|Technical Cooperation Projects|
As of : May.29,2015
Strengthening Mathematics and Science Education (SMASE)
KENYA, Member countries of SMASE-WECSA network
Poverty Reduction-Poverty Reduction
Human Resources-Human Resources-Primary Education
Improvement of Primary and Secondary Education Quality(Mathematics and Science)
Coopreation Priority Area
Human Resource Development
Improvement of Basic Education Quality
Center for Mathematics, Science and Technology Education in Africa: CEMASTEA(Nairobi, Kenya)
Date of R/D signed
Term of Cooperation
Ministry of Education (MoE)
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.
Capability of young Kenyans in Mathematics and Science is upgraded.
Quality of Mathematics and Science education at Primary and Secondary school levels in Kenya is strengthened through INSET.
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.
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
Dispatch of Study Team(s)
[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)
Provision of Equipment for Kenya Science Teachers College (1997, 204 million yen)
[Japan Overseas Cooperation Volunteers]
Science and Mathematics Education