Atsushi MATACHI Senior Advisor (Basic Education) Japan International Cooperation Agency...
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Transcript of Atsushi MATACHI Senior Advisor (Basic Education) Japan International Cooperation Agency...
Atsushi MATACHI Senior Advisor (Basic Education)
Japan International Cooperation Agency
International Congress on Mathematics Education (ICME)
JICA’s Support to Mathematics Education in Developing Countries
13 February 2015
1
Japan’s ODA and JICA
ODA:Official Development Assistance
Bilateral Assistance
Multilateral Assistance
Technical Cooperation
Loan
Grant Aid
JICA• JICA is the executing agency of Japan’s ODA.
2
90’s 00’s
●→Math & ScienceJapan Overseas Cooperation Volunteers (JOCV) (60’-)
●→Primary School Construction (90’-)
●→Technical Cooperation in Basic Education (1994-)
●→Regional Cooperation inMath & Science (2003-) - Kenya - Honduras
60’s
●→Technical Cooperation in Education Management (1998- )
JICA’s Assistance in Basic Education
• Sin3ce the beginning of the 1990s, JICA has strengthened the support to the Basic Education Sector in developing countries.
3
Focused Areas of JICA’s Technical Cooperation in Basic Education
Universal Access to Quality Basic Education
1. Improving Access to Education- School construction- Non-formal education / girls education
2. Improving Quality of Education- Teacher education and training (Math&Sci)
- Improving teaching and learning approach
- Developing teacher’s guides/students’ workbooks
3. Improving Educational Management- Training on local educational administrators- School management
4
JICA’s Technical Cooperation Projects by Areas (%) (103 Projects in 1994-2012)
JICA’s Technical Cooperation in Education
5
So far:
Improving teaching and learning approach (pedagogy)
Establishing In-Service Education and Training (INSET) system for teachers
- Cascading approach
- School-based approach (Lesson Study) Developing Teacher’s guides/students’ workbooks
Major Focuses of JICA’s Projects for Teacher Education (Math&Sci)
6
Strengthening of Mathematics and Science in Secondary Education (SMASSE)
1998-2003 (Phase 1) /2003-2008 (Phase 2)
Case 1: Improving Teaching Approach and Establishing INSET system in Kenya
7
- Shortage of human resources for industrialization and technological progress
- Low academic performance in M&S- Shortage of qualified teachers in M&S
- Too much theories without experiments and activities- Lack of skills for material development
- Ad-hoc basis INSET for teachers
Context of SMASSE
8
Purposes of Kenya SMASSE
<Teaching and learning Approach>To develop skills of teachers to conduct lessons
that are interesting and understandable for students
<INSET system>To establish a system for continuous in-service education
and training for mathematics and science teachers9
ASEI lesson: that allows students to think and find solutions on their own
Activity-basedLecture-basedTeacher provides solutions Students find solutions
Theory-basedExperiment-based
Conventional apparatus
Improvised materials
Teaching and Learning Approach
10
Establishing an INSET System (Cascade Approach)
100 District INSET Center
Schools
60 National Trainers
900 District Trainers
National Training
District Training
Lesson
900 District Trainers
14,000 M&S Teachers
<INSET contents >
<Transfer >
<Transfer >
Learner-centred approach
<Practice>
11
Uganda
Nigeria
Rwanda
( As of Apr. 2013 )
Malawi
Kenya
Ghana
Angola
Senegal Niger
Burkina Faso
Sierra Leone
Tanzania
Zambia
Regional Cooperation in Africa
Between continentsCollaboration between Asia and Africa (Malaysia, etc.)
Experience sharing among 27 countries in Africa・ Third-country training in Kenya ・ Experience sharing with other countries in Africa
SMASE projects in 14 countries
S. Sudan
Ethiopia
12
Case 2: Lesson Study in Zambia
2005-2007 (Phase 1) / 2008-2011 (Phase 2) / 2011-15 (Phase 3)
13
• Poor performance of pupils in Science and Mathematics.
• Existence of Government Policy on INSET and School-based Continuing Professional development (CPD)
• Need to develop a sustainable and cost-effective CPD programme.
• Ensures minimum disturbance of teaching-pupil contact time.
Context
14
• As a tool to change lessons that are more interesting and more understandable for students
→To explore a good lesson in Zambia• As a tool to allow teachers to participate in
continuous professional development
→ To change the attitudes of teachers• As a tool to revitalize the existing system of school-
based INSET
→ To make school-based INSET as part of daily life
Three Functions expected from Lesson Study
15
• Implementation Guideline by the Ministry • Implementing in the existing framework of the
School Programme of the In-service for the Term (SPRINT).
• For both Primary & Secondary (G1-12)• Starting from Science & Mathematics as entry and
extended to other subjects• Requested all schools to implement• Participated by Teachers, Teacher educators, School
managers.• LS Facilitators selected among teachers and trained
at local workshops and abroad.
How Lesson Study is Implemented
16
Cycle of Lesson Study
2. Plan the lesson collaboratively.
2. Plan the lesson collaboratively.
3. Implement the demo-lesson.
3. Implement the demo-lesson.
4. Discuss the lesson and reflect
on its effect.
4. Discuss the lesson and reflect
on its effect.5. Revised the
lesson.5. Revised the
lesson.
1. Define problems /challenges.
1. Define problems /challenges.
6. Teach the revised lesson.
6. Teach the revised lesson.
7. Discuss the lesson and reflect
again.
7. Discuss the lesson and reflect
again.
8. Compile and share the
reflections.
8. Compile and share the
reflections.
17
Case 3: Developing Teacher’s Guides in Honduras
Project for the Improvement of Teaching Method in Mathematics (PROMETAM)
2003-2006 (Phase 1) / 2006-2011 (Phase 2)
18
Context
Context :• Low completion rate at primary level ( Gross
enrolment rate: 90%⇔Completion rate: Less than 60 %)
• Inadequate capacities of teachers (Insufficient subject content knowledge and pedagogical skills)
• 13-year experience in dispatching Japanese volunteers in mathematics education
19
Developing Teacher’s Guides
Purpose of the Project:• To improve teaching method at primary
level by using teachers’ guides
Major activities:- Developing teachers’ guides for primary
mathematics- Developing learners’ workbooks for
primary mathematics- Conducting In-service teacher training - Monitoring and evaluation - Training counterparts
20
Teachers’ Guides and Students’ Workbooks
Students’ workbooks Teachers’ guides21
Impact of PROMETAM
Nationwide distribution of teachers’ guidebooks and students’ workbooks, later adopted as textbooks
Other countries in Central America are interested in the guidebooks and workbooks, and requested Japan to assist in strengthening mathematics education with the same approach as Honduras.
⇒ Regional cooperation with other countries in Central America, e.g., Guatemala, El Salvador, Nicaragua,, Dominican Republic.
22
Lessons Learned from the past experiences of JICA’s projects
1. Easy to change lesson delivery superficially, but difficult to change essentially (profoundly) .→ Develop core personnel.
2. Incentives are needed for teachers to participate in CPD → Formulate a policy.
3. Interventions to teachers only are not enough.→ Need interventions to students.
4. Examinations are not aligned with teaching method.→ Align the three levels of curriculum.
5. Teaching time is not enough→ Increase school hours.
Holistic approach and systemic change are needed!
23
From now on: Holistic Approach for Quality Learning
1. Holistic approach to improving quality of learning which deals with curriculum, textbooks, lesson delivery, students’ learning and assessment
2. in combination with human resource development, policy formulation for systemic change leading to improving learning environment.
Examination/Assessment
ImprovingQuality of Learning
Curriculum/Textbook
Learners/Learning
Lesson Delivery (TeachingCapacity)
24
Intended curriculum
Implemented curriculum
Achieved curriculum
Case 4: Improving Assessment (Developing Test Items) in Ethiopia
Enhance the quality of curriculum strategy
Curriculum
Classroom lessons
Assess-ment
By improving question
items
improve lessons
Intended curriculum
Curriculum
25
Case 5: Student Workbooks in Niger
26
Results of the student learning assessment
Average score per grade
Grade mark
1st 1.8 / 12
2nd 9.8 / 24
3rd 13.4 / 24
4th 16.5 / 24
5th 20 / 24
6th 22.9 / 24
1) 2 + 1 =
2) 2 + 3 =
3) 4 + 0 =
4) 3 + 4 =
5) 7 + 2 =
6) 4 + 4 =
7) 7 + 3 =
8) 4 + 6 =
9) 5 + 5 =
10) 9 + 2 =
11) 6 + 6 =
12) 8 + 5 =
13) 3 – 2 =
14) 4 – 1 =
15) 5 – 5 =
16) 8 – 6 =
17) 7 – 2 =
18) 9 – 9 =
19) 10 – 5 =
20) 10 – 8 =
21) 10 – 0 =
22) 12 – 3 =
23) 10 – 5 =
24) 17 – 9 =
27
3rd and 4th grade students
10% of the 3rd grade students got a zero10% of the 3rd grade students got a zero
28
Three main factors to improve basic knowledge and skill
Approximately 200 hours supplementary
lesson per year secured by the
community.
Approximately 200 hours supplementary
lesson per year secured by the
community.
29
Contents of math workbooks
• Self-study tool • Arithmetical exercises of the four basic operations and the
concept of the numbers• Step by step learning according to their own ability
30
Supplementary Group Studies
31
Examination/Assessment
ImprovingQuality of Learning
Curriculum/Textbook
Learners/Learning
JICA Project Mapping on “Improving Quality of Learning”
PalestinePrimary Math & Sci
Textbook Revision (under way)
BangladeshCurriculum & Textbook Revision
and INSET in Math & Sci
PNGTV Program /Curriculum
reform
CambodiaDeveloping Teachers’ Guide in
Sci & Math
Nicaragua, PRESET, Maths
Burkina Faso, Senegal, Uganda, Rwanda, Malawi
INSET in Sci & Math, Nationwide
Zambia Lesson Study focusing on
Kyozai-Kenkyu
MoroccoWrong Answer Analysis,
developing Teaching & Learning Material, Providing INSET
Lesson/ Teaching (TeachingCapacity)
In-service training= INSETPre-service training=PRESET
MyanmarPrimary Textbook Revision(all subjects), Teacher
Education & Examination
Niger, SenegalSelf Study Math Work
Book
EthiopiaExamination consistent
with Curriculum, Textbooks & Lessons
32