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Terminal ReportUNDP/RAF172/109 AFRICA
(Botswana, Lesotho, Swaziland)
Science and MathematicsTeacher Training Programmeof the University of Botswana,Lesotho and Swaziland
Project FindingsandRecommendations
Serial No. FMR/ED/OPS/77/218 (UNDP)
United NationsDevelopmentProgramme
United Nations Educational,Scientific and CulturalOrganization
Paris, 1977
Science and MathematicsTeacher Training Programmeof the University of Botswana,Lesotho and Swaziland
Project Findings and Recommendations
United NationsDevelopmentProgramme
AFRICA
(Botswana, Lesotho,Swaziland)
Report prepared for theGovernments of Botswana, Lesothoand Swaziland by theUnited Nations Educational,Scientific and CulturalOrganization (Unesco)acting as Executing Agencyfor the United NationsDevelopment Programme (UNDP)
United Nations Educational,Scientific and CulturalOrganization
Tenninal ReportUNDP/RAF/72/109FtIR;ED/OPS!T7/218(UNDP)18 March 1977
(() Unesco 1977Printed in France
TABLE OF CONTENTS
paragraphs
I. INTIDDUCTION ...•........................•...... ( 1 12)
11. FINDINGS •••••••••••••••••••••••••••••••••••••••
- General Assessment of the Project's Impact •••- The Advantages and Drawbacks of a Regional
Project ••••••••••••••••••••••••••••••••••••••Institutional Base •••••••••••••••••••••••••••Pre-service Teacher Training •••••••••••••••••In-service Training ••••••••••••••••••••••••••SChool visits ••••••••••••••••••••••••••••••••Counterpart Training •••••••••••••••••••••••••
- Mathematics Workcards Programme ••••••••••••••- Consultants ••••••••••••••••••••••••••••••••••- Teachers' Subject Associations ••••••••••••••••- Equipment Manufacture and Distribution Centres- Basio Research •••••••••••••••••••••••••••••••
(13 - 39)
13
14 - 1611
18 2021 2324 2526 3132 35
36313839
Ill. RECOMMENDATIONS ••••••••••••••••••••••••••••••••
- General Development of Science and MathematicsEducation in the Region ••••••••••••••••••••••
- Regional Projects ••••••••••••••••••••••••••••- Pre-servioe Training •••••••••••••••••••••••••- In-service Teacher Training and School Support- University Staff Development •••••••• ~ ••••••••- Mathematics Workcards ••••••••••••••••••••••••- Science and Mathematics Teachers·Association.- Equipment Manufacture and Distribution Centres- Basic Educational Research •••••••••••••••••••
APPENDICES
(40 - 55)
4041 - 4344 - 41
4849 - 51
52535455
APPENDIX K
APPENDIX AAPPENDIX B
Unesco Experts and Comrn.ltantsList of Project Associates and Status of Training as at31 M83'" 1976
APPENDIX C Local Group Training Activities, AssociatesAPPENDIX D - Overseas FellowshipsAPPENDIX E Student Enrolment and Graduate OutputAPPENDIX F Summary of Consultancy Report by D. M. UdallAPPENDIX G In-service courses and meetings organized by Project Staff
or AssociatesAPPENDIX H - Project Papers and ReportsAPPENDIX I Revised Project ObjectivesAPPENDIX J Summary of the findings and recommendations of the evaluation
reportSummary of the Workcards Evaluation
RAF/72/109 - Science and Mathematics Teacher Training Programme of theUniversity of Botswana, Lesotho and Swaziland
TERMINAL REPORT
I. INTRODUCTION
1. One of the main problems faced by the Governments of Botswana,Lesotho and Swaziland in meeting trained manpower needs is the shortage ofsUitably qualified candidates for training in professions which require agood grounding in mathematics and science. An increase in the quantityand quality of the output of secondary schools in these subject areas canonly be achieved if the number of qualified national teachers is raised,the professional advancement of serving teachers is improved by in-servicework, and pupil learning furthered by curriculum development and research.Following a request from the three Governments, the UNDP approved, in 1968,a two-and-a-half year regional project of assistance, with Unesco as ExecutingAgency. The University of Botswana, Lesotho and Swaziland was designated asthe Government Co-operating Agency, and the project was based in the framework of the Faculty of Education of the University.
2. An evaluation of Phase I of the project drew attention to the in-clusion in the original proposals of too many objectives and the rather limitedduration of the project. Further, in Botswana and Swaziland at any rate, theinfra-structure in the form of University campuses to support the work of theexperts was then at an early stage of development. Proposals for a Phase 11of the project were drawn up in 1972. Preparatory activities were approvedearly in 1973 for six months, and later in the year UNDP assistance until theend of 1975 was approved. In a project revision in 1974 the project was extended until 31 May, 1976.
3. The objectives, as stated in the project document of Phase 11, calledfor the strengthening of the three Schools of Education of UBLS (University ofBotswana, Lesotho and Swaziland) by the appointment of one specialist in each ofthe fields of mathematics education and science education on each campus, withan additional specialist in science education at Roma. These specialists wereto have responsibilities for in-service teacher training and curriculum development as well as pre-service teacher training. The training programme made provision for seven fellowships. The Chief Technical Adviser was to be based atUBLS, Roma, and was charged with the overall programming and planning of allproject activities in co-operation with the three Ministries of Education andUBLS.
4. The project reV1S10n signed in 1974 provided for another specialist inmathematics education to take charge of the regional co-ordination of theMathematics Workcards programme. The project revision also provided for areallocation of fellowship funds to increase flexibility and give more scopefor local training programmes.
5. In 1975 the objectives of the project were rewritten in operationalterms (Appendix I).
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6. The total approved ~J)P project budget for Phase II, as shown in the1914 Project Revision,was as follows:
Experts
Fellowships
Equipment
Miscellaneous
m/m US$
282.1 106,150
459.2 60,863
30,920
46,245
Total 844,178
The counterpart contributim in kind, provided through the lhiversity,as shown in the project document, was as follows:
Project Personnel
m/m
505
Rand
111,200
Training Component 338,820
Equipment (including premises) 156,200
Miscellaneous 69,000
Total 1,281,220
1. The Chief T~hnical Adviser arrived on 12 January 1913, and initiatedpreparatory activities. In consultation with officials from the three Governments, the University and specialists from other projects in related fields, hedrew up plans of action for each of the three countries. These plans elaboratedthe activities listed in the Work Plan of the Project Document. They wereformulated so as to dovetail into on-going work in the three countries, in thefields of pre-service teacher training, in-service tea.cher training and curriculum development, and included plans for the training of associates.
8. Between July and November, 1973, five more experts arrived; and by theend of 1973, all but one expert post established for this period were filled.The exception was the second science post at Roma, which, because of the withdrawal of the selected candidate, was not filled until August 1974. The ScienceEducation Expert in Swaziland arrived on schedule in January 1914. The twospecialists in Botswana resigned early in 1975, and their repla.ceme;ts arrivedafter an in~erval of several months. In October 1974, the newly created postof mathematics workcards co-ordinator was filled. Full details on staffing aregiven in Appendix A.
9. From the beginning of 1914 until May 1916, project staff carried outtheir fourfold tasks of pre-service training, in-service training, curriculumdevelopment and the training of associates.
10. In April 1915, a Science education specialist from Unesco Headquartersvisited the project on a technical mission. Her report is summarized in Appendix J.Two consultants also visited the project the same year. The first studied possibleways of reorganizing the University teacher education programmes, and the secondran in-service courses in methods of teaching mathematics for teachers, teachertrainers and inspectors in the three countries.
11. Contacts between staff working in different countries were maintained byregional project meetings and by inter-country visits of individual staff. Toco-ordinate the work of the project with Ministries of Education and with otherprojects with intersecting interests, project co-ordinating committees met, bothregionally and nationallY,during 1915.
12. In October 1915, the Government of Lesotho established the NationalUniversity of Lesotho in place of the Roma Campus of U.B.L.S. This action andthe subsequent dispute over the assets of U.B.L.S., rendered more difficult theregional co-ordination of project activities. In spite of a recommendation fora project continuation at a Tripartite Review in November 1915, the above-mentionedevents concerning the University, together with decisions resulting from the UNDPfinancial crisis, resulted in the termination of the project on 31 May 1916.
I I. FINDINGS
General Assessment of Project's Impact
13. The Tripartite Review's recommendation for extension indicates thatPhase 11 of the Regional Science and Mathematics Teacher Training Programme wasmaking a valid contribution to the development of Science and Mathematics education in the region by the end of 1915. Some 18 nationals of the three countrieswere receiving training as project associates, and a project co-manager hadrecently been appointed. An effective nucleus of science and mathematics educators to meet the needs of the three countries in these areas was beginning tocoalesce, and the programme was gaining momentum by the increased involvement ofthe associates and practising teachers in its work. The national coordinatingcommittees had been recently established to ensure the necessary cooperationbetween various groups interested in science and mathematics education within thethree countries; and the workcards pilot project showed considerable promise(see paragraphs 32 - 35 below).
The Advantages and Drawbacks of a Regional Project
14. In the context of Southern Africa, where the three states served by thisProject are separated by large tracts of The Republic of South Africa, therewere economic and cultural advantages to be gained from an inter-country articulation of higher education. Travel to regional courses and contacts withteachers from other countries within the region helped to break down geographicalisolation and widen teachers' horizons. The mingling of students from the threecountries served to increase international awareness and as a powerful antidoteto parochialism.
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11). I'1. ariiition to thes~ gen~r~l cOl'l!'!i1erations, the pro ject VI!"S able to takeadvanta,goe of its rep.;ionr:>l charpr::ter in several l"lays. First, Unesco stflff, thoup.;hbased in one cOllntry, were able to m"1<::e their specialities pvailable to all three.Expprtise in primary science, experience in microteachinp.;, evaluption techni~Aes
ani tpechinp.; m!"terials dpvelopment skills were all shar~ri in this way. Seconi,the opportunity was taken to use traininp.; facilities in all three countries forthe local traininp.; of project associates (se p Appendix C). Thirri, curriculummaterials prod1lceri in one country ~ere distributeri in all three. Fourth, untilthe break-up of UBLS, the concentration of all Part? B.Sc and CCE studpnts atRome and the one-year Diploma in Ernlcation course in Swa~ilpnd facilitated arelatively rAtional Anri economic iE'ployment of project staff.
16. The maintenance of a viable regional programme was not without its1ifriculties, however. Travel l"lithin the rep.;ion was time-consuming and expensive.Moreover, since major riecisions about the project's region~l programme could onlybe taken after consultation l"lith three Ministries of E1ucption, the Deans ofFaculties of Education !"nri three campus a.dministrations, project coordinationbecame 1'1 mpjor ariministrative exercise. Further,since most project staff werehepvily committe1 on their Olm Mmpuses, the delegation of rep.;ional work '"raspossi'l:11e only to a. limite1 extent. Where it 'lITas achieved, AS in the case ofthe mathematics 'lITorkcArris, much progress '''las made.
Institutional Base
11. As in ma.ny situations ,,,,here projects are tied to institutions l",ithimmeriiate priorities at vpriance with thE' projects' broad objectives,difficultiesoccasiol'lally arose because the progrpmme was baseri at the Faculty of Education ofUBLS. This arran~ment '''lorked well enough in general, since extension work,research 1'1'1.1 local staff 1evelopment were among the objectives of the Faculty ofEdur}ption. 131'11 relt'ltions behleen the project 1:l.nd the University were generallyvery ~od. Nevertheless, when sometimes compelled to give priority to very timeconsuming pre-service teaching and other duties assigned to normal universitystaff. the project team felt that it did not have sufficient time for the severalother important objectives or the project: in-service and curriculum developmentwork and teacher support activities in the schools.
Pre-service Teacher Training
lR. Servicing the various programmes of the UBLS in Mathematics and ScienceTeacher Tra inin,e: programmes lllT8S a ma jor commitment of the pro ject in all threecountries. Courses in llThich project staff particippteri includpd the B.Sc. withConcurrent Certificate in EducCltion (CCE) and the Teacher's Certificate at Roma,the Advpnced Tepcher's Certificate in Gaborone anri the Diplom::> in Education inS~C17,iland. Much time was spent on course development. The importance of basingpre-service training on classroom experience was recogni~ed early on, andpractical involvement of the trainees in classroom work outsidp. the Universityincreased as the programme developed.
19. However, the small class si7,es, symptomatic of the general shortage ofcandidates with adequate entry qualifications in mathematics and science, reducedthe impact of the project in the area of pre-service training. Appendix E givesstudent enrolment in the various UBLS programmes in "llThich pro.ject staff l"1ereinvolved. Enrolments often fell far below the numbers indicated by Ministries ofEducation ~lThen the course ltla.S planned. For expmple, only 10 students wereallocated to fill the 1'0 vacancies in the last (1914) Mathematics and ScienceTeacher's Certificate course at Roma, while in the Diploma in Education programme
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mounted in SToTa7,iland in 1975 only 12 tea.chers could be found (eight from Swazilandin 1975 and four from Lesotho), although 24 had originally been expected. The CCEenrolments 'oTere barely ~deq11a,te even before the break-up of UBts, but after theBotSl"1ana and S'l'1a7,i students had been 'vithdra'J'1Il from Lesotho to Gaborone in October1975, cla,ss si?:es ~-Tere clearly uneconomic. At Roma, the third-year science educationclass fell from ?1 to 5, and the fourth-year class from 10 to 2, 1-Thile pro,;ect steffin Gaborone had to mount duplicate programmes for those students who had left Lesotho.
?o. Since it takes plmost AS much prepara.tion to run ~ university course for fourstu1l"'nts 1'IS it 1010'S Por 30, most staff found 1ifficulty in combining thE'ir pre-service1uties with currimllum dpvelopment, in-service tr~ining and school visits. Universityteaching 1uties hR1 first priority and it ~as alwpys the extension work which suffere1,a situation a,lSgravate1 by the lack of' counterparts. Yet it was in their wHer rolethpt staff ooul1 have been of most value to the three countries, as they possessed~mon~t them a wide range of skills and experience in disciplines which were inextremely short supply.
In-service Training
21. The project recogni'7.ed that close links exist between in-service teachertraining pnd curriculum developmpnt and that currioulum 1evelopment should respondto the felt needs of' practising teachers and should proceed with their full oonsultation and pArticipation. This approach served to broaden involvement in thepro ;ect ~Jn1 to B;enerl'lte professionalism on the part of teachers, with a,n increasein meetings and workshops ani a growth of' teachers' associations.
?? In-service vpcation courses for one or two weeks in both mathematics andscience wpre held re~lprly in the region, undpr Ministry of Education or Universityauspices. The shift in emphasis in their courses away from a predominance oflE'cturE's ani plenary sessions towards more small group discussions pnd practicalworlc prove'! to be sound. Most teachers gain more by interaction with their colleaguestha,n by listening pAssively to a lecture.
?3. Short weelc-end locpl meetings of teachers were plso held on occasions atdistrict centres. They cost little, ani providAd an informpl atmosphere in whichteachE'rs '-Tere 'oTilling to participate Cl,ctively. Also, teachers involved in or~nising
the meeting ~ined valuable experience of the administrative work involvei.
School visits
?4. Project staff maintainei rp~lar programmes of school visits, sometimesin conjunction with the in-school component of the University pre-service teachingprogramme, or the workcar1s programme, or to follow up the progress of formerstudents. In aidition to frequent one-day visits, there were many longer tours bypro;ect stl"ff, both individually and loTorking in teems.
?~. ThesA visits were important for the following reasons:
(a) Staff became acqu"'inted with ~oTorking conditions in schools. Thisinformation was essential in the design of pre-service and inservice tepcher training programmes. Staff could more accuratelyjudge the feasibility of various modes of curriculum development.Needs related to teaching materials could be identified anri met.
(b) Schools were brou~t into direct involvement with the work of thepro;ect. Important links were established, and contact with schoolsin remote areas w?s mpintained.
{c) Follow-up and evaluation of the in-service courses and pre-servicetrpining couli b~ made on th~ spot.
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~ounterpart Training
26. During the first year of the project's operations, it became increasinglyobvious that the shortage of available, qualified manpower in the three countrieswould preclude implementation of the seven training programmes foreseen in the projectdocument, which were to consist of one year of on-the-job training at UBLS for graduateteachers followed by one year of academic study overseas. Consequently, an alternativeand more flexible training programme was designed, enabling the appointment of counterparts who did not necessarily have the qualifications specified by the project documentand would not have been available for the overseas period.
21. This approach, which was embodied in the mid-1914 project revision,providedfor locally-based, part-time training for counterpart personnel (associates) withinthe framework of the UBLS degrees and diplomas in education, as well as for overseastraining for any counterparts available and qualified for overseas courses or studytours. Its principal aims were the following: first, to ensure that there weresufficient local staff to continue the programme of the project after the withdrawalof international assistance; and second, to identify a number of associates whocould benefit from the programme and could create a nucleus of local specialistseligible for appointment as curriculum developers, inspectors and teacher trainersin the three countries.
28. Two overseas fellowships of one year and three of three months were awarded,while 14 associates received local training, which included participation in in-servicecourses, local conferences, curriculum development work and school visits, bothnationally and within the region. This work was linked, in some cases, to the parttime degree of B.Ed or to the Diploma of Education.
29. Although this strategy of including locally-based, part-time training wasthe only feasible course of action in the circumstances, it suffered from severaldrawbacks. The associates had no firm identification with the project and in severalCases were awarded scholarships for overseas training by other donors. Because theyremained in their substantive posts, their participation in project work was limited.Indeed, in several cases the associate arrangement was no more than a formalisationof the professional relationship which existed between project staff and nationalpersonneland which enabled project resources to be used to further the professionaldevelopment of the latter.
30. The many advantages of the local training programmes lie in their low cost,their relevance to local needs and conditions, the possibility of identifying severalcounterparts for each project staff member and the enhancement of local trainingfacilities. While these aims were partially achieved, the project ended before mosttraining plans could be completed. It was only in September 1915 that the firsttwo counterparts were appointed to posts in their respective Schools of Ed~cation,
while the Project Co-Kanager, one of whose main responsibilities was to co-ordinatelocal training, was appointed in August 1915 only.
31. For a local training programme to be successful, there must be within theregion an adequacy of training resources and staff workloads must be adjusted toenable sufficient time to be allocated to local .staff training. Neither of theseconditions was met in full. However, the success of the programme in two caseswhere counterparts were appointed to work alongside project staff indicates w:hatmight lave been achieved if the project had been a little longer in duration.
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Mathematics WorkcardsProgramme
32. The introduction and development of workcards for mathematics in the lowerforms of 21 secondary schools in the three countries constituted the project's mainthrust in curriculum development.
33. This experiment in individualised learning in mathematics began inJanuary 1974 in 12 schools in the region, which were joined by another 10 inJanuary 1975. The material was based on cards published in the United Kingdom butadapted for local use. The programme involved providing the schools with cards andequipment,the holding of national and regional meetings of teachers for training,and for the evaluation and revision of the materials, and the local manufacture anddistribution of equipment. At the end of the project, a complete programme of workfor the first three years had been developed, consisting of adapted cards for thefirst two years, equipment, answer oards, revision notes, and a stu~ guide to lead,in Form 3, from the cards into the officially recommended text for Form 3.
34. This programme aroused a good deal of interest, both locally and inter-nationally. Although the advantages of individualised learning have long beenrecognised, and the method has been tried in a number of countries, a programmeinvolving up to 5000 children in three separate developing countries had not sofar been attempted. Evaluation of the work was undertaken by the project as amajor exercise at the end of the first and second years, and amply justified theuse of the cards (see appendices). It was established that intelligence was themain determiner of mathematical achievement, but that, amo g groups of pupils ofthe same intelligence, those using the workoards aohieved higher maths soores thanthe control group who had been taught by normal class methods. Further, workcardspupils showed higher computational and reading skills, greater ability to work andlearn on their own, and had more positive attitudes towards mathematics, mathematicslearning and school work in general.
35. The workcards project produced a number of incidental gains, not foreseenwhen the programme was planned, but still substantial. Teachers involved with theprogramme gained valuable professional and managerial skills from oontact with theircolleagues at regional and national meetings, and by having to face the organisationalproblems inherent in a system of individualised learning.They became more aware ofthe need for learning aids and equipment for mathema~ics. The concomitant need forstorage and display facilities led to an increase in the number of schools havingspecialist mathematics rooms, from three at the start of the project to twenty-oneat the end. The advantages of individualised learning were noted by teachers inother subjeots, and reinforced a growth of individualised programmes in such subjectsas Science, English and Commeroial Arithmetic. The cards were especially valuablein pre-service teacher training, as students were able to participate in workcardsclasses and became involved in the process of "live" curriculum development.Finally, the workcards provided a valuable medium for counterpart identification andtraining.
Consultant s
36. The project's work was bolstered by the visit of consultants who offeredspecialized skills and expertise in the fields of mathematics and science teachereducation. In addition to performing specific tasks such as organizing in-servicecourses, they were able to take a fresh and critical look at the project and make anumber of constructive suggestions to iDlprove its perfonIlance.
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Teachers t subject Associations
37. The project provided strong support for science and mathe~atics teachers t
associations in the three countries, by organizing meetings, running mathematicsproblems contests, producing or assisting with bulletins and providing assistancefor national representatives to attend conferences abroad. This support wasimportant for a variety of reasons. It served as a vehicle for in-servicing training,encouraged contacts between teachers in different schools and enabled teachers tomake their views on professional matters known to Ministries of Education and theRegional Examinations Council of the Universities. It also gave teachers whoorganized meetings experience in developing their administrative skills•.
Equipment Manufacture and Distribution Centres
38. There is a need in each country for production and distribution centres forscience and mathematics equipment. The Science Education Centre at William PitcherCollege, Manzini, was originally planned with the region in mind, but from the timeit began to function in 1971, it has served Swaziland only. There is also anarrangement for the bulk purchase and resale of mathematics equipment at WilliamPitcher College. Services of this type are crucial for the improvement of schoolfacilities for mathematics and science teachers. Continuation of the curriculumdevelopment work of this project will also require production and distributioncentres in each country.
Basic Research
39. Recognizing that curriculum development should be associated with basicresearch, particularly in the subject areas of mathematics and science, the projectinitiated research, including a study on individualized learning, a series of paperson fundamental issues in science education, and studies on the interaction betweenlinguistics and mathematics learning. This work was, however, only a start; andthere is an urgent need to continue it. The general problem of concept formation,though crucial, has as yet received little attention in the region.
111. RECOMMENDATIONS
General Development of Science and Mathematics Education in the Region
40. While Phase 11 of the Regional Science and Mathematics Teacher TrainingProgramme made some significant progress towards achieving its objectives, scienceand mathematics education should continue to receive priority attention and strongsupport from tbe Ministries of Education and the Universities in the three countries.It would be well for each country to reappraise the current situation and to developlong-term strategies for the development of science and mathematics education.(Specific areas and measures which may warrant consideration in such appraisals areindicated below.)
Regional Projects
41. As the three different countries served by the project have followed theirown particular patterns of social and economic development, national institutionshave taken over the role of fonner regional bodies like UBLS and the Regional TestingCentre. The only remaining regional institution in the field of education is theExaminations Council of Botswana, Lesotho and Swaziland. The example of the WestAfrica Examinations Council shows that a regional Examinations Council may well be
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a viable proposition for the medium term, and it is understood that proposals fora project to support the Examinations Council of Botswana, Lesotho and Swaziland areunder consideration.
42. Apart from this case, any regional assistance in the future will probablyhave a different character from that provided by project RAF/72/I09. It is unlikelythat a regional project could be based on a national institution and still retain aregional character. Without a regional institution to act as co-operating agency,any major decisions by the project would entail complicated and time-consuming intercountry negotiations; and priority would inevitably be given to the needs of thenational host institution.
43. Nevertheless, there are clearly substantial gains to be made from regionalco-operation, namely a sharing of training facilities and expertise available in theregion, local teaching materials development, university staff training and thegeneral broadening of professional backgrounds by exposing educational personnel toconditions and solutions to problems adopted elsewhere. Regional co-operationshould, therefore, be encouraged in areas where the lack of a regional institutionwould make a regional project difficult, but where shared interests and potentialbenefits exist.
Pre-service Training
44. In order to ensure that student teachers trained by the Universities havean adequate background of classroom experience, the Schools of Education should putmore emphasis on school involvement in their teacher training programmes, particularlythe Concurrent Certificate in Education.
45. With staff costs increasing all the time, the three Governments shouldfocus on ways to avoid courses with low enrolments•. Economic class sizes can beensured by remedial pre-entry courses for under-qualified candidates, by regionalcoordination of programmes and by reducing the number of course options to a minimumwithin each institution.
46. The Universities' part-time programmes of Dip.Ed., B.Ed and M.Ed constitutean essential mechanism for the formal up-grading of the teaching profession. Thereis a need to restructure the courses to give recognition to teaching experience andto enable more teachers to enter the programmes, along the lines of the consultant'sreport which is summarized in Appendix K.
47. The Governments, UNDP and Unesco should review the deployment of any seniorspecialists provided for the Universities ur~der any future schemes of UNDP assistance.Pre-service teaching responsibilities can be undertaken by associate experts orqualified volunteers, leaving the ser.ior specialists more time for such extensionactivities as in-service teacher training, teacher support, curriculum developmentand educational research, where they can achieve a wider impact. If seniorspecialists do undertake pre-service teaching, then this should take place in partnership with counterpart staff in a teMl teaching arrangement as a means of local staffdevelopment.
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In-service Teacher Training and School Support
48. The Schools of Education should seek ways of maintaining closer contact withthe secondary schools in their countries. This contact can be achieved by teachersupport and in-service activities, school visits and week-end vacation courses. Thisassociation will benefit both parties, for University staff must be familiar with thesituation in schools, and existing university courses should be modified in the lightof evaluation given by former university students.
University Staff Development
49. The Universities have already set in hand a policy of local staffdevelopment, with the aim of the eventual replacement of most of the expatriatestaff. The major constraint has usually been the difficulty of obtaining qualifiedcandidates for staff development positions. In this situation, the use of a parttime training programme similar to that of the project may be appropriate. Itshould be recognized, however, that full-time training is in many ways a moreefficient method of staff development. In either case, a locally - based trainingprogramme requires careful planning and administration, and it is recommended thatsenior members of the academic staff at the Universities be designated as staffdevelopment officers, with the responsibility of initiating and coordinating stafftraining programmes.
50. There is a need for a period of overseas training to broaden horizons andto give experience of other institutions, but this should be articulated with theoverall training objectives. Any local training programme should include work towards a higher degree under the supervision of a senior staff member, team teachingwith colleagues and a course in university teaching methods. International meetingsand conferences are valuable for junior staff, both as training experience and as ameans of establishing new professional contacts. It is recommended that international and bilateral agencies be encouraged to finance the travel of staffdevelopment fellows to such conferences.
51. In order to evaluate the effect of the project's locally-based trainingprogramme, it is suggested that the professional progress of the project associatesshould be monitored at one-year intervals for the next three to five years.
Mathematics Workcards
52. The mathematics workcards programme should continue to receive materialand advisory support from the Schools of Education, Ministries of Education, Unescoand the bilateral agencies already associated with it. An evaluation of pupils'performance at the end of the 1976 and 1977 academic year should be published, andfinancial provision made for a continuation of regional meetings of teachers in theprogramme. If this evaluation is positive, the Ministries of Education shouldconsider expanding the workcards to include all schools which are interested.Pre-eonditions could be that the schools provide mathematics rooms, which experiencehas shown are necessary, and that the Ministries set up distribution centres formaterials.
Science and Mathematics Teachers' Association
53. Professional officers based in the Universities and the Ministries ofEducation should give their respective mathematics and science associations theadvisory and administrative support which were provided by the project.
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Equipment Manufacture and Distribution Centres
54. It is recommended that an equipment manufacturing and distributioncentre be set up in Botswana, and that in Lesotho, where construction of aproduction centre is under way, the function of the existing Ministry ofEducation Mathematics/Science Centre be extended to include bulk purchases andresale of mathematics equipment. In Botswana and Swaziland library facilitiesshould be established for postal loans of books to teachers.
Basic Educational Research
55. Basic research in individualized learning, concept formation inmathematics and science and linguistic problems related to mathematics andscience learning should continue to receive the attention of educators inthe three countries.
APPENDIX A
Unesco Experts and Consultants
Name
Experts
1. Lesotho
Country ofOrigin
Field ofSpecialization
Duration of ContractFrom To
Sanders, P. R.
Lewis, K.
Mathot, G.
Elstgeest, J.
T'<Srnkvist , S.
2. Botswana
United Kingdom
United Kingdom
Netherlands
Netherlands
Sweden
Chief Technical Adviser 01.01.73 - 3O.0~.76
Mathematics Education 16.0~.73 - 31.05.75
Mathematics Education 01.05.75 - 18.05.76
Science Education 05.08.73 - 31.05.76
Science Education 14.07.74 - 31.05.76
Metcalfe, R.H. New Zealand
MacDonald, T. United Kingdom
Heinrich, A. France
Martin, J. United Kingdom
3. Swaziland
Mathematics Education
Mathematics Education
Science Education
Science Education
14.10.73 - 31.12.74
1~.04.75 - 31.05.76
20.08.73 - 20.02.75
01.07.75 - 13.10.76
Jacobsen, E.
Lewis, K.
Lang, R. C.
Consultants
Udall, D.
Biggs, E.(Miss)
United States
United Kingdom
Australia
United Kingdom
United Kingdom
Mathematics Education
Mathematics Education
Science Education
01.09.73 - 21.01.76
01.06.75 - 31.05.76
01.01.74 - 31.05.76
18.03.75 - 17.04.75
(16.08.75 - 11.09.75(12.07.75 - 25.07.75
APPENDIX B
List of Project Associates, and Status of Training as at 31 May. 1916
lame
1. Bostwana
Post Date of Appointment Highest Qualification Present Programme
Mpofu, P.
Rathedi, M.
Vanga, M. (Mrs)
von Rudloff B.(Mrs)(Nee MissBatsalelwang)
2. Lesotho
Teacher, Totoma Community October 1974 T. Cert.College
Lecturer, Francistown, T.T.C. October 1974 Dip. Ed. B. Ed.
Former Teacher, Lobatse October 1974 B. Sc.+ Ed. Dip. B. Ed.Secondar,y Sohool
Teacher, Moeding College October 1974 B. Sc. C.C.E.
Taole, J.K.
Lehohla, A.
Malibo, W.K. S.
Tsekoa, M. K.
Lepheana, J.P.
Motsohi, N. (Mrs)
Shale, T.H.
Lecturer, N.U.L.
Headmaster, Bereng High School
Mathematics Teacher, st. Mary'sHigh School
Tutor, Lesotho Distance TeachingCentre
Lecturer, N. T. T. C.
Lecturer, N.T.T.C.
Science Teacher, Bereng HighSchool
Januar,y 1974 M. A.April 1974 B. A.July 1974 T. Cert. Dip. Ed.(Leeds)
July 1974 Dip. Ed. B. Ed.(Pt. 2)
July 1;174 Dip. Ed. B. Ed.(Pt. 1)
July 1974 B. Sc. + C.C.E. B. Ed.(Pt. 1)
October 1975 B. Sc. + P.C.E. B. Ed.
3. Swaziland
Putsoa, E.B.(Mrs) Lecturer, U.B.L.S.
Dl amini , D.(Miss) Teacher, Nazarene High School
April 1975
April 1975
B. Sc. + B. Ed.
B. Sc. + C. C.E. Dip. Ed. (Lagos)
RAF/72/109
APPENDIX C
Local Group Training Activities: Associates
Date
July
July
September
September
October
December
December
January
January
May
July
October
November
December
January
19741974
1974
1974
1974
1974
1974
1975
1975
1975
1975
1975
1975
1975
1976
Activities
Mathematics In-Service Course
Nairobi Seminar on Environmental ScienoeUnesco /SEPA/UNICEF
Nairobi Seminar on the DeveloJlllent ofSoience and Mathematios in Young Childrenin Afrioan Countries
Nairobi Conference on Linguistics andMathematics
UBLS Examinations Counoil Seminar onExaminations and Testing, Gaborone
Marking the Junior Certificate Examinationin Modern Mathematics, Manzini
Mathematios In-Service Course,Teyateyaneng
In-Service Course for MathematicsTeachers, Manzini
Assistance at OPE Residential Course,Roma
In-Servioe Course for Primary Teachersin Scienoe, Lobatsi
Primary Mathematics Course, Maseru
Languages Conferenoe, and the Teachingof Soience and Mathematios, Aocra, Ghana
International Workshop on Scienoe Teaching,Accra, Ghana
Marking the Junior Certificate MathematicsExamination, Gaborone
In-Service Mathematios Course for O-levelTeacher, Teyateyaneng
Name
Malibo
Mrs. Vanqa
Rathedi
Malibo
Mrs. MotsohiLepheanaMrs. VanqaRathedi
LepheanaMrs. MotsohiTsek:oaMrs. von RudloffMpofu
MaliboTsekoaMrs. Motsohi
MaliboMrs. MotsohiMrs. von RudloffMpofu
Tsek:oa
Mrs. Mot sohiMrs. Vanqa
MaliboTsekoaMrs. Motsohi
Mrs. MotsohiMrs. Putsoa
Mrs. MotsohiMrs. Putsoa
Mrs. von RudloffMpofu
Taole
In addition, Mr. Malibo, Mrs. Motsohi, Mr. Mpof'u and Mrs. von Rudloffattended some of the nine regional meetings of workoards teachers.
Name Date
Taole, J.K. Sept. 1974 - Sept. 1975
Lehohla, A. Sept. 1974 - Sept. 1975
Shale, T. * I Jan. 1976 - April 1976Motsohi, N. (.rsJPutsoa, B. (Mrs)
APPENDIX D
Overseas Fellowships
Place of Training
'!'he Teachers CollegeColumbia University, U.S.A.
Wadham College, Oxford,United Kingdom
College of St. Mark and St. John,Plymouth, Dundee University,Leeds University
Qualification
M.!. (Mathematics Education)
B.!. (Mathematics)
Part of N. U. L.B. Ed.
* The present posts of these fellows are listed in Appendix B
Prior to taking up their fellowships in the United Kingdom, they attended a meeting, organized by leASE,in Accra, Ghana, from 3 - 8 November 1975
RAF/72/109
APPENDIX E
Student Enrolment and Graduate Output
1. Student Enrolment
Programme 1lff2/73 1973174 1974175 1975176
Teachers Certificate P 23 40 40 20Maths/Science, Roma A 23 33 25 10
Advanced Teachers Certificate PMaths/Science, Gaborone A 6 15 15
B.Sc. + C.C.E., Roma P 53 106 132 132(see notes 1 + 2) A 53 97 114 125
P. C. E., Roma P 2 1 1A 2 2 1
Diploma in Education PMaths/Science, Kwaluseni A 12
2. Graduate Output
Programme 1972/73 1973174 1974/75 1975/76
Teachers Certificate P 8 20 20 10Maths/Science, Roma A 8 19 14 10
Advanced Teachers Certificate PMaths/Science, Gaborone A 1 5
B. Sc. + C.C.E., Roma P 6 8 26 26.A 6 8 14 10
P. C.E., Roma PA 12
Diploma in Education P 2 1 1Maths/Science, Kwaluseni A 2 2 1
Note 1 Enrolments in the B.Sc. + C.C.E. programme represent estimates only,since Science students do not register for education courses until theirthird year.
Note 2 Students in the B. Sc. + C.C.E. programme from Botswana and Swazilandleft the Roma Campus at the end of October 1975. Of the 25 Studentsin year 3, anrl 10 In year 4, there remainei at Roma only 5 in year 3,and 2 in year 4.
APPENDIX F
Summary of Consultancy Reportby D. M. Udall
A. Initial Courses of Teacher Education
1. A review of initial courses of teacher education shows the diversity ofprovision within the region; the provision ranges from part-time up-gradingprogrammes for practising teachers, through the primary and secondary Teacher'sCertificates, the Concurrent Certificate vi th a B. A. /B. Sc. degree and the Postgraduate Certificate to the B. Ed. degree.
2. Such a diverse provision makes it desirable to have active liaison betweenthe different sectors to ensure that teachers at one particular level are wellacquainted vith the methods and innovations at that level whilst also being awareof developnents at other levels.
3. Qualifications required for admission to courses are such that the most ablestudents are more likely to train as secondary teachers whereas the less ablestudents eventually teach younger children. Equally, opportunities for improvingprofessional'qualifications are more readily available to the teachers with goodinitial qualifications, i.e., those teaching in secondary schools.
B. Existing Course Structure at UBLS
4. The structure of teacher training programmes offered by the UBLS Faculty ofEducation is described in the following diagram:
Present structure of teacher education at UBLS
C.C.E.B.A. /B. Sc.Part 2
C. C.E.B.A./B. Sc.Part I
PrimaryTeacher'sCertificate
APPENDIX F (Cont'd)
5. The B.!. and B. So. with the conourrent oertifioate oonsti tute the prinoipalprogramme in whioh teachers are trained at UBLS. The students follow a programme ofstudies in the Sohools of Humanities or Soienoe, and, oonourrently, in the seoondand third year of the B. A. and C. C.E., and the third and fourth year of the B. So.and C. C.E., a programme of oourses in eduoation, taking about a sixth of the totaltime during these two years. In addition, there are arrangements for mioroteachingand block teaching practioe. Teachers trained in this programme are consideredqualified to teach all olasses in high schools, that is to sa.v, up to Form E.
6. During the one year P.C.E., the student, who will not previously have received&I\Y training in eduoation, undertakes a programme in whioh eduoation receives themajor emphasis, together with some oontent studies.
1. The B.Ed. degree is intended for professional eduoators who wish to take anactive part in teacher eduoation. The two aspeots of the oourse are a considerationof education theory, and the production of a more speoialized dissertation.
8. For the Teacher's Certifioate in Mathematics and Soienoe, the time is appro-ximately shared between the academio disciplines and the different aspeots ofeducation. The planning of oourses and the allooation of time is the responsibilityof members of the School s of Education, and since they staff the majority of oourses,it is possible for them to struoture the courses according to their own oriteria.Suoh an arrangement facilitates practical experienoe and makes it possible to designcourses where theory and practice are more positively inter-related.
9. The Diploma in Education is a one-year full-time, or two-year part-time,programme and, during the visi t of the consultant, was being offered full time onlyin Swaziland. The three components were Education (four periods each week), English(two periods each week) and either Mathematics or Science ( twelve periods each week)together with practioal teaching. The course is an up-grading programme which qualifies successful candidates as teachers of Forms 4 and 5 in seoondary sohools.
10. The consultant was led to the following oonolusions:
(a) Although the B. A. /B. Sc. with C. C.E. ma.v lead to qualified graduate teacherswith an extensive academic background, the professional work: is restriotedand the oPportunities for practical experienoe are very Umited.
(b) The Post-graduate Certificate 'WOuld appear to have far greater potential,despite the fact that an end-on oourse is generally oonsidered less desirablethan the ooncurrent pattern. Its main advantages stem from the fact that:
(i) the course is largely devised by members of the Faculty of Education andplanning is not inhibited by competing demands of academic subjects.Consequently it should be possible to relate theoretioal and practical aspeotsof the oourse far more effectively and sohool-based or similar work need notbe exoluded;
(ii) the greater number of units available for Education and Currioulum Studiesshould facilitate suoh planning.
(c) Although described in the Calendar as a first degree, the B.Ed. is effeotivelya post-graduate degree for two of the three possible pathways.
(d) The C.C.E., P.C.E. and the Dip. Ed.,with their different oourse oompositions,constitute three very disparate qualifications for admission to the B. Ed.
APPENDIX F ( Cont ' d) (Hi)
(e) The Teacher's Certificate, with well over 50 %of the course devoted toEducation and Curriculum Studies and more restricted coverage of other academic subjects, shares the advantages described for the Post-graduateCertificate.
(f) The Diploma in Education would seem to be an up-grading qualification enablingcertificated teachers to undertake higher levels of teaching or, alternatively,study for the B. Ed. degree. Students following this course were, in themajority of cases concerned with the subject content, i.e., Mathematics orSciences, and showed less commitment to the broader educational issues.
(g) Qualification pathways are such that all teachers must complete the B. Ed.degree before being pennitted to study for an M. Ed. degree.
(h) Unit systems tend to produce water-tight compartments and where they arebased on the traditional areas of Educational Studies it becomes difficultto achieve inter-disciplinary approaches and effective inter-relating oftheory and practice.
C. Some thoughts on possible developments in teacher education
11. The UNDP/Unesco project under consideration is assisting Botswana, Lesothoand Swaziland to increase the quantity and qualHy of secondary school teachers ofMathematics and Science. The recent poor examination results in both these subjectsmakes this an even more urgent problem.
12. The three Governments attach considerable importance to increasing the outputof qualified graduate teachers of Mathematics and Science.
13. The oritical words in paragraphs 11 and 12 m~ be considered to be "quantity","quality" and "graduate". The quantity of graduate teachers m~ be increased byoffering an additional opportunity to students who, in the first instance, do notmeet the entrance qualification requirements of existing undergraduate courses. Itm~ be worth considering the establishment of the B. Ed. as a true first degree,with students who pass the Teacher's Certificate with sufficient distinctionqualifying for the course. Such an arrangement could produce four-year-trainedgraduates whose oourse would have been planned and organized by the Schools ofEducation. with units from other Faculties as and when appropriate. Such coursescould l~ stress on the development of good classroom practitioners wi th a soundbackground in Mathematics and Science rather than the present academic bias of thecourses leading to B. A. /B. Sc. with a Concurrent Certificate in Education.
14. A chart showing possible pathw~s to teacher qualifications is shown below,including other developments whioh might be worthy of consideration.
APPENDIX F(Cont'd) (iv)
....---------r---1, B. Ed.t-:-----..,.--- ~
P.C.E.
" ;- . "1-':':~ Dip.I II
Years postC.O. S.C.
C. P.E.
B.Ed.
Supp.Cert.
PrimaryTeacher'sCertificate
B. A.. !B. SC.
Part 2
Ed t·----------- -------------~-r---- -- -- --- -, ::J' : ~I I
A ':',,Io,
'",,B. Ed. 'IQ.,~, I
,,' I...." ..pp·,IL" Pert.
Cert.
I
'"II
c. C.E.B.A. /B. Sc.Part 2
C.C.E.B."'./B.Sc.Part 1
2
1
4
3
15. The B. A. /B. Sc. with a Concurrent Certificate in Education could be retainedas a pathway to teaching, but it would seem important to increase the proportionof Education, both theory and practice, to a minimum of 48 units during the fouryear course. Some modification of the pattern of school experience would also seemnecessary, and it may be that the constraints imposed by these proposals make itundesirable, or impossible, to continue the Concurrent Certificate course. Undersuch' circumstances, the Post-graduate Certificate liOuld become the significantqua1.ifica:tion for students with B. A.. and B. Sc. degrees, although transfers to theTeacher's Certificate could be incorporated into the structure.
16. Students with sufficiently good grades in the Teacher's Certificate could,if they wished, continue on the B. Ed. course for a further two years. Those withpoorer grades liOuld enter teaching and, after a specified period of service, qualifyfor reconsideration, some may be required to undertake an appropriate SupplementaryCertificate course before being considered as candidates for the further two years'degree studies. With the B. Ed. founded on Certificate liOrk, it should be possiblefor selected primary teachers to achieve graduate status with the Certificate inPrimary Education and an appropriate Supplementary Certificate providing the basesfrom which the final two years of B. Ed. studies could develop.
11. The present Diploma in Education is a qualification which, if passed atcredit sta:ndard, enables a student to proceed to the B. Ed. degree course. Theacceptance of the B. Ed. as a true first degree might make it desirable to reConsiderthe nomenclature of post-certificate qualifications. The present Diploma in Educationcould be regarded as a Supplementary Certificate with its present function ofpreparation for the B. Ed. unchanged. A Diploma in Eduoation oould then be mountedfor students with inadequate qualifioations wishing to undertake post-graduatestudies. Those students with acoeptable degrees and professional qualifications couldstudy for the M. Ed. degree without first following the Diploma oourse. Suoh amodification should make it possible for the Supplementary Certifioate students toconoentrate on the academic oontent of their teaching subjeot(s) and methodology,much as they are doing at present.
APPENDIX F (Cont' d) (v)
18. The possible developments wnich have been described would seem to have anumber of distinct advantages:
(a) The B. Ed. would be a first degree with a clear professional bias and a moreappropriate balance between academic studies (mainly subjects to be taughtin schools) and theoretical and practical Education. Certainly schoolexperience could be incorporated into the programme in a more meaningfulway. The degree could be offered to well qualified teachers as an in-servicequalification requiring either part-time or full-time study. Candidateswith poorly graded Certificates could be offered a similar opportunity withthe proviso that they must first obtain a Supplementary Certificate at aspecified standard.
(b) There would be a potential for upgrading from all levels of the profession.In the first instance, performance on the Certi.ficate course would be thecritical criterion for selection of B. Ed. candidates and .!!2i "matriculation"qualifications stipulated as a pre-requisite for admission to universitydegree courses.
(c) Flexible entry points into teaching, the possibility of further study laterin a teaching career and the M. Ed. as a post-graduate qualification, m~well provide a strong incentive to choose teaching as a career and m~equally assist in retaining well qualified members of the profession. Ifthis could be achieved, it would be of great value, since the Ministriesof Education in all three countries expressed concern at the constanterosion of their teaching force.
(d) By varying the courses offered, it should be possible to meet the particularsubject-teaching requirements of schools. More teachers could qualify, capableof teaching students in the higher grades of secondary schools, e.g.Mathematics and Science.
(e) The time spent obtaining a graduate teaching qualification would become morestandardized.
19. Tb operate such a structure effectively, it would almost certainly benecessary to have formal co-ordination of courses and qualifications, both regionallyand nationally. This would ensure that all teaohers benefit from the proposed careeradvantages and would involve the Schools of Education, the Ministries of Education,.!:ll Teacher Training Colleges and practising teachers in planning a.nd professionaldevelo:Plllent.
20. The suggestions put forward in this section are presented in the hope thatthey will enable an enthusiastic and able staff to utilize their professiona.l skillsas effectively as possible.
RAF172/109
APPENDIX G
In-Service courses and meetings organized by Project Staff or Associates
Date Place Function of Meeting No. ofteachers Project Staff
Regional workcards meeting
Regional workcards meeting
Mathematics for Primary Teachers
Introduction to ~ Workcards
In-service course forMathematics Teachers
Regional workcards meeting Taole, Metoalfe, Lewis,Jacobsen, Sanders
Sanders, Lewis, Jaoobsen,Metcalfe
Sanders, Lewis, Jacobsen,Metcalfe
Sanders, Lewis, Jacobsen
Sanders, Lewis, Mathot
Elstgeest, Sanders,Mrs. Vanqa
MacDonald, Lewis, Jacobsen,Mathot
Miss E. Biggs, Lewis, Sanders,Mathot
Miss E. Biggs, Lewis, MacDonald
Miss E. Biggs, Lewis, Jacobsen
MacDonald, Sanders, Jacobsen,Lewis, Mathot
Lewis, Mathot
Sanders, Lewis, Mathot
Jacobsen, Lewis, Sanders
Metcalfe, Lewis, Sanders
11
22
15
15
30
20
24
45
39
35
77
74
25
"""
"It
It
It
"Regional workcards meeting
In-servioe Arithmetic course
Regional Workoards Meeting
Regional workcards meeting
Regional workcards meeting
Workshop on Primary Soiencefor Botswana Primary Teachers
Regional workoards meeting
Maseru., Lesotho
Gaborone, Botswana
Manzini, Swaziland
Morija, Lesotho
Gaborone, Botswana
Manzini, Swaziland
Mahalap;re, Bostwana
Lobatse, Bostwana
Serowe, Botswana
Manzini, Swaziland
Manzini, Swaziland
Maseru, Lesotho
Manzini, Swaziland
Gaborone, Botswana
Maseru., Lesotho
11 - 13.10.1973
21 - 23.01.1974
29 - 30.06.1974
18 - 19.05.1974
26 - 27.10.1974
14 - 24.07.1975
27 - 28.09.1975
18 - 19.01.1975
03 - 04.05.1975
12 - 16.05.1975
19 - 28.08.1975
01 - 09.09.1975
20 - 21.01.1976
12 - 16.01.1976
01 - 02.05.1976
APPEN'DIXH
Project Papers and Reports
1. Evaluation of SNP Mathematics Cards in Botswana, Lesotho and Swaziland.January, 1974. E. Jacobsen
2. Examination Results, casc 1973, Some Observations. Re C. Lang, M~ 1974
3. Continuous Assessment in an Externally Administered Examination. Re C. Lang.October, 1974
4. Recent Developments in Secondary School Mathematics in Botswana, Lesotho andSwaziland. K. Lewis, EBLS No. 7, March 1974
5. Unesco Project RAFI72/109. A Report for the Faculty of Education StaffConference, October 19'74. P. Sanders
6. Integrated Science Education, Some Reflections. J. Elstgeest, May, 1974
7. Refonn, Ritual and Reality. J. Elstgeest. EBLS No. 8, August 1974
8. Textbooks or Science Education. J. Elstgeest, September 1974
9. How M~ Infonnation on Concept Development be incorporated into Teacher TrainingProgrammes? J. Elstgeest, September 1974
10. Integrated Science Education. J. Elstgeest, October, 1974
11. A Dream. J. Elstgeest• October, 1974
12. Citizens, Robots and Science Education. J. Elstgeest, September 1974
13. Ask or Answer. J. Elstgeest, February 1975
14. Curriculum Development in Secondary Mathematics in Lesotho. K. Lewis, March, 1975
15. In-service Training and Curriculum Development in Science and Mathematics.P. Sanders, March, 1975
16. Report on the First Year of Trials of the SNP Cards. K. Lewis, March, 1975
17. Project Evaluation - Technical Agency Report. S. Haggis, April 1975
18. Report of the Primary School Science Workshop at Lobatse. J. Elstgeest(Ed.)May 1975
19. What can we do ? J. Elstgeest. May, 1975
20. New Science and Old Cultures. J. EIstgeest. June 1975
21. Progress or Stagnation. J. Elstgeest. June 1975
22. Teacher Training Programmes - A Consultancy Report. By D. Udall. August, 1975
JPPJm)IX H
23. Teaching or Learning. J. Elstgeest. October, 1975
24. Factual Knowledge or ICnowable Facts? J. Elstgeest, November 1975
25. Science Educators or Classroom Meohanics ? J. Elstgeest. December, 1975
26. Open-ended Unit8 for Science Education. J. El8tgeest. December, 1975
27. Shall We ? J. Elstgeest. December, 1975
28. Item Analysis of J.C. Modern Mathematics Paper I (1975) in Lesotho,G. Matoot. February 1976
29. Report on First Two Years of Trials of Individualised Learning of Mathematicsby Workcards in the Junior Secondary School. IC. Lewis. March, 1976
30. Workcards in Africa. IC. Lens. "Mathematics in Schools", November 1975
31. "An Evaluation of the First Two Years of Individualised Learning of Mathematicsby Mathcard, in Swaziland, Lesotho and Botswana". E. Jaoobsen, May 1976.
RAF/72/109
APPENDIX I
Revised Project Objectives
1. General Objectives
In Botswana, Lesotho and Swaziland:
1. 1 To strengthen the mathematics and science education programme at UBLS;
1.2 To train a nucleus of specialists in science and mathematics education,who will be available for appointment as staff of teacher training colleges,school inspectors or curriculum developers;
1.3 To increase the number of trained local science and mathematics teachersin the secondary schools;
1.4 To provide professional support and up-grading programmes for mathematicsand science secondary school teachers and training college tutors;
1.5 To improve the general attainment of secondary school pupils in mathematicsand science.
2. Specific Objectives
The objectives below refer to Botswana, Lesotho and Swaziland, and relate tothe subject areas of science and mathematics.
2.1 Local staff will be trained to fill all seven established posts in mathematicsand science in the Faculty of Education at UBLS.
2.2 At least 10 more specialists in science and mathematios education will betrained, with the formal qualification of B. Se., and B. Ed. or M. Ed.
2.3 Pre-servioe courses at UBLS will produce a total of about 40 teachers peryear in science and mathematics, at either the Teacher's Certificate (orA. T. C.) level or the B. Sc. + C. C.E. level.
2.4 Professional support and up-grading programmes for teachers of mathematicsand scienoe will be provided by means of:
(a) periodio in-service courses;
(b) formal part-time upgrading programmes of the UBLS (Dip. Ed. and B. Ed.);
( c) teacher secondment and interchange within the region and with other Africancountries;
(d) support for professional associations;
(e) school visits by project staff;
(f) the development of teachers'resource centres, library lending schemesand newsletters.
(u)
APPENDIX I
2.5 Professional support for the teacher training colleges will be provided by:
(a) advice on curricula and teaching methods;
(b) membership of subject panels and committees.
2.6 An attempt will be made to raise the overall attainment of secondary schoolpupils in mathematics and science by:
(a) consolidating the new curricula in the Junior Certificate examination;
(b) producing learning materials and resources, particularly individualisedlearning materials;
( c) designing and producing low cost science equipnent;
(d) sponsoring and organising mathematics problems contests and sciencefairs;
(e) research into learning problems and concept formation in mathematicsand science.
2.1 Support for the Examinations Council in its administration of the JuniorCertificate examination by:
(a) participation in subject panels;
(b) the training of examiners, moderators and markers;
(c) the development and field testing of a bank of mu!tiple choice testitems.
RAF/72/109
APPENDIX J
Summary of the findings and recommendations of the evaluation report
by Mrs. S. Haggis, Programme Specialist, Division of Pre-UniversityScience and Technological Education, Unesco, Paris.
The mission found that, in spite of the complexity of the project, based asit is in a university serving three countries with campuses spaced about 100 kilometres apart, the progress achieved in Phase 11 of the project is good. The rathernegative impression left by Phase I of the project now seems to have been dispelled.The regional approach to secondary teacher training in mathematics and science whichis embodied in the project appears to be viable, and the communication between projectstaff and associates as a group and the sharing of resources amongst them is satisfactory.
There is a need for continued Unesco/UNDP assistance to the project for afurther 2 years beyond its present termination date, 31 May 1976, if its objectivesare to be fully achieved. There is also a need to "institutionalize" within theUniversity the three major fields of operation of the project, namely pre-servicetraining, in-service training and curriculum development, by the establishment ofa science education centre serving the needs of the university as a whole. Such acentre should have an adequate staff establishment as well as good physical facilitiesand equipment.
A major problem facing the project is the vicious circle created by the lowSchool Certificate results in mathematics and science which, in turn, lead to a verysmall flow of prospective science and mathematics teachers in the schools. Theproject is attempting to break the vicious circle at several points. One of the bestpoints of attack mq be to change the present examination system so that it is moreadapted to the linguistic and environmental conditions of Southern Africa. Someadjustments in the structure and course content of the F'aculty of Education of UBLSMBiY' alBO favour the production of more science and mathematics teachers, and theirretention in the teaching profession.
The local training scheme for projeot personnel is progressing well and thefellowship component is suitable to the needs and conditions of the situation inwhich the project is operating. The principle, now in operation in the project, thatthe major amount of counterpart training is carried out by the project staff, onthe-spot, is notewrthy.
Greater co-ordination of UNDPjUnesco assistance to science and mathematicseducation in the region could be achieved by establishing closer links betweenRAF/72/109 and other related projects, such as the NTTC in Lesotho and the SwaziNational High School, Matsapa. The establishment of national co-ordinating committeesfor the pro je.ct should also serve to strengthen these links.
In line with these and other findings presented in this report, the Missionhas formulated the recommendations which are summarized below:
1. UNDP/Unesco assistance in the training of teachers of the secondary levelon a regional basis is viable and should be continued.
APPENDIX J (ii)
2. The project is being well-received by both UBLS and the Ministries of'Education in the three countries. In order to achieve its objectives fully andsubject to UNDP approval, the project should be extended f'or a f'urther two yearsstarting in June 1976.
3. An extension of' the project should in general follow a similar design tothat of Phase 11, but greater emphasis should be placed on the functions of' theproject in curriculum development and in-service training. The precise dispositionof experts will depend on the plans which eventually crystallize for the developmentof the University.
4. To improve regional co-ordination of the project, the Advisory Committeeshould meet regularly (at least once, and preferably twice a year) and one of' themajor duties of the national director, when appointed, should be ooncerned withproject co-ordination.
5. National co-ordinating committees for the project should be establishedin each country, consisting of project staffs, representatives from the University,the Ministry of Eduoation, and. other bodies working in the same f'ield. The mainfunction of these committees would be planning and programming the work of' theproject in curriculum de·"..elopment and. in-service training.
6. Attempts should be made to co-ordinate the work of the pro ject with that ofother institutions reoeiving Unesco,/uNDP aid suoh as the N'l'I'C in Lesotho and theMatsapa project in Swaziland, both of which have a science education component.The proposed national co-ordinating committee for the projeot should facilitate thisco-ordination.
7. Some minor adjustments are needed to the present projeot dooument (asrevised) to replenish the equipment component from savings f'rom the expert component.
8. In order to institutionalize the present functions of the project is acoherent way, a science education centre fulfilling the functions outlined in para.51 of' this report should be established within the university, with appropriatestaff'ing provisions and physioal facilities.
9. Serious oonsideration should be given by the University to restruoturingteacher education so as to maximize the number of' teachers produoed by the universitywho are prof'essionally qualified to teach soienoe and mathematics and to retain suohteachers in the profession. The re~odelling of' course structures recently proposedby Mr. D. Udall, consultant to the pro jeot in oourse structures in eduoation, shouldbe given serious attention.
10. Stronger links should be established with the Examinations Counoil with anultimate view to looalizing the Sohool Certifioate Examination and adapting it tolooal conditions and oircumstanoes.
11. 1he looal staff training oomponent of' the projeot is prooeeding satisf'actorily,but attempts should be made to recruit additional project assooiates so that all 18fellowships provided f'or in this phase of' the projeot are taken up during 1975-1976.
12. Pro ject activities in in-servioe training and currioulum development shouldoontinue along present lines, but greater ef'forts should be made to tackle theproblems of' both science and mathematics education at the upper secondary sohoollevel.
APPENDIX K
Summary of the Work Cards Evaluation
The following statements have been statistically proven in our testingprogramme and are discussed in more detail in this report:
1. Maihcard student 1) score higher on mathematics achievement tests thanfor control students 2). This is true for:
a) both boys and girls
b) all levels of intelligence
c) all levels of attitude towards mathematics.
2. Mathcard students out-performed control students on maths word problems.
However:a) boys achieved much higher scores than girls on this type of test
b) the overall level in this type of test is extremely low by all students.
3. JrIathcard students out-performed control students on reading and understandingnew materials in maths, i. e., they can learn by themselves.
4. Mathcard students perform better on spacial relations tests than controlstudents.
5. Mathcard students out-perform control students on computation tests, i. e. ,arithmetic.
Intelligence was the most important factor in maths achievement, regardlessof method of teaching, i. e., bright students learned more than less bright, whetherthey had mathcards or conventional classes. But, given two groups of students ofthe same intelligence, those using mathcards achieved higher maths scores.
The second year of the cards produced some further changes:
1. Mathcards students still achieved more, but now boys and girls were equal.During the first year, boys were slightly better.
2. Computation skills, while not being a part of either programme, were betterwith mathcard students.
3. Por pupils with low intelligence, attitude towards maths was very importantin achievement. For pupils with high intelligence, attitude was relatively unimportant.
1) Students who have learned their maths from mathcards and individualizedinstruction.
2) Students who have learned their maths from the Boleswa math books in conventionalclass.
APPENDIX K
4. High attitudes did not produce higher achievement, but results show thateither mathcards produce better attitudes and hence higher achievement; or, thatpupils with high attitudes towards maths score higher if they use mathcards thanif in a conventional class. In either case, mathcards are the important factor.
5. Mathcard students had higher attitudes towards:
a) mathematics learning
b) school and school work in general
c) mathematics.
6. The rate of progress differed widely, but the slow students (who did onlya fraction of the year's work) still out-scored control students (who "oovered"the syllabus) on a test of the year's work.
The principal summary point: Intelligence influenced maths achievement morethan ~ other factor. However, we can do nothing to change intelligence. The seoondmost important factor was method of learning and the mathoard students were verymuch better. All 8 objectives stated at Morija were met by the mathoards.
