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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
ii
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
iii
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
iv
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
1
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 .
3
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.
4
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
5
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.
6
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.
7
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
9
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.
10
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;
11
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.
12
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
14
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.
15
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;
16
� 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
17
� 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;
18
� 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
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
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
MOEVT/TED; PMO-RALG; DED
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
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
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
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
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
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
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
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
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
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
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
8
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
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
MOEVT/TED; PMO-RALG; DED
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
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
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
MOEVT/TED; PMO-RALG; DED
Dissemination of reward
criteria to key stakeholders
- 42,050,000 - - 42,050,000
10
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
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
MOEVT/TED; PMO-RALG; DED
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
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
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
12
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
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
MOEVT/TED; PMO-RALG; DED
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
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
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