PROJECT  REPORT  

BUILDING  CAPACITY  IN  PRIMARY  

MATH  &  SCIENCE  EDUCATION  

Sierra Leone April 27-June 1, 2013

Partners: Academics Without Borders Canada (AWBC) University of Makeni (UNIMAK) CAUSE Canada

Volunteers: Janette Barrington Joanne Hebert Lionel Pereira-Mendoza

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Executive Summary This pilot project seeded a unique partnership between AWBC, the University of Makeni (UNIMAK) and CAUSE Canada to offer in-service math and science workshops for primary school teachers in the Koinadugu region of Sierra Leone.

UNIMAK faculty facilitated the workshops, CAUSE staff took care of the logistics, and AWBC volunteers provided content ideas and took the opportunity to assess the local situation. Using concrete materials and Child-Centred Teaching Techniques (CCTT), the workshops were designed to provide model lessons on specific math and science topics from the school syllabus. A total of 56 teachers participated in the workshops and 37 additional teachers provided their input to the needs assessment.

The key issue identified is the number of unqualified and untrained teachers who lack the necessary math and science background to prepare pupils contributing to massive failures on the West African Primary School Exam. Recommendations for moving forward include providing more access to in-service training in the form of a lead teacher program (these lead teachers would return to their schools to conduct workshops for their peers) as well as concrete math and science materials in the form of a toolkit for schools and distance education materials, as the technology becomes available.

To ensure long-term sustainability, it is suggested that UNIMAK offer a formal certification program for in-service teachers and conduct a more formal follow-up to measure impact. A longitudinal research study could track workshop participants to better understand the particular challenges of math and science education and, at the same time, focus on improving the educational success of girls in Sierra Leone.

Everyone involved felt that the project was a success and that AWBC should fully support continued collaboration with UNIMAK and CAUSE Canada.

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TABLE OF CONTENTS

PROJECT BACKGROUND .................................................................................................. 1 SUMMARY OF KEY ACTIVITIES .......................................................................................... 1

Needs Assessment ................................................................................................... 1 Math and Science Workshops .................................................................................. 3 Meetings with partners .............................................................................................. 5

MOVING FORWARD ......................................................................................................... 6

In-Service Training Workshops ................................................................................. 6 Resource Center ....................................................................................................... 7 Research possibilities ............................................................................................... 8 Formal certification program ..................................................................................... 8

CONCLUSION .................................................................................................................. 8 APPENDIX 1:SWOT ANALYSIS ........................................................................................... 9 APPENDIX 2: FEEDBACK FROM PARTICIPANTS ................................................................ 11 APPENDIX 3: PRESENTATION TO UNIMAK AND CAUSE ...................................................... 17

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Project  Background  As outlined in the original proposal, this project had two components. The first was to help Makeni University (UNIMAK) deliver teacher education programs to practicing teachers who are at locations remote from the University. The second was to deepen teaching capacity in several subject fields of teacher education at UNIMAK, specifically math and science education.

An important component of the project was a partnership with CAUSE Canada, an NGO that sponsors several schools in the Koinadugu district of Sierra Leone. AWBC volunteers were recruited to work with UNIMAK and CAUSE staff to provide training opportunities for practicing teachers in Kabala.

CAUSE has recently built a teaching resource center in Kabala to provide teachers with access to instructional resources. It is envisioned that the center will also provide a site for future distance education opportunities. Distance education is defined to include a variety of methods to reach teachers in remote areas, including the use of information and communications technology, where available, to provide lectures and other information to teachers.

Specific goals for the project included:

• To help UNIMAK staff prepare math and science education programs for practicing teachers in remote areas;

• To enhance the teaching knowledge of practicing teachers in the Koinadugu district in math and science education through in-service workshops;

• To assess the needs of teachers and to work towards meeting those needs with concrete resources as well as computer-based resources, as the technology becomes available;

• To work towards developing a plan for future development in math and science education.

Summary  of  key  activities  The three key activities for this project were: needs assessment, math and science workshops, and meetings with partners.

Needs  Assessment  

Before the project began, we had sent UNIMAK various questions via email. Many of these questions were left unanswered and it was explained later that they felt, “we just had to come and see for ourselves.” Various school visits were arranged throughout the project for our own orientation to the school system in Sierra Leone and for needs assessment purposes.

Classroom observation in Mapaki Primary School

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Visits to St. Joseph’s Primary School in Makeni and a primary school in the village of Mapaki enabled us to observe the teaching of math and science classes firsthand. In Kabala, we visited six more schools and met with a total of 37 teachers. The schools are simple concrete structures with no electricity or running water. The classrooms are over crowded with pupils especially in the early years. All teachers voicing their concerns expressed the need for hands-on teaching and learning materials and greater access to in-service training in math and science. In some schools (not sponsored by CAUSE) pupils have to share textbooks for the core subject areas. In one case 65 pupils share 20 math and 9 science textbooks.

The first week of the project also involved planning for the in-service workshops. Three core groups of UNIMAK staff were identified to facilitate the workshops, one for math,

one for science, and one for distance education. Group meetings focused primarily on planning the content of a pilot version of the Kabala workshops for teachers from Catholic schools in the Makeni region who had been invited to attend prior to our arrival. The workshop itself is described in the next section. An important topic added by UNIMAK staff was Child Centered Teaching Techniques (CCTT), a method of teaching that involves the direct involvement of pupils. UNICEF recently offered intensive workshops on this method that many participants had attended. The math and science

components of the workshop were seen as an opportunity for the teachers to see practical examples of the CCTT method demonstrated in specific content areas.

As mentioned, our intention was to work towards building capacity through distance education materials. The reality in the rural regions is that few places have electricity and computer technology is not easily accessible. Fibre optic technology is expected to be available throughout the country in the near future but at present the Internet connection is by modem and not reliable. The distance education team therefore decided to focus their energy on the face-to-face workshops. UNIMAK staff led a session on computer technology and engaged participants in an in-depth analysis of their needs to find out what specific topics in the syllabus should take priority.

One method used for assessing needs was a group activity known as a SWOT analysis (i.e., Strengths, Weaknesses, Opportunities, and Threats). The idea was to empower participants to explore possibilities for new efforts or solutions to problems and to help inform decisions about the best path for future initiatives. The main strengths identified in primary education in the Koinadugu district are the school buildings and furniture, and some teaching and learning materials. This is largely due to the significant aid provided to CAUSE Canada schools. The main weakness identified was the lack of trained and qualified teachers in math and science. This was also cited as the biggest threat to quality education (i.e., outside of their control) as well as low salaries or lack of pay for teachers and the lack of opportunities for teacher training and further studies (finance). The main opportunity identified was workshops and training sessions, especially for primary teachers.

Meeting with teachers in Affia Primary School

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The call for more in-service training was echoed in a survey participants completed at the end of each workshop. They would also like to see more teachers included so that the message can cut across the country. Specific math and science topics they would like addressed in future workshops include measurement, fractions, geometry, energy, soil and time. Many participants would also like computers and computer training, as well as concrete teaching and learning materials that cannot be improvised. Complete results of the SWOT analyses and survey are included in Appendices 1 and 2.

In the long term, Makeni staff envision setting up a teaching resource centre, such as CAUSE has done in Kabala, as well as a website to store and display creative ideas on teaching and learning. Sample lessons and materials could be developed based on active learning principles and made accessible on the website or offline on CD-ROMs or memory keys or they can be printed out and used in the schools. As teachers become more familiar with the technology they could be invited to upload successful lessons and materials to share with colleagues across the country. Research could also be conducted to evaluate how effective the materials are in reaching curriculum goals.

Math  and  Science  Workshops  

Modeled on what was prepared at UNIMAK during the first two weeks, the Kabala workshops consisted of two four-day sessions over two weeks. The main focus of these workshops was to increase the capacity of quality teaching in the challenging subjects of math and science. The target audience was practicing teachers at the primary and junior secondary levels in both CAUSE Canada and the Catholic schools in the Koinadugu District.

Momodu Bangura, Director of CAUSE KIDS, was the overall organizer, while each week a team of educators from UNIMAK led the workshops with the support of the Canadian volunteers from AWBC.

The Deputy Director of Education for the Koinadugu District opened Week One. He welcomed the participants, but expressed his disappointment that there were no female teachers participating. He encouraged trying to overcome the cultural bias so as to be able to include more females in math and science. Gender equity was an issue that arose numerous times throughout discussions during the two weeks.

The team of facilitators from UNIMAK in Week One consisted of:

Alex Bangura Acting Dean of Education, UNIMAK Hajaratu Kamara Teacher, St. Joseph’s School, Makeni Felix Kanneh Dean of Agriculture, UNIMAK Sana Samura Lecturer, UNIMAK Mr. Cole Chairman, IT Department, UNIMAK Hindolo Pokawa Director of Research, UNIMAK

Workshop participants and facilitators Week One

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There were fifteen participants from CAUSE Canada schools, and seven from the Catholic schools. There was a mixture of primary and junior secondary.

The Deputy Country Director for CAUSE Canada welcomed participants in Week Two. He expressed concern over the number of UUs (untrained, unqualified teachers). He stressed the importance of math and science education for the future, and encouraged participants to share what they learned at the workshops with their colleagues to improve the teaching of math and science overall in schools. The team of facilitators from UNIMAK during Week Two consisted of:

Osman Kamara Chairman, Department of Education, UNIMAK Sulaiman Bangura Teacher, Junior Secondary School, Kabala Sana Samura Lecturer, UNIMAK Yusef Thawalley Lecturer, UNIMAK Eddie Vanboi Lecturer, IT, UNIMAK Daniel Samura Student, UNIMAK S.B. Kamara Head Teacher (participant last week; facilitator for CCTT)

There were twenty teacher participants, nineteen from CAUSE Canada schools as well as one woman from the Catholic Schools. The majority of teachers were from Class 5 and 6. It is worth noting that one teacher walked thirty miles to be able to participate in the workshop.

Each week followed the same format. Following the opening remarks, the participants were asked to express their expectations for the workshops. The staff likewise expressed theirs. There was concurrence on the idea that the teachers would be actively involved in math and science lessons applicable to their teaching situations, and they would leave the workshops with new information and methods to take back to their classrooms.

Sessions on CCTT (Child Centered Teaching Techniques) were followed by math and science sessions that incorporated the CCTT method. The science sessions used a model known as POE (Predict, Observe, Explain) that involved hands–on student participation. The sessions on math and science included activities in Ratio, Geometry, States of Matter, Magnetism and Animal Adaption. These experiences showed the participants several ways of incorporating the CCTT method into their teaching while using readily available local materials. The use of local materials, gathered in classroom subject

corners, became an important topic of discussion because of the lack of availability of standardized materials for use in math and science. In all cases it was shown how the CCTT method could be implemented using local or no materials through improvisation.

Participants engaged in a science lesson in Week Two

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During the workshops, continuous assessment was being made. The teachers determined how they could transfer what they had learned in the workshops to their own classrooms. They demonstrated this by presenting their own sample lessons to their peers. They showed a high level of ingenuity and creativity. In all cases, the feedback on these lessons was positive, and everyone agreed that the knowledge and skills acquired were very valuable, could be used in their own classrooms and could be shared with their colleagues.

Each week, at the end of the last session, it was determined whether the expectations set out at the beginning of the workshops had been met. At the end of both weeks, it was agreed that the workshops had been very successful. The participants learned a great deal which they could apply to their personal math and science teaching situations, and they had practical activities to take back to use in their classrooms. Overall, they were very happy that they had had the opportunity to participate, and all agreed that there is a need for more of this type of science and math training.

Meetings  with  partners  

A number of important partnership building meetings were held at the end of the project. Before leaving Kabala, we met with Mr. Zokar, CAUSE Deputy Regional Director, and Momodu Bangura, CAUSE Coordinator for the Koinadugu Region. A preliminary report for CAUSE Canada was presented at this meeting. When back in Makeni we had further debriefing meetings with the core group of UNIMAK faculty and Arthur Cummings, Country Director of CAUSE Canada. We also made a formal presentation to this group and Father Joe Turay, UNIMAK’s Vice-Chancellor (see Appendix 3).

At all of these meetings, everyone was very complimentary in regards to the project outcomes and enthusiastic about continuing to work together in the future. Father Joe was impressed with how the project brings together all three missions of the university: teaching, research and community outreach. Moving forward, he sees it as an opportunity to take the lead in research, to create new knowledge that can inform policy, specifically on the lack of girls in science and the fear of math. He suggests making a proposal to the government, the UN, UNDP, NGOs and other appropriate funding agencies. Other possible research suggestions were to look at how to sustain teachers after taking UNIMAK’s new Higher Teaching Certificate program (HTC) and attracting math and science teachers back to the rural areas. The HTC program, which includes a focus on math and science education, could provide a sustaining link to the project. As well it could provide lecturers and students with the necessary expertise to facilitate workshops.

For the research component of the proposal, it was suggested that UNIMAK find 16 Catholic schools to match the 16 CAUSE schools in the Koinadugu region and with the help of AWBC follow a group of teachers and students in a longitudinal study. If preference is given to teachers who have already taken the UNICEF Child-Centered Teaching Techniques (CCTT) training then research data could be collected on the cumulative impact of in-service professional development in the region.  

Another aspect of the research could analyze results of the National Primary School Exam (NPSE), especially given our observation that the questions are not well aligned with the syllabus and the language is difficult for primary level readers. The systematic collection of research data could help challenge whether the exam fits in with the goals of the curriculum

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It would be important to include in the proposal the need for support money to put on workshops, as well as the cost of developing math and science tool kits and a website with open access to teaching and learning materials which would be available to all teachers and schools.

Moving  Forward  How do we now move forward? As indicated above, we feel that the workshops were highly successful. The feedback from the workshops (see Appendix 2), as well as our many meetings with teachers identified issues facing Sierra Leonean primary teachers.

One key issue is untrained and unqualified teachers. Many local teachers have little or no formal education. This means that they do not feel confident in their teaching. While many difficulties surface because of the lack of qualifications and teacher training, two specific issues mentioned by the teachers were:

(i) The gaps in teachers’ knowledge means that topics in the curriculum are being skipped. A major consequence of this is that many primary school students lack a solid foundation in math and science.

(ii) The lack of a sound foundation and appropriate educational experiences leads to a fear of math and science. This fear builds as students progress through the system and should be addressed in the early years of their schooling.

Based on this feedback, we have a series of suggestions to consider in moving ahead.

In-­‐Service  Training  Workshops  

All of the teachers we met expressed a strong desire for more training. CAUSE already conducts in-service training for its teachers. The in-service approach could be used by UNIMAK so the university can offer in-service training to other teachers.

There are two types of in-service that could be considered:

Classroom teacher workshops (1-day or longer if needed)

These workshops could consist of sample lessons directly related to the syllabus that include both content and pedagogy. At the end of each session, each teacher would leave with lesson plans and a set of concrete materials to support those lessons.

The day could be organized around a specific math and/or science topic, e.g., measurement, or a specific level, e.g., math/science in year 1. Also, part of each workshop could include making appropriate materials or discussing/collecting local materials that could be used for the lessons when they return to their schools.

Training lead teachers workshops (2 or 3 days each)

Building local capacity is important for long-term sustainability. To meet this goal, lead teachers, who are active classroom teachers identified as leaders by their head teacher, could be selected to attend the workshop. The overall objective would be to train these lead teachers so that they would return to their schools to conduct workshops in science and math for their peers. They could also be used as resource people for other schools.

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During the workshops participants would be involved in short presentations and discussions so they would share their approach to teaching math and science including both content and pedagogy. Similar to the 1-day workshop described above, each participant would leave with specific lesson plans and a set of concrete materials (as appropriate) to use in their schools to train their colleagues.

For CAUSE, which already has teachers within their system who are trained, these teachers could, after attending a lead teacher workshop(s), become lead teachers. In addition to providing sustainability within CAUSE schools, this would reduce the cost of delivering in-service for their teachers.

Delivery Mode for In-service

If UNIMAK decides to develop an in- service program, there are three types of delivery that could be considered:

• Bringing a group of teachers to a central location: this could be the UNIMAK campus or a location outside MAKENI. In this arrangement some teachers might have to travel a considerable distance to attend the workshop.

• Running workshops in a specific school and bring teachers in from nearby schools: in this approach the location is chosen so that the teachers involved are near the location, reducing travel time and expenses.

• Designing and developing distance education packages: this could be through packages sent to the schools. Where computers are available this could involve DVDs, and if available suggestions regarding using the Internet. As technology becomes more available the packages could involve more technology-based resources, e.g., web-based materials accessible on mobile phones.

CAUSE already has an operating and effective in-service training program, however these three delivery modes could still be utilized. In fact, the first mode is what was employed in the Kabala workshops. Further, CAUSE could use the computers in its resource center to deliver alternative components in its in-service agenda. Initially, this could involve specific topics on CD ROM, and could later extend to Internet use as it becomes more readily available.

Potential workshop leaders As mentioned earlier, CAUSE could use its lead teachers to be workshop facilitators. Both UNIMAK and CAUSE could use other potential leaders. These could include UNIMAK staff, outside consultants or volunteers (e.g., AWBC) and the newly trained lead teachers. UNIMAK could also involve students in the TC, HTC and degree programs as part of their education program, which would further develop local capacity.

Resource  Center  

CAUSE has already built a resource center. Based on the feedback from the participants, two key areas in which they would like to see additional resources are:

• Concrete math and science materials • Textbooks and other resources for math and science

The current loan program could be extended to include the concrete materials. These materials could be borrowed by individual teachers as well as be used for the in-service workshops.

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UNIMAK could also establish a resource center to support its workshop program as well as its pre-service program. Workshop leaders as well as pre-service and practicing teachers could borrow the resources. These resources could include:

• Concrete math and science materials. • Textbooks and other resources for math and science. • Materials could be organized in the form of kits that teachers or trainers

could borrow from the resource center; the kits could be organized by level and/or by topic.

• A national website, online journals, etc., as the technology becomes available; these could be made available to all teachers in Sierra Leone.

Research  Possibilities    

Whenever possible, evidence-based decision making is preferable to having to make decisions without data to provide guidance and direction. Based on issues raised during the workshops, there are two specific research topics that could be pursued.

(i) CAUSE does follow-up with teachers who attend their workshops to see how they are implementing the ideas discussed during workshops. Together with CAUSE, UNIMAK could consider a more formal follow-up in the schools to assess the impact of these workshops on math and science teaching. This research would help guide decisions on future workshops as well as provide useful support for any future funding application that is developed.

(ii) The issue of the lack of women teaching science and math was raised at various times throughout the workshop. UNIMAK could consider writing a collaborative research proposal with CAUSE and/or AWBC to investigate the reasons girls do not pursue teaching math and science.

Formal  Certification  Program  

The feedback from the workshops and meetings with teachers indicated a strong desire for programs that result in formal qualifications. UNIMAK could consider developing a series of certificate programs based on the in-service workshops that could eventually lead to a TC, HTC or degree. This would enable teachers who participate in in-service workshops to receive a recognized qualification from an established University, as well as start on a path towards a higher qualification.

Conclusion  As indicated in this report, we feel that what we accomplished with UNIMAK and CAUSE has been valuable to all those involved. This is, we hope, the first step on a path to continued collaboration between UNIMAK, CAUSE and AWBC that will continue to build capacity in primary math and science education. Consideration could also be given to expanding this initiative to Junior Secondary School and Secondary School teachers.

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APPENDIX  1:  SWOT  ANALYSIS  

PREPARED BY WORKSHOP PARTICIPANTS Kabala 13-16 May and 20-23 May 2013

STRENGTHS

• Physical buildings like schools, furniture (3) • Some teaching and learning materials (3) • Textbooks (3), chalk, van cards, register,

pens, pencils, wash basins • Cordial relationship among teachers and

between teachers and pupils (3) • Unity between head teachers and teachers

(3) • Some teachers are trained in colleges (3) • Availability of teachers and schools (2) • Capacity building facilities (workshops,

training sessions, etc.) (2) • Some schools are provided with food (2) • Some schools have gardens which provide

food for pupils • Mother’s club and S.M.C. in managing

schools • Parent-teachers association in all the schools • Many pupils benefit from scholarships from

CAUSE Canada, C.R.S., Child Fund, etc. • Teachers receive incentives • Plants in our environment • The community and the school • Non-polluted school environment • Approval of community teachers (partial) • Development of more community schools • Rapid increase of pupil enrollment • Good performance of pupils in public exams • More trained and qualified teachers that

motivate and capture the interest of pupils • The head teacher is very encouraging • The C.C.T.T. method is enhancing learning • Children and teachers have willingness to

learn • A good number of children going to school • We have enough teachers in the schools • Safe school environment

WEAKNESSES

• Lack of trained and qualified teachers in math and science (9)

• Inadequate teaching and learning materials (6)

• Lack of modern materials (computers, internet, science lab, library) (5)

• Lack of buildings in the schools (3) • Lack of information technology (2) • Lack of teacher training college in our district

and technical institute/vocational center (2) • Teachers don’t have frequent training (2) • Overcrowding of pupils in the classrooms (2) • Low commitment to job • Low level of understanding of subject matter • Early marriage and teenage pregnancy • Due to lack of motivation from the

government, trained and qualified teachers are not willing to teach in remote areas

• Not all teachers get incentives • Appropriate textbooks are not supplied • School facilities like wash basins, buckets,

van cards are not enough • Poor relationship between teachers & pupils • Teachers lose interest in the job • Training in management and duties • Non approval of community teachers • Parents remove their children from one

school to another • Teacher’s guides which provide support and

answers to questions are not available • Lack of supervision and proper

administration by the head teacher • The C.C.T.T. method is not well applied

because of lack of training • Lack of link to NGOs, political leaders, and

local council for support in our schools • Poor seating accommodation • Massive failure in external exams in

mathematics

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SWOT ANALYSIS CONTINUED PREPARED BY WORKSHOP PARTICIPANTS

Kabala 13-16 May and 20-23 May 2013

OPPORTUNITIES

• Workshops and training sessions, especially for primary teachers, from NGO’s like UNICEF, CAUSE, CRS. (6)

• Supply of teaching and learning materials (exercise books, pens, calculators) (4)

• Supply of uniforms for some schools (3) • Granting aids given to teachers for studies (2) • NGOs and goodwill donors (2) • Additional buildings by organizations (2) • There are water wells, toilets in schools (2) • Some schools are supplied with books on core

subjects (2) • Distance education programme • Introduction of the CCTT programme in

schools • Some schools are now enjoying computer

facilities from donors • Scholarships to teachers by the government • Loans from NGO’s and other organizations • Teacher’s medical facilities • Fieldtrips must be made available • Cooperation of community members in the

schools • A qualified nurse visits the schools at least

twice a term • Some schools help to establish agricultural

and craft centers for learning purposes • School buildings, furniture • Hope to get trained and qualified teachers in

math and science in the next five years • We expect to get equipped libraries in our

schools for science research in the next five years

THREATS

• Low salaries/lack of pay for teachers (5) • Untrained and unqualified teachers in math

and science (5) • Lack of opportunities for teacher training

and further studies (finance) (5) • No laboratories for science (4) • Some heads of schools are very corrupt (3) • Absence of resource centers, computers,

libraries (3) • Corruption and mismanagement of finance

meant for schools and school materials (2) • Slow/non-recruitment of teachers by the

government (2) • Poor performance of pupils in science and

math leads the pupils to leave one school for another school (2)

• No teacher’s quarters in the schools (2) • No libraries for teachers and pupils (2) • Misuse of school facilities by community (2) • Majority of community teachers (unpaid) (2) • Influence of culture and religion (2) • Trained and qualified teachers from the

colleges and universities are leaving to seek greener pastures (2)

• Uncontrolled social activities • Some teachers sell grades to pupils and

promote them to another class empty • No mobility facilities for teachers, e.g., cars • Nutrition for pupils is not enough due to high

prices in the market • Poor environmental sanitation • Leadership style • Community’s attitude to teachers • Government treatment towards teachers • Donor agencies assist few schools and

leave the other schools • Two teachers per class and per chalk board • Not enough textbooks in core subjects • Poverty • Head teachers conditions of service should

be improved by government and donors

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APPENDIX  2:  FEEDBACK  FROM  PARTICIPANTS  

UNIMAK-AWBC IN-SERVICE WORKSHOP

Math & Science Education May 7-8, 2013

1. What ideas from the workshop can you take back and use in your classroom?

• Improvement in teaching methodology, particularly child-centered method (6) • Allowing pupils participation (3) • Encouraging pupils to ask questions in class (3) • Presentation of a particular topic (3) • Scientific processes (observation, experimentation, prediction) • The idea of using locally made things (improvised materials) • Allow the children to think and be self creative in class • The motivation of children in the classroom • Class participation (individual) • Teaching by using concrete materials • Creating a conducive learning environment where both the teacher and the pupil can

easily be involved in discussion • Where pupils cannot easily understand, repeat the same thing • Classroom management, particularly getting the attention of learners • The teacher will always be a guide and the learners should be allowed to give their

input

2. What topics would you like to see addressed in future workshops? Math

• Measurement, length and weight (3) • Construction (2) • Basic word problems (2) • Areas and perimeters of plane figures in geometry • Solid geometry (shapes of objects) • Every day arithmetic (simple interest, commission) • Simultaneous equations, variations • Time • Graphs • Algebra • Indices • Percentage increase and decrease • Statistics

Science

• Energy (5) (definition, types, forms, sources) • Machines (2) (friction) • Electricity (2) (Ohms Law) • Reproduction

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• Separation of mixtures • Heat • Ecology • Soil • Physical and chemical change • Electrical symbols • Sinking and floating materials • Light • Measurement • Air • Consumption of earth resources

Other

• Indigenous technology

3. What would you like to see included in the Makeni Teaching & Learning Resource Centre?

• Concrete teaching and learning materials that cannot be improvised (8) • Laboratory, laboratory equipment and chemicals (5) • Science and math textbooks (5) • Trained personnel to pass on the information to others • Materials for learning the syllabus of Basic Education Certificate Examination • Resource manager that is competent to man the affairs of the resource centre • Manuals on how to teach children in both primary and secondary schools • Inviting children to visit the resource centre • Microscopes and telescopes • More on teaching methods • A refresher workshop once in a while for teachers in the centre • Wall charts • Basic measuring instruments • In-service training of teachers monthly on up-to-date teaching techniques

4. Any other comments that would help us plan for the future?

• Include more teachers so that the message will cut-across country-wide (6) • Information should be spread earlier to the needed schools (4) • Be patient and work very hard to see that this workshop is done every year (2) • Increase the number of schools involved for easy spread of information • Prior planning before implementation • Make sure the institution employs tutors with education in their qualification • Tutors that are practically inclined • Encourage science teachers and help them improve on these subjects • Incentives for teachers participating well (certificate of participation) • Organize seminars for science and math teachers every three months • Give motivation to both the science and math teachers • Syllabus should be supplied to various schools, some students have no syllabus • Special training for teachers teaching science to see some of the lab equipment • A set down programme for the day

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FEEDBACK FROM PARTICIPANTS CONTINUED

AWBC-CAUSE-UNIMAK IN-SERVICE WORKSHOP

Math & Science Education May 13-16, 2013

1. What ideas from the workshop can you take back and use in your classroom?

• Implement the C.C.T.T. methodology in science and math (19) • Allow pupils to participate in class activities (2) • You ask questions and accept all answers from the pupils (2) • The importance of proper use of subject corner with concrete materials (2) • Encourage pupils to have interest in both science and math • Using instructional materials to teach math and science • The SWOT analysis strategy • Encourage the slow learners by giving them an assignment • Practical exercise on science, state of matter • Preparation of concrete lesson notes • The idea to improvise teaching and learning materials • The idea of children sitting as a group for them to share idea

2. What topics would you like to see addressed in future workshops? Math

• Geometry, angle (5) • Statistics (4) • Fractions (3) • Ratio • Standard form • Pythagoras theorem • Approximation • Division • Indices • Equations

Science

• Acid, alkaline, base and salt (2) • Element, mixture and compound (2) • Similarities and variation among living things (2) • Electricity • Separation of mixtures • Energy • Non-living things

Other

• Computer training (8) • Additional training on C.C.T.T. (4)

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• Research centre (2) • Providing teachers training college for math and science in Kabala • Lesson notes and lesson plans (it is the most troublesome part of teaching) • Subject corner in the process of C.C.T.T. • The SWOT strategy

3. What would you like to see included in the Kabala Teaching & Learning Resource Centre?

• Local learning materials in the environment for math and science (10) • Computer training (8) • Computers, printers (4) • Science equipment/lab (3) • Math and science textbooks (2) • Calculators (2) • Memory stick (USB) • Photo copy machines • Lesson notes and lesson plans • Lessons and materials for social studies and language arts • More things like craft

4. Any other comments that would help us plan for the future?

• Let there be regular training of the same kind (6) • We need computers in our schools (4) • Computer training workshops for math and science teachers (4) • Empowerment of more math and science teachers in our schools, like sending them

to college or university (3) • Courses to foster the learning process in Kabala/Koinadugu (3) • Computer course (2) • Send more teachers for training on the C.C.T.T. method (2) • Computer education should be included in schools • More priority be given to female teachers from the primary schools • A science laboratory for research • Other important subjects like Arts left untreated • More time be given to participants as some subjects treated were educative • Add to the days of the workshop so that the message will be more achieved • I would like to know more about mathematics and science • An agriculture center

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FEEDBACK FROM PARTICIPANTS CONTINUED

AWBC-CAUSE-UNIMAK IN-SERVICE WORKSHOP Math & Science Education

May 20-23, 2013 1. What ideas from the workshop can you take back and use in your classroom?

• Child-Centered Teaching Techniques (CCTT) (20) • Using the concepts: predict, observe, and explain (4) • New improved teaching skills • Adaptation of animals • Concept mapping and intrinsic motivation • The concept of hear, see and do • The seating arrangement of pupils • Demonstrations and activities involving the pupils • Teaching aids • States of matter • The discover method in teaching • The importance of SWOT • Group activities

2. What topics would you like to see addressed in future workshops? Math

• Geometry (2) • Fractions (2) • Ratios (2) • Division (2) • Measurement (2) • Multiplication • Decimals • Mathematics is difficult for some of us • Different types of currencies/exchange rates • Simple interest • Roman numerals • Addition and subtraction • Time

Science

• Flowering plants, pollination (3) • Energy (2) • Air, water and soil (3) • Diseases, e.g., cholera and malaria, how to prevent and treatment (2) • Environmental sanitation (2) • Animals • More about magnets

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• Bodies in the sky (solar system and constellations) • Capacity • Health

Other

• Class management (2) • Sinking and floating (2) • More on computers (2) • Personal hygiene • In-school records • SWOT • Teaching methods that can make teaching easier • Language arts

3. What would you like to see included in the Kabala Teaching & Learning Resource Centre?

• Computers (with internet connection) (11) • Math and science textbooks (9) • Library, dictionaries, reference books (9) • More teaching and learning materials (7) • IT materials (5) • Laboratory (3) • Science equipment (2) • Microscopes (2) • Solar system (2) • Town or school libraries • Computer training • Teacher’s guides for the core subjects (mathematics, social studies, science, English

language) • Calculators • Mathematical set (geometry) • Radios • Toys related to teaching, e.g., math and science in years 1 and 2 • Have primary school children play with computers • Plant and animal pictures for our pupils to see them • Hand lens (magnifying glass) • Resources for both primary and secondary schools • Teacher training college and university • Recreational facilities • Nursing center

4. Any other comments that would help us plan for the future?

• More teacher training of this type (5) • More training from the Canadians (2) • Training to become qualified teachers (3) • Transportation for participants to encourage participants from far off (2) • Add more days to the workshop (2) • Include English language because this also is a difficult subject

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• Most schools do not have access to enough teaching and learning materials • Not enough qualified staff to utilize these materials • Poor salary conditions for teachers • More sensitive materials for learning • Improvement of food must be considered • Include more secondary school teachers • Include teachers who have not benefitted from the first workshop • Come before the start of the academic year (the reopening of school) • Organize workshops for teachers from different CAUSE schools • Incentive to be given to every participant • Recreation center with teaching and learning materials in schools to enable the child

even at play to know that math and science is being applied • Teaching aids • More facilitators for other subjects • Enough materials to work with during the workshop • Extend the training to lower levels so that a solid foundation is laid and children are

trained to develop positive attitudes toward math and science • Other subjects like social studies and agriculture

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BUILDING  CAPACITY  IN  PRIMARY  MATH  &  SCIENCE  EDUCATION  

 Makeni  University  

Academics  Without  Borders  Canada  (AWBC)  CAUSE  Canada  

 May  2013  

PROJECT  OVERVIEW  

•  Help  Makeni  staff  prepare  math  and  science  educaSon  programmes  for  pracScing  teachers  in  remote  areas    

•  Enhance  the  teaching  knowledge  of  pracScing  teachers  in  the  Koinadugu  district  in  math  and  science  educaSon  through  in-­‐service  workshops  

•  Assess  the  needs  of  teachers  and  work  towards  meeSng  those  needs  with  concrete  resources  as  well  as  computer-­‐based  resources,  as  the  technology  becomes  available  

•  Work  towards  developing  a  plan  for  future  development  in  math  and  science  educaSon  

SCHOOL  VISIT  ST.  JOSEPH’S  PRIMARY  SCHOOL,  1  MAY  2013  

 

Deputy  Head  Teacher  and  Head  Teacher    

 

ObservaSon  of  a  science  lesson  

SCHOOL  VISIT  MAPAKI  PRIMARY  SCHOOL,  2  MAY  2013  

 

Paramount  Chief  shows  us  the  village  library  and  community  

centre    

ObservaSon  of  a  math  lesson  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  UNIMAK,  7-­‐8  MAY  2013  

 

UNIMAK  staff  leading    a  science  workshop  

 

ParScipants  doing  a  science  acSvity  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  UNIMAK,  7-­‐8  MAY  2013  

 

St.  Joseph’s  primary  school  teacher  giving  a  math  lesson  

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14  Par'cipa'ng  Teachers:  Bando  S.  Kallay;  Alhaji  Bashir  Kamara;  Kadric  Kanu;  Idrissaa  Fofana;    Henry  Keromo;  Moses  S.  Kanu;  AugusSne  M.  Terreuvarie;  Ibrahim  S.  Selbe;  Abdul  R.  Kamara;  Sonita  Conteh;  Alpha  Kanu;  Hajaratu  Y.B.  Kamara      9  Facilitators  and  Organizers:  Sister  Roseanne  Rustemeyer;  Alex  Bangura;  Felix  Kanneh;  Hindolo  Pokawa;  Sana  Samura;  Yusuf  Tarawally;  Mr.  Cole;  Eddie  Joe  Vamboi;  Daniel  S.  Samura;  Lionel  Pereira-­‐Mendoza;  Joanne  Hebert;  Janece  Barrington    

MATH  &  SCIENCE  EDUCATION  WORKSHOP  UNIMAK,  7-­‐8  MAY  2013  

 

MATH  &  SCIENCE  EDUCATION  WORKSHOP  KABALA,  13-­‐16  MAY  2013  

 

Deputy  Director  of  EducaSon  for  the  Koinadugu  Region  opens  the  workshop  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  KABALA,  13-­‐16  MAY  2013  

 

St.  Joseph  primary  school  teacher  leading  a  math  lesson  

 

ParScipants  using  CCTT  methodology  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  KABALA,  13-­‐16  MAY  2013  

 

22  Par'cipa'ng  Teachers:  Michael  K.  Koroma;  Lamin  H.  Conteh;  Alhaji  Conteh;  Sheku  Sawaneh;  Bangalie  H.  Conteh;  Ibrahim  B.  Sesay;  MarSn  Lausana  D.  Kono;  Charles  S.  Mansaray;  Denka  Marah;  Osmanmaka  Turay;  Sulaiman  B.  Bangura;    Sheku  Kamara;  Ansumana  Jawara;  Daniel  O.  Jawara;  Al  Hassan  Marah;  Songbo  Merah;  Mohamed  L.  Kuraisie;  Sylvester  B.  Kamara;  Porch  Jalla;  Paul  S.  Korbo;  Simon  B.  Conteh;  Peter  Lamin  Kamara      10  Facilitators  and  Organizers:  Alex  Bangura;  Felix  Kanneh;  Hindolo  Pokawa;  Mr.  Cole;  Hajaratu  Y.B.  Kamara;  Sana  Samura;  Momodu  Bangura;  Lionel  Pereira-­‐Mendoza;  Joanne  Hebert;  Janece  Barrington    

21  Par'cipa'ng  Teachers:  Alimamy  Conteh;  Lahai  M.  Turay;  Fatmata  Jalloh;  Mohamed  S.  Koryse;  Saio  Kamara;  Umu  H.  Jalloh;  Michael  M.  Kanu;  Abibatu  Conteh;  Daniel  M.  Koroma;  Joseph  Mankie  Koroma;  Simeon  Kemoh  Carew;  Ishmael  S.  Koroma;  Steven  S.  Kamara;  Yayah  M.  Jalloh;  Saima  Mansaray;  Brima  D.  Kargbo;  Kumba  Kamara;  Bombolai  Kamara;  Momodu  Kamara;  Margret  A.  Kamara;  Lovell  Lamina  Mansaray        

SCHOOL  VISIT  KABALA,  15  MAY  2013  

 

Pupils  in  Class  2        

SCHOOL  VISIT  AFFIA,  16  MAY  2013  

 

16  Par'cipa'ng  Teachers:  Kalie  Koroma;  Alpha  A.  Sesay;  Bockarie  J.  Conteh;  Ahmed  S.  Kamara;  Abu  B.  Marah;  Marcatu  Gonteh;  Fasalie  Kamara;  Foday    B.  Mansary;  Mamadu  Conteh;  Abdulai  Jalloh;  Mulu  Jalloh;  Abu  Gbanie;    Mamudu  S.  Conteh;  Karifala  Mansaray;  Lansana  K.  Marah;  Salifu  Koroma        

Pupils  in  Class  5    

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SCHOOL  VISIT  MALAFORIA,  17  MAY  2013  

 

Pupils  in  combined  Class  1  &  2    

CAUSE  Canada  Coodinator  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  KABALA,  20-­‐23  MAY  2013  

 

CAUSE  Deputy  Regional  Director    opens  the  workshop  

ParScipants  engaged  in  a    science  lesson  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  KABALA,  20-­‐23  MAY  2013  

 

UNIMAK  staff  gives  IT  presentaSon  

UNIMAK  staff  engages  parScipants  in    a  SWOT  analysis  

MATH  &  SCIENCE  EDUCATION  WORKSHOP  KABALA,  20-­‐23  MAY  2013  

 

20  Par'cipa'ng  Teachers:  Hassan  Samura;  Joseph  M.  Koroma;  James  D.  Mavah;  Sheku  S.  Samura;  Alpheus  Macanky;  Abu  Marah;  Patrick  P.  Mcwaray;  Kai  AugusSne  Gandi;  Abu  B.  Marah;  Alpha  A.  Sesay;  Yagah  M.  Julluh;  Sylvester  B.  Kamara;  Samuel  K.  Koroma;  Brima  D.  Kangbo;  Mohamed  Koroma;  Thomas  Y.  Koroma;  Paul  Sanie  Conteh;  Peter  D.  Marah;  MarSn  Y.  Mansaray;  Mary  K.  Thoronka      11  Facilitators  and  Organizers:  Osman  Kamara;  S.B.  Kamara;  Sana  Samura;  Yusuf  Tarawally;  Eddie  Joe  Vamboi;  Daniel  S.  Samura;  Momodu  Bangura;  Belamusa  Samura;  Lionel  Pereira-­‐Mendoza;  Joanne  Hebert;  Janece  Barrington    

PARTICIPANT  FEEDBACK  

1.       What  ideas  from  the  workshop  can  you  take  back  and  use  in  your  classroom?  •  Child-­‐Centered  Teaching  Techniques  (CCTT)    •  Using  concrete  materials  from  a  classroom  subject  corner  •  Using  the  concepts:  predict,  observe,  and  explain    

2.      What  topics  would  you  like  to  see  addressed  in  future  workshops?  •  Math:  measurement,  fracSons,  geometry  •  Science:  energy,  soil,  Sme,    •  Other:  computer  training  

3.      What  would  you  like  to  see  included  in  the  Teaching  &  Learning  Resource  Centre?  •  Computers  (with  internet  connecSon)    •  Math  and  science  textbooks    •  Concrete  teaching  and  learning  materials  that  cannot  be  improvised    

4.      Any  other  comments  that  would  help  us  plan  for  the  future?  •  More  teacher  training  of  this  type    •  Include  more  teachers  so  that  the  message  will  cut-­‐across  country-­‐wide  

 

KEY  ISSUE  

•  Untrained  and  unqualified  teachers  

Ø  Gaps  in  knowledge  because  topics  are  skipped  leads  to  a  lack  of  solid  foundaSon  in  math  and  science    

Ø  Interest  and  competence  needs  to  be  developed  in  early  primary  to  reduce  fear  of  math  and  science  

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MOVING  FORWARD  

Classroom  teacher  workshops  (1-­‐day  or  longer  if  needed)  

•  The  workshops  would  consist  of  sample  lessons  related  to  the  syllabus  including  both  content  and  pedagogy  

•  Each  teacher  would  leave  with  lesson  plans  and  a  set  of  concrete  materials  to  support  the  lessons  

   •  The  day  could  be  organised  around  a  specific  math  and/or  science  

topic,  e.g.,  measurement,  or  a  specific  level,  e.g.,  math/science  in  year  1      

•  Part  of  each  workshop  could  include  making  appropriate  materials  or  discussing  what  local  materials  could  be  used  for  the  lessons  

MOVING  FORWARD  

Training  lead  teachers  workshops  (2  or  3  days  each)    •  Lead  teachers  are  acSve  classroom  teachers,  idenSfied  as  leaders  by  their  

head  teacher,  responsible  for  going  back  to  their  schools  to  provide  training  to  their  peers    

•  The  workshops  would  be  designed  to  develop  a  lead  teacher  for  each  school    

•  ParScipants  would  be  involved  in  short  presentaSons  and  discussions  so  they  would  share  their  approach  to  teaching  math  and  science  including  both  content  and  pedagogy  

•  Each  parScipant  would  leave  with  specific  lesson  plans  and  a  set  of  concrete  materials  (as  appropriate)  to  use  in  their  school  to  train  their  colleagues  

MOVING  FORWARD  

UNIMAK  could  consider  three  types  of  workshop  delivery:  

•  Bring  a  group  of  teachers  to  a  central  locaSon    •  Run  workshops  in  a  specific  school  and  bring  teachers  in  from  

nearby  schools  

•  Design  and  develop  distance  educaSon  packages  

MOVING  FORWARD  

PotenGal  workshop  leaders  can  be  found  among  the  following:  

•  The  newly  trained  lead  teachers      •  UNIMAK  staff      •  Outside  consultants  or  volunteers  (e.g.,  AWBC)        Ø Maximizing  the  use  of  local  people  ensures  sustainability    

Ø  Involving  students  in  the  TC,  HTC  and  degree  programmes    would  further  develop  local  capacity  

MOVING  FORWARD  

Resource  Center:    •  UNIMAK  could  establish  a  resource  center  to  support  its  

workshop  programme    

•  These  resources  could  include  concrete  math  and  science  materials  which  could  be  borrowed  by  workshop  leaders  as  well  as  pre-­‐service  and  pracScing  teachers  

•  Other  resources  could  include  a  naSonal  website,  online  journals,  etc.,  as  the  technology  becomes  available    

MOVING  FORWARD  

Research  possibiliGes:    •  We  know  that  CAUSE  does  follow-­‐up  with  teachers  who  

acend  their  workshops  

•  Together  with  CAUSE  you  could  consider  a  more  formal  follow-­‐up  in  the  schools  to  assess  the  impact  of  these  workshops  on  math  and  science  teaching  

•  Write  a  collaboraSve  research  proposal  with  CAUSE  and/or  AWBC  to  invesSgate  issues,  such  as  increasing  the  parScipaSon  of  girls  in  math  and  science  

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MOVING  FORWARD  

Formal  cerGficaGon  programme:    •  UNIMAK  could  consider  developing  a  series  of  cerSficate  

programmes  based  on  the  in-­‐service  workshops  that  could  eventually  lead  to  a  TC,  HTC  or  degree  

CONCLUSION  

•  In  moving  forward,  it  is  hoped  that  the  collaboraSon  between  UNIMAK,  CAUSE  and  AWBC  can  conSnue  to  build  capacity  in  primary  math  and  science  educaSon  

•  ConsideraSon  could  be  given  to  expanding  this  iniSaSve  to  JSS  and  SS  

•  We  hope  that  the  ideas  presented  here  are  useful  in  helping  make  decisions  on  the  way  forward  

   

CONTACT  INFORMATION  

Janece  Barrington,  AWBC  Janece.Barrington@concordia.ca  

 Joanne  Hebert,  AWBC  

joanne.c.hebert@sympaSco.ca      

Lionel  Pereira-­‐Mendoza,  AWBC  Unimak@iammendoza.com