impact of National INSET.
2. To conduct national sensitisation workshop for DEO, QASO, TAC Tutor. To select Cluster Trainer, provide PTTCs with training materials/apparatus for regional INSET, develop the workshop contents and materials, and conduct Regional INSET for Cluster Trainers. To monitor the quality of Regional
INSET and to assess the impact of Regional INSET.
3. To provide training materials/apparatus as necessary for Cluster INSET and District Workshop. To conduct Cluster INSET and District workshop. To monitor the quality of the Cluster INSET and assess the impact of Cluster INSET. To develop handbook on management of primary INSET system in accordance with MOE policy.
4. To assess the current situation of M/S teachers' ASEI/PDSI classroom practices and develop INSET
content for lesson study. To assess the current situation of capacity of school leadership on suprvision of ASEI/PDSI classroom practices. To develop workshop content for principals, to conduct National workshop for selected principals, to conduct District workshop for all principals. To monitor ASEI/PDSI classroom practices.
5. To publish newsletters, manuals and reports. To establish networks with agencies/
institutions involved in related activities, organise symposia on good ASEI/PDSI classroom
practices, and compile good practices of ASEI/PDSI and disseminate.

 


Input Summary byJapanese Side

1.Dispatch of long-term experts
2.Dispatch of short-term experts
3.Training of Kenyan counterpart personnel in Japan and in third countries
4.Provision of training materials and equipment for INSET activities
5.Expenses necessary for SMASE-WECSA activities
6.Local operation cost for administration of the Project

 


Consultant Name

 

Dispatch of Study Team(s)

Team

From

To


Preparatory Survey

Aug.24,2008

Sep.12,2008



May.19,2009

Jun.01,2009



Nov.14,2009

Nov.25,2009
 

Related Project


(1)Japanese side

[Technical Cooperation Project]
Strengthening of Mathematics and Science in Seconday Education in Kenya (SMASSE) (1998.7-2003.6)
Strengthening of Mathematics and Science in Seconday Education in Kenya Phase II (SMASSE) (2003.6-2008.12)
[Grant Aid]
Provision of Equipment for Kenya Science Teachers College (1997, 204 million yen)
[Japan Overseas Cooperation Volunteers]
Science and Mathematics Education