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UNESCO‐China Funds‐in‐Trust (CFIT) Project on “Enhancing Teacher Education for Bridging
the Education Quality Gap in Africa” Consultative Meeting
(Congo, DR Congo, Liberia, Tanzania, Uganda)
16 – 17 April 2014
UNESCO Headquarters Meeting report
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Contents
Introduction ...................................................................................................................................................................... 3
Proceedings ....................................................................................................................................................................... 3
Achievements .................................................................................................................................................................... 4
Next steps ......................................................................................................................................................................... 4
Meeting agenda ................................................................................................................................................................ 5
List of participants ............................................................................................................................................................. 7
Chinese Embassy representatives meeting, 17 April 2014 ............................................................................................... 9
Chinese Embassies meeting minutes ................................................................................................................................ 9
Chinese Embassies meeting agenda ............................................................................................................................... 11
Chinese Embassies meeting list of participants .............................................................................................................. 11
Appendices ...................................................................................................................................................................... 12
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IntroductionThe consultative meeting welcomed the five new participating countries – Congo, DR Congo, Liberia, Tanzania, and Uganda – in October 2013. These five countries have finished the drafts of the needs assessment reports, and started preparing for the project document and work plan (ProDoc). The meeting gathered country representatives, Permanent Delegates, National Commissions from all participating countries and China, representatives from Chinese Embassies (Tanzania and Côte d'Ivoire), as well as international experts, and staff from UNESCO headquarters and field offices. Objectives and expected results On 16 April 2014, the meeting focused on
‐ sharing the key findings of the needs assessment of the five countries; ‐ sharing the potential focused areas of each country; ‐ understanding the budget allocation, timeframe, and CFIT key action areas; ‐ understanding the structure of the ProDoc template.
From 16 April 3pm to 17 April 3pm, the five countries, together with experts and UNESCO staff, worked in parallel groups to formulate the ProDoc. On 17 April 2014, the expected results were
‐ each country has identified the focused areas and TTI(s); and ‐ each country has finalized a draft of the ProDoc.
Proceedings 16 April 2014
Opening: The Ambassador of China to UNESCO and ADG/ED welcomed all participating countries, and congratulated
the country project teams and the staff for the achievements so far in the Project.
Meeting orientation: Chief of ED/THE/TEP presented the highlights of the needs assessment phase and meeting
objectives.
Session 1: The five countries presented their key findings of the needs assessment and potential focused areas.
Session 2.1: Chief of ED/THE/TEP explained details of how to finish the ProDoc – the budget, timeframe, CFIT key
action areas.
Session 2.2: Expected contents of each section of the ProDoc template was elaborated.
Session 3: Each country worked with international experts and UNESCO staff to formulate their ProDoc.
17 April 2014
Session 3: Continued.
Session 4: The five countries presented the highlights of their ProDoc and work plan.
Session 5 and closing: Chief of ED/THE/TEP concluded the meeting with highlights for the next steps, and thanked
participants for their contribution.
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Achievements‐ Based on the largely finished needs assessment reports, the five countries have located their main focused
areas – which led to the formulation of the ProDoc.
‐ The five countries have also understood clearly the basics of the ProDoc – budget, timeframe, CFIT key
action areas. They have also roughly identified:
The rational of their ProDoc
The overall objectives, and specific objectives
The key TTI(s) and beneficiaries
The overall implementation strategies
The log frame – Components, Expected results, and some activities
The national monitoring and evaluation mechanism
The budget allocation across the 4 activity types (Development of learning materials; Training and
seminars at national level; Purchasing equipment; Monitoring, reporting, and evaluation)
‐ The five countries have obtained a clear idea about the next steps concerning the finalization and validation
of the ProDoc as well as the implementation phase.
‐ Participants had ample opportunities to share and discuss their concerns, experiences in their countries, and
their CFIT focused areas during the meeting, coffee breaks, and cocktail.
‐ The technical support from international experts and UNESCO staff was highly appreciated by the country
participants.
Nextsteps‐ Completion of the needs assessment:
The final version has to be sent to HQs by April 29 at the latest. This final version should be validated
by the national team.
This final version will be used by HQs to produce a synthesis report that will be circulated for
comments by May 22.
‐ Drafting of the project document:
The first draft has to be sent to HQs by May 1. An interactive process of revisions shall take place
until May 14.
The final version, with the detailed budget, has to reach HQs by May 15. An external review shall
start by then for two weeks, until May 30.
The resulting prodoc will be sent to the Donor for approval on May 31.
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MeetingagendaThe UNESCO‐China Funds‐in‐Trust (CFIT) Project welcomed the 5 new participating countries – Congo, DR Congo, Liberia, Tanzania, and Uganda – in October 2013. These 5 countries have finished the needs assessment reports, and started preparing for the project document and work plan (ProDoc). On 16 April 2014, the meeting will focus on
‐ sharing the key findings of the needs assessment of the 5 countries; ‐ sharing the potential focused areas of each country; ‐ understanding the budget allocation, timeframe, and CFIT key action areas; ‐ understanding the structure of the ProDoc template.
On 17 April 2014, the 5 countries, together with experts and UNESCO staff, will work in parallel groups to formulate the ProDoc. The expected results of the day are
‐ each country has identified the focused areas and TTI(s); and ‐ each country has finalized the ProDoc.
Day 1: 16 April 2014
9:00 – 10:00 Opening and welcome
Qian Tang, ADG/ED, Representative of the Chinese
Delegation
10:00 – 10:30 Meeting orientation:Highlights of the needs assessment phase,
meeting objectives Q&A
Francesc Pedró Chief
ED/THE/TEP
10:30 – 11:00 Coffee Break
Session 1: Key findings of the needs assessment and potential focused areas Country presentations
The 5 countries will share key findings of their needs assessment, and their potential focused areas
11:00 – 11:20 LiberiaQ&A
Presenter: Liberia Country Project Team
11:20 – 11:40 CongoQ&A
Presenter: Congo Country Project Team
11:40 – 12:00 TanzaniaQ&A
Presenter: Tanzania Country Project Team
12:00 – 12:20 UgandaQ&A
Presenter: Uganda Country Project Team
12:20 – 12:40 DR CongoQ&A
Presenter: DR Congo Country Project Team
12:40 – 14:00 Lunch
Session 2: The ProDoc and workplan
14:00 – 14:30 2.1 How to finish the ProDocUnderstanding the budget, timeframe, and CFIT key action
areas Q&A
Francesc Pedró Chief
ED/THE/TEP
14:30 – 15:00 2.2 ProDoc templateEach section of the ProDoc template is explained
Q&A
Aurora Cheung Associate Project Officer
ED/THE/TEP
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15:00 – 17:00 (15:00 – 15:30 Coffee Break)
Session 3: Parallel sessionEach country works with experts and UNESCO staff to finalize
their ProDoc.
Group work
18:00 Cocktail at UNESCO Fontenoy
Day 2: 17 April 2014
9:00 – 12:30 (10:30 – 11:00 Coffee Break)
Session 3 continued Group work
12:30 – 13:30 Lunch
13:30 – 15:00
(14:30 – 15:00 Coffee Break)
Session 3 continued Group work
Session 4: Highlights of ProDocCountry feedback
15:00 – 15:20 LiberiaQ&A
Presenter: Liberia Country Project Team
15:20 – 15:40 CongoQ&A
Presenter: Congo Country Project Team
15:40 – 16:00 TanzaniaQ&A
Presenter: Tanzania Country Project Team
16:00 – 16:20 UgandaQ&A
Presenter: Uganda Country Project Team
16:20 – 16:40 DR CongoQ&A
Presenter: DR Congo Country Project Team
16:40 – 17:10 Session 5: Concluding presentationOther relevant activities and the next steps.
Q&A
Francesc Pedró Chief
ED/THE/TEP
17:10 Closing
David Atchoarena Director ED/THE
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ListofparticipantsCountry Project Team Congo Mr. Jean Goma MANIONGUI, Conseiller auprès du Ministre de l’Enseignement Supérieur, [email protected] Ms. Florine BISSOMBOLO BOUANGA, Directrice de l’Ecole Normale d’Instituteurs (ENI) de Brazzaville, [email protected] Mr. Aubin Nestor LOUMOUAMOU, Secrétaire général Académique et Directeur Adjoint de l'Ecole Normale Supérieure (ENS), [email protected] Mr. Jean NGUIA, Programme Specialist, UNESCO Brazzaville, [email protected] DR Congo Mr. Jovin MUKADI TSANGALA, Conseiller chargé de la Coopération Internationale, Ministère de l'Enseignement Primaire, Secondaire et Professionnel, [email protected] Mr. Edgard BAL‐MAYEL, Directeur du Service National de Formation (SERNAFOR), [email protected] Mr. Pierre GAMBEMBO, Chef de l'équipe de pays du projet, [email protected] Mr. Valère MUNSYA MOLOMB EBEBE, Coordonnateur, Cellule d’Appui Technique (CAT), Ministère de l’enseignement primaire, secondaire et professionnel (EPSP), [email protected] Ms. Wali BELADE BOBOZO, Executive Assistant, Projet de Soutien à l’Education de Base (PROSEB), Secrétariat Général, Ministère de l’enseignement primaire, secondaire et professionnel (EPSP), [email protected], [email protected] Mr. Isidore KIBAYA, Expert à la Cellule Technique de suivi des Réformes (CTR), Point focal du CTR chargé des questions de l'Education Kinshasa/Gombe, [email protected] Mr. El Hadji MEISSA DIOP, Education Specialist, UNESCO Kinshasa, eh.meissa‐[email protected] Liberia Mr. Moses Blonkanjay JACKSON, Assistant Minister for Teachers Education, [email protected] Ms. Euphemia K. ABDULLAI, Dean of Teacher College, University of Liberia Mr. Saidou Sireh JALLOW, Senior Education Programme Specialist, UNESCO Abuja, [email protected] Tanzania Mr. Bakari ISSA, Director for Teacher Education Department Ministry of Education and Vocational Training Dar es‐Salaam, [email protected]; [email protected] Prof. Ralph MASENGE, Department of Mathematics University of Dar es Salaam, [email protected] Mr. Hassan Abdi KEYNAN, Education Programme Specialist, UNESCO Nairobi, [email protected] Mr. Abdoul Wahab COULIBALY, Education Programme Specialist, OIC, UNESCO Dar es Salaam, [email protected] Ms. Jennifer ALIMA KOTTA, Programme Officer, UNESCO Dar es Salaam, j.alima‐[email protected] Uganda Ms. Margaret NSEREKO, Commissioner, Teacher Instructor Education and Training (TIET), [email protected], [email protected] Ms. Beatrice BYAKUTAGA, Principal Shimoni PTC, [email protected] Ms. Yayoi SEGI‐VLTCHEK, Senior Education Advisor, UNESCO Nairobi, y.segi‐[email protected] Mr. Charles OBIERO, Education Project Officer, UNESCO Nairobi, [email protected]
Experts Mr. Tayim DZOUNESSE, Expert TICE, Bureau Régional Multisectoriel de l’UNESCO pour l’Afrique Centrale à Yaoundé, [email protected] Mr. M. MILOUDI, Senior Programme Specialist, Division of Science Policy and Capacity Building, UNESCO Paris, [email protected] Mr. John CONNELL, Education and Technology Specialist, [email protected] Mr. Tao XIN, Director of Institute of Educational Statistics and Measurement Feculty of Education Beijing Normal University, [email protected] Mr. Jaco DU TOIT, Advisor for the Communication and Information, UNESCO Nairobi, [email protected] Mr. Hongwei MENG, Research and Training Centre for Rural Education (INRULED), Beijing Normal University, [email protected]
Chinese Embassies Mr. Lin LIANG, Chief of Political Section, Embassy of the People's Republic of China in the United Republic of Tanzania, [email protected] Mr. Jin QIAN, Director of Political Affairs, Embassy of the People’s Republic of China in Côte d’Ivoire, [email protected]
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Permanent Delegates H. E. Mr. Shaozhong YOU, Permanent Delegation of China to UNESCO, dl.china@unesco‐delegations.org Mr. Leyong GAO, Permanent Delegation of China to UNESCO, dl.china@unesco‐delegations.org Délégation permanente de Congo auprès de l'UNESCO, dl.congo@unesco‐delegations.org Délégation permanente de la République démocratique du Congo auprès de l'UNESCO, dl.congo‐democratic‐republic@unesco‐delegations.org Permanent Delegation of Liberia to UNESCO, dl.liberia@unesco‐delegations.org Permanent Delegation of Tanzania to UNESCO, dl.tanzanie@unesco‐delegations.org Permanent Delegation of Uganda to UNESCO, uganda.embassy@club‐internet.fr
UNESCO Headquarters Mr. Qian TANG, ADG/ED Mr. David ATCHOARENA, Director, ED/THE, [email protected] Mr. Francesc PEDRÓ, Chief of Section, ED/THE/TEP, [email protected] Ms. Jianhong DONG, Seconded & Expert on Mission, ED/THE/TEP, [email protected] Ms. Florence SSEREO, Programme Specialist, ED/THE/TEP, [email protected] Ms. Mariana PATRU, Programme Specialist, ED/THE/TEP, [email protected] Mr. Hilaire MPUTU AFASUKA, Programme Specialist, ED/THE/TEP, [email protected] Mr. Fengchun MIAO, Programme Specialist, ED/THE/TEP, [email protected] Mr. Nyi Nyi THAUNG, Programme Specialist, ED/THE/TEP, [email protected] Ms. Megumi WATANABE, Programme Specialist, ED/THE/TEP, [email protected] Ms. Paulina KURKI TUULI, Associate Expert, ED/THE/TEP, [email protected] Ms. Aurora CHEUNG, Associate Project Officer, ED/THE/TEP, [email protected] Mr. Lucio SIA, Programme Specialist, ED/THE/TEP, [email protected] Ms. Charline RAMBELOSON, Assistant to Chief of Section, ED/THE/TEP, [email protected] Ms. Marie‐Dominique DUMAS, Secretarial Assistant, ED/THE/TEP, [email protected] Ms. Andrea MILLIGAN, Intern, ED/THE/TEP, [email protected] Ms. Xiaowei LIU, Intern, ED/THE/TEP, [email protected] Ms. Anita DIAZ, Intern, ED/THE/TEP, [email protected] Ms. Améline PETERSCHMITT, Intern, ED/THE/TEP, [email protected]
Other Participants Mr. Edem ADUBRA, Chief of Section, ED/THE/TEFAS, [email protected] Ms. Florence MIGEON, Programme Specialist, ED/BLS/BAS, [email protected] Mrs. Astrid GILLET, Chief of Unit, ED/EO/PMC, [email protected] Ms. Carmen PIÑÁN, Programme Specialist, UNESCO Africa Department, [email protected] Ms. Barbara TOURNIER, Assistant Programme Specialist, UNESCO IIEP, [email protected]
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ChineseEmbassyrepresentativesmeeting,17April2014‐ A special parallel meeting with representatives from the Chinese Embassies in Tanzania and Côte d'Ivoire
was held in the morning of 17 April 2014. The representatives presented bilateral education related work
linked to the Chinese Embassies. The meeting was well‐received.
ChineseEmbassiesmeetingminutes1. Welcome and Introduction of the CFIT Project
1.1 Opening remarks, Mr Pedró
1.2 Welcome remarks, Mr Gao
China has chosen to partner with UNESCO and entrusts their Funds‐in‐Trust to UNESCO because UNESCO is
an important member within the UN and this advantage can help ensure the success of the CFIT project.
This meeting is in itself already a sign of success. Each country/stakeholder has actively taken part in all
aspects of this project, e.g. assessment needs, design of the reports etc. China also considers itself a
beneficiary country of CFIT as it has learnt a lot from the project.
1.3 Participants’ introduction
1.4 Presentation, Mr Pedró
UNESCO’s work on teachers: results from the Global Monitoring Report (GMR)
Challenges:
Quantitative and qualitative gap: need more teachers and need to ensure they have the capacities
required to teach
Main challenge: the quality of teaching is not satisfactory
Teachers’ salary is not high enough to sustain daily expanses
Teachers are unevenly distributed geographically: more teachers are needed in rural areas.
A long‐term policy to maintain the teaching force is required. This should include raising teacher salaries
and improving their teaching conditions.
How UNESCO works:
Developing policy strategies with key stakeholders
Capacity development
Advocacy and partnership
The policy framework:
Quality Teachers for All
Initiative for Sub‐Saharan African countries: Teachers for EFA
Steps:
Bridge the teacher gap
Improve teachers’ quality
Advance the policy debate
Priorities:
Improve capacity of teachers at all national level
Offer sustainable support for teachers
2. Presentations of the Chinese Embassies
2.1 Chinese Embassy in Tanzania, Mr Liang
Briefing on the cooperation between China and Tanzania in the field of education:
The main topic: teacher training
Scholarships:
‐ 20 universities in Tanzania are funded by China
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‐ 120 scholarships per year are provided for talented students or teachers in Tanzania to study in
China or to seek higher degrees
‐ Confucius Institutes (CI) are built in Tanzania
Training: Huawei established the remote e‐learning training projects for 125 selected primary
/secondary schools in Tanzania with software training programmes (half year without degree) in
2013.
Infrastructures:
‐ China helped to build up libraries with visibility in Tanzania
‐ China helped to equip primary schools in Tanzania with solar power generators
Reflections:
The cultural exchange between China and Tanzania is long‐lasting and important, e.g. Chinese
language learning in Tanzania.
The CFIT is the second largest fund resource in education in Tanzania.
More attention needs to be paid to improve welfare in local schools in Tanzania.
The long‐distance training project by Huawei reflects the social responsibility of the private sector.
2.2 Chinese Embassy in Côte d'Ivoire, Mr Qian:
The bilateral cooperation between China and Côte d'Ivoire:
Close to 190 scholarships have been awarded by the Chinese government.
Two rural schools were established in 2009 in the context of development aid, the work of
rehabilitation for one of them, which was damaged during the crisis, has started.
Each year, there are trainings of secondary and primary school teachers and head teachers. There
are totally 30 beneficial trainings in 2014.
According to the needs and wishes of the Confucius Institute (CI), the first CI will be launched this
year to help teaching Chinese in the country.
In the field of cooperation between NGOs, two projects related to education are currently being
implemented: 1. the rehabilitation of a school; and 2. the provision of birth certificates for 155
primary school pupils, to enable them to take their primary school final exam.
In the framework of multilateral cooperation, the Chinese Ambassador and the DG of UNESCO were
present at the launch of CFIT in September 2013.
Reflections:
China and Africa are committed to strengthening the capacity of African countries in terms of human
resources: this is a priority in the China‐Africa cooperation. It was suggested to invite prominent
academic supervisors, teachers and managers who are involved in CFIT to participate in seminars
and trainings on human recourses, in order to share their experience.
Rehabilitating schools and equipping them with multimedia room would be beneficial: this would
allow the school directors and trained teachers to apply their skills, as well as to act as tutors to train
their colleagues and neighbouring schools.
Comments from other delegates:
The presentations not only reflect the needs of one country, but of the whole Sub‐Saharan Africa.
3. Closing remarks, Mr Pedró
UNESCO welcomes initiatives and interventions to train talented teachers.
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ChineseEmbassiesmeetingagenda
Day 2: 17 April 2014 (Venue: 4.021)
CFIT information meeting at Fontenoy, with Chinese Embassies
10:30 – 11:00
Welcome &Introduction of the CFIT Project Q&A
Chinese Permanent DelegationFrancesc Pedró, Chief, ED/THE/TEP
Presentations from the Chinese Embassies
11:00 – 11:30 Côte d’Ivoire Q&A
Mr. Jin Qian Director of Political Affairs Chinese Embassy in Côte d’Ivoire
11:30 – 12:00 Tanzania Q&A
Mr. Lin Liang Chief of Political Section, Chinese Embassy in Tanzania
12:00 – 12:30 Discussion Francesc Pedro, Chief, ED/THE/TEP
ChineseEmbassiesmeetinglistofparticipantsChinese Embassies
Mr. Jin QIAN, Director of Political Affairs, Chinese Embassy in Côte d’Ivoire
Mr. Lin LIANG, Chief of Political Section, Chinese Embassy in Tanzania
Permanent Delegates
Mr. Leyong GAO, First Secretary of Permanent Delegation of China to UNESCO H.E. Mrs. Begum K. TAG, Ambassador of Tanzania to UNESCO Mr. Mohammed SHENYA, Assistant Permanent Delegate of Tanzania to UNESCO Ms. Angelica Mulokozi CHRISTIN, Research Assistant of Permanent Delegation Tanzania to UNESCO Ms. Mélanie AFFERI, Counsellor of Permanent Delegation of Côte d'Ivoire to UNESCO Mr. Michael KATUNGY, Counsellor of Permanent Delegation of Uganda to UNESCO
UNESCO Headquarters
Mr. Francesc PEDRÓ, Chief of Section, ED/THE/TEP
Ms. Jianhong DONG, ED/THE/TEP Ms. Saba BOKHARI, ED/THE/TEP Ms. Carmen PIÑÁN, AFR/PSI
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Appendices
Appendix 1 ‐ HQ welcome presentation
Appendix 2 ‐ Congo needs assessment presentation
Appendix 3 ‐ DR Congo needs assessment presentation
Appendix 4 ‐ Liberia needs assessment presentation
Appendix 5 ‐ Tanzania needs assessment presentation
Appendix 6 ‐ Uganda needs assessment presentation
Appendix 7 ‐ HQ ProDoc presentation
Appendix 8 ‐ HQ ProDoc template presentation
Appendix 9 ‐ Congo ProDoc presentation
Appendix 10 ‐ DR Congo ProDoc presentation
Appendix 11 ‐ Liberia ProDoc presentation
Appendix 12 ‐ Tanzania ProDoc presentation
Appendix 13 ‐ Uganda ProDoc presentation
Appendix 14 ‐ HQ next step presentation
1
CFIT Project on Teachers for EFA
Follow-up Meeting
April 16-17, 2014
Francesc PedróTeacher Development and Education Policies
UNESCO
Overall framework
• To enhance the capacities of teacher education institutions to prepare an adequate number of qualified teachers to achieve EFA, making the most of ICT.
• Capacity development in:
1. relevant key institutions;
2. organizational structures of line ministries and key teacher education/training institutions;
3. Trainers’ and TTI staff’ skills and competencies; and
4. capacities as supporting resource, such as the knowledge base.
Meeting objectives
• Review the progress made in the first phase of the project:
– (i) the needs assessment on teacher training and professional development, and
– (ii) the preparation of the National Project document (Prodoc)
• Share national experiences and lessons learnt from the first phase of the project, with a view to maximize the Project ‘s chances of success;
• Discuss the preparation of the next phases of the project.
3 clear expectations
• Finalisation of needs assessment:
– Synthesis report under way
• Drafting of project document
• Clarification of next steps:
– Expert review and validation of project document
– Budget evaluation and approval
1
UNESCO‐Fonds en dépôt de la République Populaire de Chine (CFIT) :
“Améliorer la formation des enseignants pour combler le fossé sur la qualité de l’enseignement en Afrique”
Évaluation des besoins
(CONGO‐Brazzaville)
16 avril 2014, durée : 10 minutes
Objectifs de l'évaluation des besoins rapide
Identifier les points faiblesconcernant la formation desenseignants qui pourraient êtrepris en charge par le projet(élaboration du prodoc)
Quelques indicateurs de performance
* Données intégrant les classes d’examen
Principales conclusions / défis identifiés
Primaire Collège Lycée
TBS (%) 122 65% 29%
TA (%) 77 <50% < 20%
TDR (%) 18% 18%>50%*
17%>80%*
Principales conclusions / défis identifiés
Taux d’encadrement
Enseignement de base, le ratio élèves/maître est en moyenne de 59. Difficulté de prendre en main une salle de
classe Difficulté de réaliser des apprentissages
significatifs. Maintien du taux de redoublement à des
niveaux élevés.
Quelles sont les causes des défis?
• 72% du personnel est qualifié, mais peu d’efficacité dece personnel
• Mauvaise répartition des enseignants,utilisation des bénévoles comme palliatif
• Manque de structure de formation des enseignantsdans l’enseignement technique et professionnel
Initiatives du gouvernement pour traiter ces causes
• Amélioration de la qualification pour l’augmentation de l’efficacité dans le cadre de certains projets (projet 3000 enseignants)
• Mesures incitatives (infrastructures et équipement, primes…)
• 2013‐2014 Années de l’ éducation
• Stratégie sectorielle de l’éducation
• Mise en place d’une fonction publique territoriale
2
Initiatives au niveau des TTI pour traiter ces causes
• Amélioration de l’offre de formation
• Les conditions de formation
• La capacité de formation
La qualité des formateurs (à travers des séminaires,
l’ntégration des TIC)
les programmes de formation (réecriture des programmes dans le cadre du LMD)
Combler l'écart ‐ CFIT intervention potentiel
• Comment CFIT peut combler l'écart identifié dans les 4 objectifs du Projet?
Améliorer la capacité des TTI à offrir desprogrammes de formation initiale de qualitéde manière à accroître l’offre d’enseignantsqualifiés, notamment par le biais deprogrammes de formation à distanceutilisant les TIC
Combler l'écart ‐ CFIT intervention potentiel 2
Renforcer la capacité des TTI pour laformation professionnelle continue desenseignants en cours d’emploi, en particuliergrâce à des modalités d’apprentissage mixteset des programmes menant à plus grandeéchelle des innovations réussies basées sur lesTIC dans ce domaine ;
Combler l'écart ‐ CFIT intervention potentiel 3
Améliorer la capacité des TTI àdispenser aux formateurs d’enseignantset aux enseignants eux-mêmes lescompétences nécessaires pour utiliserles TIC afin d’améliorer la qualité del'enseignement et de l’apprentissage
1
UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE
QUALITY GAP IN AFRICA
Présentation état des lieux de la formation des enseignants.
République Démocratique du Congo 16 April 2014, Time limit: 10 minutes
Objectif poursuivi par l’état des lieux
Collecter les données sur le système éducatif national et les analyser pour :
‐ Comprendre les forces et les faiblesses relatives à la question enseignante
‐ Identifier les besoins et les domaines possibles pour les interventions du projet CFIT.
Contexte socio-économique
2000 2002 2004 2006 2008 2010 2011 2012 2013
Population (millions) 54.0 55.6 59.0 62.6 66.4 70.5 72.6 74.7 77.0
PIB, prix courant (milliards $US) 4.3 5.5 6.5 8.8 11.6 13.1 15.8 17.2 18.6
Déflateur du PIB (indice) 100 638.8 766.2 1069 1498 2478 2817 2880 2976
Taux de croissance du PIB-
6.9% 3.5% 6.6% 5.6% 6.2% 7.2% 6.9% 7.2% 6.2%
PIB per capita, prix courant 80 100 111 141 175 186 217 231 241
Recettes publiques en % du PIB 5% 8% 13% 20% 21% 33% 27% 31% 31%
Dépenses publiques en % du PIB 11% 8% 17% 23% 25% 28% 29% 31% 34%
Tableau 1 : Evolution de principaux indicateurs macro‐économiques
Contexte de l’éducation
Principaux indicateursPersonnel du secteur
éducatif (public)
Nombre d'élèves et étudiants TBS IPS % prive Enseignants
Non enseignants
Préprimaire 274,159 3.9% 1.05 52% 4,999 1,388
Primaire 12,004,804 98.4% 0.87 11% 312,709 55,127
Secondaire 3,894,024 38.4% 0.60 15% 219,599 44,533
Supérieur 512,333 7.4% 0.49 36% 16,943 21,728
88,8% public
Taux d’alphabétisation des adultes >15 ans 67.0% 0.67
Tableau 2 : Le système éducatif congolais en chiffres 2012
Contexte de l’éducation 2
Ratio Elèves-Maîtres :disparités régionales et interclasses
2
Principaux résultats / défis identifiés 1
1. Contraste entre la qualification des enseignantset leurs performances :
93% des enseignants sont qualifiés (d’après lesstandars nationaux),
Faibles compétences professionnelles: plus dedifficultés avec les habiletés actives (écrire) qu’avec les habiletéspassives (écouter/lire).
Evaluation EGRA : 50% possèdent une maîtrise en
lecture‐compréhension d’un texte et 36%maîtrisent l’expression écrite.
2.Contraste chez les apprenants (examens publics et évaluations externes):
‐ Taux de réussite au TENAFEP : + de 80%
‐ PASEC : bons résultats en RDC en français et en maths, en comparaison avec les autres pays
‐ EGRA/EGMA :
‐ 47% des élèves en 4è et 23% en 6è sont faibles en lecture
‐ 85,1% des élèves en 4è et 40,7% en 6è sontincapables de répondre aux questions de compréhension.
Principaux résultats / défis identifiés 2
En maths : éprouvent des difficultés - Elèves de 2è : nombre supérieur à 2O- Elèves de 4è : nombre dépasse 1000- Elèves de 6è : chiffre au delà de 1000, fractions, décimales et pourcentages.
Principaux résultats / défis identifiés 3
Faible motivation :- Statut social précaire - Une population vieillissante :
âge moyen 40 ans, au plus 75 ans; peu de jeunes qui entrent dans la carrière;
- Le gouvernement n'est pas en mesure de payer pour la retraite;
- La démotivation entraine un manque de conscience professionnelle, l'absentéisme et affecte le niveau d'apprentissage des élèves
Principaux résultats / défis identifiés 4
Causes profondes des problèmes identifés ?
Formation initiale insuffisante et inadéquate: Enseignants formés dans les HP. Formation initiale des enseignants théorique :La formation n’est pas liée a un référentiel des compétences professionnelles pour l'enseignant congolais qui permettrait d'identifier un profil de sortie (il faut noter qu’un référentiel a été élaboré depuis et va être utilisable);Le programme de formation sous-estime les aspects pratiques et professionnels de la profession;Les formateurs d'enseignants ont un profil d'enseignant, pas un profil de formateur;Les établissements qui dispensent la formation des enseignants sont des écoles secondaires générales; ce ne sont pas des établissements de formation professionnelle pour les jeunes adultes;Les candidats de la section pédagogique choisissent cette section parce qu'elle les aide à accéder facilement à l'enseignement supérieur; non pas parce qu'ils veulent devenir des enseignants.
Le manque de ressources matérielles et financières: pas de budget public garanti pour ces activités de formation continue des enseignants;Le manque de planification au niveau national;La diversité des opérateurs; USAID, CTB, l'OIF/IFADEM, les ONG, etc.;Activités non coordonnées et sporadiques : le SERNAFOR n'a pas les capacités de coordonner et de gérer les projets de formation continue des enseignants menés par des partenaires;Des situations inégales en termes d'enseignement et de réseaux d'écoles, en fonction de l'intérêt des bailleurs de fonds, du budget, la préférence régionale, etc.;Manque d'analyse systématique des besoins de formation des enseignants;Efficacité limité: difficulté de mesurer le bénéfice et l'impact.
Formation continue éparpillée, non planifiée, non coordonnée
3
Comment le Gouvernement s’attaque à ces problèmes? 1
• Réforme de la formation initiale des enseignants du primaire : réforme du programme des HP, professionnalisation de la formation des HP, renforcement des capacités institutionnelles des HP
• Politique de FCE et un Plan de FCE
• Renforcement des capacités du SERNAFOR
• IFCEPS réhabilité et revitalisé
• Renforcement des capacités pédagogiques des CE
Pour la formation initiale des enseignants, les réflexions sont en cours en vue de:
Renforcer les capacités institutionnelles des établissements de formation pour professionnaliser la formation initiale des enseignants;Revoir le programme de formation initiale des enseignants par le renforcement de la composante « pratique ou formation professionnelle »;Renforcer les capacités des formateurs d'enseignants;Créer un environnement favorable pour la formation professionnelle des enseignants (infrastructures, matériels et équipements, y compris les outils TIC).
Comment le Gouvernement s’attaque à ces problèmes?2
Pour la formation continue des enseignants :Existence d’une politique et d’un plan de FCEUn montant de 16,7 millions de USD est consacré à la formation continue des enseignants;La capacité de SERNAFOR est en train d’être renforcée pour la mise en œuvre du PROSEB et pour assurer une coordination efficace des projets financés par les différents partenaires;Il est créé des centres de ressources pédagogiques pour la formation des enseignants dans les différentes provinces;L'Institut de formation des cadres de l’enseignement primaire et secondaire (IFCEPS) a été réhabilité et revitalisé;Il est prévu de renforcer les capacités pédagogiques et de leadership des directeurs d'école pour qu’ils assurent la formation continue des enseignants
Comment le Gouvernement s’attaque à ces problèmes? 3
Comment le projet CFIT pourrait‐il combler les lacunes identifiées dans le diagnostic ?
Compte tenu de la situation actuelle du sous-secteur EPSP (qui est en pleine reconstruction), de la difficulté de réformer la formation initiale des enseignants, et du temps qu'il faudra pour réaliser une telle réforme, l'équipe nationale et les autorités éducatives ont recommandé que:
Le Projet CFIT soit orienté vers le renforcement des capacités nationales pour la formation continue et le développement professionnel des enseignants, en appui des efforts du Gouvernement dans ce domaine; Le projet CFIT soit aligné sur la politique et le plan nationaux de formation continue des enseignants et qu’il s’intègre dans le programme en cours de la formation continue des enseignants ;
SERNAFOR sera la principale institution dans lequel sera encré le Projet CFIT, avec l’IFCEPS et les CRE existants.
Dispositif de FCE intégrant les TIC, en lien avec le PROSEB
Questions & Réponses
Le Ministère de l’EPSP remercie l’UNESCO pour l’appui technique déjà offert dans l’exercice de l’évaluation des besoins, la préparation du Prodoc et pour tout l’accompagnement à venir.
1
UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE
QUALITY GAP IN AFRICA
Needs Assessment Presentation
(LIBERIA)
16 April 2014, Time limit: 10 minutes
Purpose of the needs assessment
To assess the overall social, economic and political situation of Liberia.
To identify the Government’s overall development goals and strategies.
Purpose of the needs assessment
To assess the quality of the teacher education program.
To identify possible gaps in the teacher education program
To assess and determine the need for CFIT intervention
Key findings / challenges identified
36% of 29,000 teaching force untrained;
90% of teaching force lacks university degrees;
80% of teacher‐trainers at RTTI’s lacks ICT Skills;
Quality does not meet regular (acceptable)teacher training requirements.
Key findings / challenges identified
TTI’s Curriculum lack ICT component;
Inadequate resources atschools and TTI’s;
Low morale of teacher, low salaries andhigh absenteeism;
Weak local school management andsupervision;
What are the causes of the challenges?
10% of national budget 2013 allotted to education.
2014 education budgetary allotment reduced by 50%.
Lack of comprehensive teacher education andmanagement policy.
2
How are the government/MOE addressing these causes?
Developing overall agenda and strategy to address needs (ESP, AfT, 3‐yr. Dev. Plan);
Providing coordination and oversight;
Seeking local and international partnership in addressing needs (EU, WB/GPE, UNESCO, UNICEF);
How are the key TTIs addressing these causes?
• TTI’s are providing:
a) the premise for the training program.
b) direct beneficiaries(teacher‐trainers and the pre‐service and in‐service teachers.
c) ensuring uninterrupted schedule and progress, and conducive learning environs.
• TTI’S lack the equipment, training modules and qualified staff to improve pedagogy
Filling the gap – CFIT potential intervention
To improve quality of teacher training at TTIs
To assist in developing ICT training modules for teacher-trainers, and the pre-service and in-service teachers.
To assist in revising the RTTI’s curriculum to reflect current day reality in teaching and learning
Filling the gap – CFIT potential intervention
To assist in recruiting qualified staff who will train teacher-trainers on how to use ICT to teach;
To provide infrastructure to support to strengthen capacity of TTI to train teachers;
Filling the gap – CFIT potential intervention
TTI’S to benefit from the project include:
a) University of Liberia Teacher College
b) Zorzor Rural Teacher Training Institute
c) Webbo Rural Teacher Training Institute
The Kakata Rural Teacher Training Institute will benefit due to its proximity to the UL.
Time for Q&A
THE GOVERNMENT OF LIBERIAEXPRESSES THANKS TO THE CHINESE GOVERNMENT AND UNESCO FOR THIS PROJECT
1
UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE QUALITY GAP IN AFRICA
Needs Assessment Presentation
(TANZANIA)
16 April 2014, Time limit: 10 minutes
Purpose of the Needs Assessment
The purpose of the needs assessment was to identify the components that have direct bearing on the quality of education in the country with a view to finding their respective challenges, and hence, the measures to be taken to cope with the challenges that are hindering delivery of quality education in Tanzania.
Key findings / challenges identified
The key findings / Challenges identified on quality education in terms of teachers and teacher education in Tanzania are:
1) Inadequate skills and competencies of teachers at pre-primary, primary and secondary levels;
2) Shortage of teachers, especially in science, mathematics subjects, and English language;
3) Imbalances in teacher deployment;4) Shortage of teaching and learning materials.
Causes of the challenges
The causes of the identified challenges are:1) Highly qualified school leavers are not
joining the teaching profession;2) Very few student-teachers are qualified to
teach science and mathematics;3) Some teachers are reluctant to work in
Regions or Districts with poor working environment;
4) Budget allocation is insufficient budget to meet essential teaching and learning needs.
How is the Government/MOE addressing these causes?
The major step currently being taken by the Government to address the identified challenges is by implementing the “Big Result Now (BRN) policy”, in collaboration with stakeholders (e.g. NGOs, CSOs, DPs) . For the education sector, the policy is a strategic initiative to improve learning outcomes in basic education. The initiative has 9 priority areas. These are:
Priority areas in “BRN” in Education
(i) Official school ranking (ii) School incentive scheme (iii) School Improvement Toolkit(iv) 3Rs assessment(v) 3R teacher training(vi) Student Teacher Enrichment
Programme (STEP)(vii) The SEDP II facilities construction(viii) Capitation Grant for PEDP III and
SEDP II(ix) Teacher motivation
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In Addition to the BRN Policy, …
1) A Literacy and Numeracy Education Support (LANES) programme will be implemented through Global Partnership in Education (GPE). Preparations for implementing the programme are at an advanced stage.
Priority areas in the programme are:i. Improvement of 3Rs at lower grade
primary education;ii. Adult and Non-Formal Education, andiii. Early Childhood Development
Steps being Taken by the Government….
2) Some of the Government initiatives to address the shortage of Science and Mathematics teachers (about 27,000 teachers) in secondary schools include:
i. Provision of loans to students applying to join pre-service teachers training for the Diploma in education science and maths;
ii. Increased enrolment of students in the TCs to pursue Diploma in education, science, and maths;
iii. Employment, on contract basis, of retired teachers of science and maths;
3) Government’s collaboration with stakeholders in ICT initiatives at different levels;
How are the key Teachers’ Colleges addressing these causes?
i. 10 teachers’ colleges are earmarked to enroll 5,000 (as compared to the current capacity of 2, 000) student-teachers to pursue pre-service training for the Diploma in Education science and mathematics;
ii. Teachers’ Colleges will be fully engaged in training the student-teachers to be competent teachers who will be able to efficiently implement the science and mathematics secondary education curriculum.
Filling the gap – CFIT potential intervention
The CFIT Project is expected to fill the identified gaps within the Project’s 4 objectives by facilitating in:Strengthening the capacity of Monduli TC as a hub, and Tabora as a backup institution;
The development of relevant and quality digital teaching and learning resources;
The establishment of a support and networking mechanism to enable knowledge sharing; and
The development of an effective M&E mechanism.
Key Teacher Training Institutions
The key Teacher Training Institutions at which the project will be piloted are:
Monduli Teacher’s College (lead institution), andTabora Teacher’s College (backup institution).Eight other TCs will be supported to ensure that they can use the existing ICT infrastructure to train competent science and mathematics teachers
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Needs Assessment Phase: Key Findings and Proposed Project Focus
Presentation to the Consultative MeetingParis, 16‐17 April 2014
By
Mrs Margaret Nsereko
CFIT Project National Team Leader
Commissioner for Teacher and Instructor Education and Training
Ministry of Education and Sports
Ministry of Education and Sports
Uganda National Commission for UNESCO
Outline
Methodology
Key Findings per Section
Proposed Project Focus: Strategic Objectives and Activities
Methodology
Methodology
Needs Assessment undertaken by the National Team through:
◦ Desk review◦ Field Visit to 3 target TTIs (Kyambogo University, Nakawa Vocational Training Institute and Shimoni Core Primary Teacher Training College): Focus Group discussions, questionnaires, classroom observations, and facility observation.
Analysis and drafting of the NA report based on the Institutional Needs Assessment Reports, desk review, field visit findings and its validation through 2 technical workshops including core staff from the target TTIs
Presentation of and discussions on the preliminary findings to the Teacher sub‐sector Partners Group
Key Findings per Section
Section 1: Analysis of National Priorities for Social and Economic Development
Strong economic growth (3% to 6% per year)
High population growth now at 3.3% per year, hence pressure
in provision of social services including education
Education: A constitutional right for all and the main vehicle
for national development
The teaching personnel: Most important resource for quality
education with a major challenge being that of quantity and
quality
ICT integration: A national priority and critical tool for
human resource development through its use in education
access and quality (in teacher preparation, in‐service training,
pedagogical tool, etc.)
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Section 2: Teacher Requirements: Analysis of Available Staff and Estimate of Current and Future Teacher Requirements
• School‐going age learners’ population (aged 6‐18 years):
20.6 million by 2025
• Desirable primary PTR target: 45:1 (57:1 in 2010)
• Teacher availability and projection (Source: TTISSA, 2013)
PrimaryLower Secondary
(O Level)Upper Secondary
(A‐Level)
Low scenario
High scenario
Low scenario
High scenario
Low scenario
High scenario
2010 184,275 184,275 67,168 67,168 13,870 13,870
2015 220,680 229,528 89,582 101,756 17,790 19,824
2020 264,220 287,481 123,552 158,178 21,846 26,483
2025 315,846 361,880 166,060 240,321 27,519 35,686
Annual new recruitment 18,752 22,471 12,211 18,397 1,187 1,781
Issues: Acute teacher shortage – ongoing and future; deployment and distribution
SECTION 3 Teacher Workforce Management: Recruitment, Deployment, Absenteeism and Attrition
• Legislative frameworks: The Education Service Act, The Public Service Act and the Local Government Act
• Management system: TMIS in development through UNESCO CapEFA support
• Recruitment: Assessment of applications and oral interviews only
• Deployment: Discrepancies and challenges at all levels, especially in rural areas.
• Absenteeism: High, especially in rural and low socio‐economic areas; yet not tracked nor tackled effectively.
• Attrition: Estimated at about 4 per cent in primary level and at about 5 per cent in secondary level
Section 4 Teacher Training: Overview of Teacher‐training Issues
Pre‐service training
• Minimum entry requirements: Set by Kyambogo University and Makerere University
• Admission: Joint Admissions Board
• Curriculum: A standardized national curriculum, sub‐sector based,
• Capacities (Institutional):
• 93 ECD Teacher Institutes train teachers for pre‐primary schools
• 52 PTCs (with 7 private) for primary school teachers and
• 6 National Teacher Colleges (1 private) for secondary school teachers
• ICT integration: Various initiatives to connect PTCs and introduce its pedagogical (not only) use
• Issues: Infrastructure, quality of teacher educators, absenteeism, etc.
Section 4, cont’d
In‐service Teacher Training opportunities
• Framework: Teacher Development Management System and Secondary Teacher Development Management System
• Provision: Not needs‐based, Not harmonized nor standardized in terms of admission, content, delivery,
• Curriculum: Limited in ICT integration
• Initiatives: 19 through Kyambogo University and NTCs (15 of them are on a full‐time basis and the remaining 4 through Open Distance Learning)
• Financing: Limited government grants, mostly self sponsorship.
• Issues: Limited in‐service opportunities, fragmented provision, inadequate funding, low technological advancement in teacher training.
Section 5: Teacher Management: Status, Salary and Career Development
Status: Government civil servants
Salary: Defined by the Scheme of Public Service and reviewed and set annually
Promotion: Various avenues, such as gradual promotion within the same level, promotion to a higher level and transfer from teaching to administrative at the district and central levels
Career development (Professional Progression) : Limited upward mobility or salary increase options for teachers, other than through promotion to managerial posts
Issues: Industrial action mainly due to the remuneration and benefits matter; limited mobility, etc.
Section 6: Conclusion and Recommendations
Conclusion:
High demand for qualified and competent teachers
Limited opportunities for, and fragmented approach to, in‐service training and continuous professional development
Limited use of ICT in teacher education and insufficient training in use as a pedagogical tool
Low competency of teacher educators and instructors in pedagogical use and integration of ICT in blended teaching and learning in pre‐ and in‐service training
Lack of documentation and sharing of teacher resources and innovative teaching practices, research
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Section 6: Conclusion and Recommendations
Recommendations:
Increase quantity of qualified and competent teachers
Increase opportunities for in‐service training and continuous professional development
Harmonize policy, curriculum and training programmes and teacher competency profiles standards
Promote e‐learning through investment in ICT infrastructure and capacity development of teacher educators and teachers in innovative pedagogical approaches
Promote a forum of networking and sharing of teacher resources and innovative teaching practices and research
Proposed CFIT Project Focus
Rationale for CFIT Priority Areas of Focus
Support implementation of Government policy to improve quality of pre‐service and in‐service teacher training (including teacher educators) by using blended approaches, that effectively integrate ICT pedagogical approaches;
Strengthen the capacity of 3TTIs as priority, to become hubs of excellence in primary, secondary and TVET, in using blended approaches to pre‐and in‐service teacher training and professional development;
Promote a culture of knowledge generation and sharing through establishing a Learner Management System (LMS) platform
Proposed Strategic Objectives for the UNESCO‐CFIT project: Strategic Objective 1 (institutional capacity): Strengthen the three
Teacher Training Institutions (TTIs) in e‐learning capacity by equipping them with the necessary ICT infrastructure to support blended teacher training across their curriculum (increases access and quality);
Strategic objective 2 (human resources capacity): Improve teacher educators’ competency in use of e‐learning as a pedagogical tool for quality teaching and learning in TTIs.
Strategic Objective 3 (partnerships and Cooperation): Strengthen networking among the TTIs through establishing a platform for supporting teachers’ continuous professional development through school‐based model, TTIs‐school partnerships, facilitating the sharing school teachers experiences, best practices and research using integrated online social media and video conferencing system.
Proposed Model for CFIT Implementation on Improving Quality of Teaching and Learning: A Focus on Teacher Educators
Kyambogo University-Curriculum Development-25 Master Trainers/Teacher educators-Software development with ICT pedagogy-Quality Assurance-Assessment and Certification
Nakawa VTIContent Development/ Implementation -Studio for content development-ICT Equipped classroom- Competency of Teacher educators (45)-Improved pre-service training (200 per year)-Improved in-service training/CPD (50per year)
Shimoni Core PTCContent Development/ Implementation - ICT Equipped classroom- Competency of Teacher educators (55)-Improved pre-service training (450 per year)-Improved in-service training/CPD (100 per year)
Networking55 PTTCs
JinjaAbilonino
Networking47 BTIVET
-Supervision and support : TIET, KyU and project team-Target subjects: Literacy, Numeracy and Science - ICT Infrastructure: Studio ,Computer labs and LMS platform- Methodology: ICT pedagogical skills upgrade; Cascaded approach; experience sharing; content upload- Modules: Online blended courses
Learner Management System-Hosting: NITA/ Nakawa-Content upload: Shimoni/Nakawa-Online courses and assessment-Monitoring and Evaluation
Integrated ICT blended teaching and learning in teacher education faculty
CCTs
Strategic Objective 1: Strengthen the three Teacher Training Institutions (TTIs) infrastructure by equipping them with ICT infrastructure to support blended teacher training across their curriculum
Priority Area of Action Activities
1. Equip TTIs with ICT infrastructure
1. Identify labs for ICT needs2. Identify category of ICT requirements3. Develop specification for ICT equipment4. Develop Costed procurement and disposalplan5. Implement procurement and disposal plan
2. Implement an ICT policy on management and sustainability
1. Prepare an ICT policy on management andsustainability2. Sensitization of users on the ICT policy onmanagement and sustainability
4
Strategic Objective 2: Improve teacher educators‘ competency in use of ICT as pedagogical tool for quality teaching and learning, in TTIs.
Priority Area of Action Activities
1. Development and Harmonization of training modules
1. Procure TA for Development and Harmonization of ICT application in teacher training programs2. Review of existing ICT teacher training courses3. Adaption of UNESCO ICT teachers competency framework4. Development/adaption of training modules
2. Capacity building of teacher educators on application of ICT in teaching and learning
1. Procure Technical Assistance for ICT capacity development2. Identify the training needs and competency3. Training of teacher educators(TOT’s)4. Pre service and in service training of teachers5. Establish online professional development courses 6. Monitor and Evaluate
Strategic objective 2, cont’d
Priority Area of Action Activities
3. Capacity building of teacher educators in assessment to improve on teaching and learning
1. Development of framework for assessment2. Incorporate assessment software/tool eg data base, access etc.
4. Capacity building of teacher educators in use of research methodologies to improve on teaching and learning including action research
1. Integration of action research and ICT application 2. Incorporate ICT Data analysis software eg SPSS
Strategic Objective 3: Strengthen networking among the TTIs through establishing a platform for supporting teachers’continuous professional development
Priority Area of Action Activities1. Establishment of platform to enhance networking of TTIs
1. Identify Stakeholders For The Network2. Procuring technical assistance on LMS3. Develop a Learner Management System (LMS)
platform4. Orient LMS stakeholders on the use and
maintenance of the social media platform2. Usage and sustainability of LMS
1. Develop a privacy guideline on the use of social network
2. Develop an institutional website3. Develop and establish a social media network of
your own to share information and link it to others(e.g. Facebook, Twitter, Blogs, Skype)
4. Develop a monitoring and evaluation tool (for collecting feedback)
5. Monitoring and evaluating the use of the social media network by project team/ User institutions / TIET
1
CFIT Project on Teachers for EFA
Follow-up Meeting
April 16-17, 2014
Francesc PedróTeacher Development and Education Policies
UNESCO
The Prodoc
• Based on UNESCO Prodocs
• Why? – Expected results
– Activities
– Responsibilities
– Budget needed
• Who?– Completed by the National Team with UNESCO assistance
• How?– Submitted by UNESCO HQs to the Donor for funding
Key components
• Rationale and background
– Statement of project objectives
– Beneficiaries
– Expected results
• Approach and methodology– Implementation
– Risk analysis and mitigation
– Sustainability and exit strategy
• Project management and implementation
• Monitoring, evaluation and lesson learning
• Communication
• Log frame
The Log frame
1
UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE
QUALITY GAP IN AFRICA
ProDoc template
16 April 2014
ProDoc
• Structure of the ProDoc template:
Overview
Log frame
Work plan
Budget
• Consistency throughout the ProDoc
Page 1
• The 4 objectives of the CFIT project
• Your plan can cover all 4 objectives, or just 1or 2 or 3
• The plan cannot go beyond these 4objectives
Page 3, 2. Rationale and Background
• 2.1, 2.2: Mainly from the needs assessmentreport
• 2.6: Must be identical to those in the Logframe (starting page 6).
Page 5, 5.1 Monitoring and evaluation
• HQ is responsible for the overall monitoring and external evaluation.
• The Country Project Teams must also establish and implement your own M&E of the project.
• Log frame: the last ‘Component’ M&E
2
HQ M&E
• HQ will monitor what is written in the Log frame, Work plan, and Budget
Page 6, Annex A, Log frame
• 2 layers:
Component
Expected result
• Expected results: the same as those in 2.6
• Baseline: What is the current situation?
• Performance indicators: How to measure achievements? Include a ‘unit’, e.g. the % of, the number of…
• Programme benchmarks: At a certain point of time, what should have been achieved?
Page 6, Annex A, Log frame
• Baseline, Performance indicators, Programme benchmarks must match one another
• Means of verification: How to prove the achievements?
• Assumptions: External conditions required to achieve the expected results
Page 6, Annex A, Log frame
• The last Component must be on the M&E by the Country Project Team
Page 8, Annex B, Work plan
• To spread out what is in the Log frame
• 3 layers:
Component
Expected result
Activity
• Components, Expected results, directly from the Log frame.
• Timeline by month: 1 – 18
• ‘Activity type’: 4 types
Page 9‐10, Annex C, Budget
• Use the excel file
• Months 1‐18
• Budget lines: Annex D
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UNESCO‐Fonds en dépôt de la République Populaire de Chine (CFIT) :
“Améliorer la formation des enseignants pour combler le fossé sur la qualité de l’enseignement en Afrique”
Document de projet (ProDoc)
(CONGO‐Brazzaville)
17 avril 2014, durée : 15 minutes
Justification du ProDoc
La formation des formateurs a un impact sur la qualité de l’enseignement. D’où la nécessité de:
•Améliorer la formation des formateurs pour atteindre les objectifs
•Mettre en place un système de formation continue
Objectif global
Renforcer les capacités de formation del’ENS et de l’ENI en formation initiale etcontinue.
Objectifs spécifiques
• Mettre en place des infrastructures et des équipements pourla formation continue des encadreurs pédagogiques et desenseignants ;•Elaborer et mettre à disposition des bénéficiaires ciblés desressources pédagogiques ;•Renforcer les capacités des encadreurs pédagogiques eningénierie de la FOAD pour assurer la formation continue desenseignant(e)s ;•Promouvoir la recherche pédagogique et les échanges desbonnes pratiques relatives à l’intégration pédagogique deTICE/FOAD
Les clés TTI(s) et les bénéficiaires
• L’ENS et l’ENI de Brazzaville
• Les bénéficiaires Les gestionnaires/managers : ils seront sensibilisés aux
questions de la formation des enseignants via les TICE et formés à la gestion de ce type de programmes ;
Les formateurs de l’ENS et l’ENI de Brazzaville ; Les Directeurs départementaux ; Les Directeurs des Ecoles de formation qui ne participent pas
directement au projet ; Les Inspecteurs de l’Enseignement Secondaire.
Les clés TTI(s) et les bénéficiaires (2)
Les bénéficiaires
Les Inspecteurs de l’Enseignement Primaire ; Les encadreurs pédagogiques qui seront formés à
l’ingénierie pédagogique et aux TICE Les Conseillers Pédagogiques principaux ; Les Directeurs d’Ecole Primaire ; Les enseignants (du préscolaire au secondaire) :
renforcement de leurs capacités et leurs performances à travers la FOAD et les TICE
2
Stratégie de mise en œuvre
Renforcement des capacités des TTI
Collaborer avec le projet formation de 3000 enseignants dans le cadre de la formation continue
• Aligner les activités de CFIT avec d’autres initiatives existantes (encore à identifier)
• vulgarisation
Cadre logique
Composante A: Information
Résultat escompté 1: Résultat escompté 1 : La communauté éducative et d’autres acteurs concernés sont informés et sensibilisés sur le projet de renforcement des capacités des institutions de formation et des encadreurs pédagogiques et de la formation continue des enseignants du MEPSA et du METPFQE.
Activités :Activité 1.1 : Elaboration du projet d’arrêté portant création, composition et fonctionnement de la structure de gestion du projet.Activité 1.2: Sensibilisation des autorités éducatives sur le projet.Activité 1.3 : Les enseignants et leurs syndicats sont sensibilisés sur l’importance de la FOAD dans la formation continue.
Cadre logique
Composante B: Installation des centres de formation
Résultat escompté 1: les centres de formation sont installés et fonctionnels, infrastructures et équipements sont disponiblesActivité 1: installation de la plateforme e-learning
Activité 2: mise en place du Centre de Ressources Pédagogiques dans les locaux de l’INRAP et le centre de formation à distance de l’UMNG
Activité 3: Aménagement des salles dans les ENI de Dolisie et Owando d’une part et les directions départementales de Pointe Noire et Ouesso pour les formations des encadreurs pédagogiques
Suivi, Évaluation
• Le suivi-évaluation s’appuiera sur les plans de travail annuels et trimestriels, déclinés à partir du cadre logique du projet.
• Deux types d’évaluation:
• Evaluation interne
• Evaluation externe
Suivi, Évaluation
Le suivi interne est assuré par la Direction du projetqui mettra en place un dispositif approprié, avec l’appuide l’UNESCO.
la coordination se chargera de produire des rapportssemestriels, destinés au comité de pilotage et àl’UNESCO après validation par la direction du projet.
Afin d’apprécier de façon participative et régulière lesprogrès dans la mise en œuvre du projet, lacoordination élaborera des fiches spécifiques de suiviappropriées.
Suivi, Évaluation
Le suivi externe est assuré par l’équipeUNESCO/Brazzaville, en collaboration avecl’UNESCO/Siège.
La Direction soumettra à l’UNESCO/Siège viaUNESCO/Brazzaville, tous les ans un rapport sur la miseen œuvre du projet.
Les rapports auprès du donateur restent de laresponsabilité de l’UNESCO/Siège.
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Suivi, Évaluation
Evaluation à mi-parcours Elle est prévue au cours de la deuxième année du
projet, à une date qui sera convenue entreUNESCO/Siège et le gouvernement congolais. A la findu projet, il est prévu une évaluation externe qui seraconduite par une équipe d’experts constitués parl’UNESCO et le donateur, en consultation avec le MES.
Questions‐Réponses
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UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE
QUALITY GAP IN AFRICA
Présentation du Document du projet
République Démocratique du Congo
17 April 2014, Time limit: 15 minutes
Contexte et justification du projet
Performances professionnelles de beaucoup d’enseignants congolais peu avérées
Qualité des apprentissages reste faible.
Une solution à cette question demeure la formation continue des enseignants et du personnel d’encadrement.
FCE, une préoccupation nationale car inscrite dans le PIE
Immensité des besoins et du pays
Nécessité d’une approche innovante
Objectif général (à moyen et long terme)
Améliorer la qualité de l’éducation en RDCdans l’optique de la réalisation des objectifs del’EPT et des OMD.
Dans le cadre de ce projet, cet objectif sera réaliségrâce au renforcement des capacités nationales pour laformation continue des enseignants.
Objectifs Spécifiques
Mettre en place un dispositif de formationcontinue des enseignants basé sur les TIC;
Renforcer les capacités des structures deformation continue des enseignants;
Renforcer les capacités professionnelles desencadreurs;
Renforcer les capacités pédagogiques desenseignants.
Les principales institutions bénéficiaires
Les structures de formation continue des enseignants :
- SERNAFOR, - IFCEPSP, - Centres de ressources pour enseignants.
Les bénéficiaires :- Encadreurs pédagogiques : Inspecteurs,
Chefs d’établissement et Conseillers d’enseignement
- Enseignants,
Stratégie de mise en oeuvre
Deux principes directeurs pour une réelle appropriation, une mise en œuvre efficace et la pérennité des actions du Projet:Alignement du Projet CFIT sur la politique et le plan nationaux de FCE;Coordination efficace et synergies du Projet CFIT avec d’autres programmes de FCE menés par des partenaires et le MEPSP, notamment avec le PROSEB;Appui sur les structures existantes, comme le SERNAFOR.
En termes de stratégie de mise en œuvre:Le SERNAFOR sera responsabilisé pour la coordination et le pilotage technique du projet. Il va s’agir notamment de renforcer les capacités (institutionnelles, organisationnelles et humaines) du SERNAFOR pour:
l'identification des besoins de formation continue des enseignants; une mise en œuvre effective et efficiente des activités de formation
continue des enseignants; Une bonne gestion, coordination et supervision efficaces des
programmes de FCE entrepris par les différents partenaires.
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Stratégie de mise en oeuvre
En termes de stratégie de mise en œuvre:
Mise en place d’un dispositif TIC (Learning Management System)
Formations (séquencées) des formateurs en vue de son utilisation aux fins de FCE, par le biais des modalités d'apprentissage mixte en fonction des contextes locaux;
Formation continue pédagogique des enseignants par le biais des modalités d'apprentissage mixte, notamment le TIC;
Stratégie de mise en oeuvre: Schéma des éléments d'un dispositif de formation à distance
Stratégie de mise en oeuvre:
Le SERNAFOR servira d’institution d’accueil du Projet CFIT: il pourraabriter le centre des ressources pédagogiques qui hébergera le serveurprincipal incluant la plateforme et les contenus de formation;
Des centres satellites pourraient être créés dans les provincesadministratives :
Le choix des provinces se fera en tenant compte des programmes encours, notamment dans le cadre du PROSEB,
L’approche privilégiera les modalités d’apprentissage mixtes:combinaison des supports et matériels d’apprentissage, selon le contextelocal. Par exemple, les zones ne bénéficiant pas de la connexion Internetpourront recevoir des contenus numériques déjà enregistrés sur disquesdurs, clés USB, DVD ou CD-Rom, etc.
Les kits solaires comme ceux que propose Samsung (classe Internetutilisant l’énergie solaire) offrent d’immenses possibilités d’utilisation desTICE dans des zones sans électricité.
Stratégie de mise en oeuvre : Partenariat et CommunicationPrincipaux partenaires :
Collaboration avec les principaux partenaires opérant déjà dans le domaine de la FCE en RDC (USAID, IFADEM, CTB, AFD, etc)
Exploration de synergie avec le PROSEB : déjà initiée
République Populaire de Chine : bailleur des fonds
Communication :
Un plan de communication sera élaboré et mis en oeuvre pour sensibiliser différents acteurs pour maximiser les chances de succès du projet.
.Communication avec :
Les Confessions religieuses partenaires de l’Etat congolais dans la gestion du système éducatif : facilitation de la mise en œuvre du projet dans les écoles placées sous leur responsabilité,
Les APE : facilitation de la mise en œuvre pour une appropriation du projet pat la communauté.
Les syndicats d’enseignants : facilitation de la mise en œuvre par la sensibilisation des membres
Stratégie de mise en oeuvre: possible configuration du dispositif TICE, avec un centre principal (serveur central) à Kinshasa (au SERNAFOR) et des centres satellites dans les 11 provinces du pays.
Cadre logique
Composante A:
Résultat attendu 1:Un dispositif efficace de formation continue des enseignants basé sur les TIC est élaboré et est opérationnelActivité : Conception et opérationnalisation du dispositif de formation continue basé sur les TIC
Résultat attendu 2:Les capacités des structures de formation continue des enseignants sont renforcéesActivité : Acquisition des équipements
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Cadre logique (suite)
Composante B:
Résultat attendu 3: Les capacités professionnelles des encadreurs sont renforcées et leur mode d’intervention amélioréActivités :
‐ Elaboration des outils de formation des enseignants intégrant les TIC et prenant en compte les besoins identifiés,-Formation des encadreurs
Résultat attendu 4:Les pratiques pédagogiques des enseignants sont améliorées et sont conformes aux normes d’efficacité pédagogique Activité : Formation des enseignants
Suivi et Evaluation
• Le Bureau pays UNESCO avec l’appui du Bureau régional de Yaoundé assurent la supervision générale de la mise en oeuvre du projet par l’équipe nationale,(rapport semestriel au Siège)
• L’équipe nationale, à travers le coordonateur du projet, soumettra un rapport trimestriel au Bureau de l’UNESCO Kinshasa
• Un comité de pilotage sera créé et se réunira 2 fois par an pour apprécier la mise en oeuvre et évaluer le plan d’action.
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UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE
QUALITY GAP IN AFRICA
ProDoc Presentation
(Liberia)
17 April 2014, Time limit: 15 minutes
Overall objectives
• To enhance and improve Liberia’s teachereducation programs through the pedagogical useof ICT
• To enhance the capacity development of TTIs.
Specific objectives
• To improve the pre‐service and in‐service teachertraining courses
• To improve the skills and knowledge andcompetency of the teacher educators.
• To strengthen and modernize the ICTinfrastructure and facilities of TTIs
The Key TTIs and the beneficiaries
Key TTIs (Project focused)•University of Liberia (pre‐ and in‐service combined)
•ZRTTI (Pre‐, in‐service)
•KRTTI and WRTTI (in‐service)
The Beneficiaries
•Institutions ‐ UL, ZRTTI (KRTTI and WRTTI)
•Direct – Teacher Educators from UL and RTTIs
•Indirect – Pre‐ and in‐service teacher trainees
•Ultimate ‐ Students
Overall implementation strategies
• National led
• To identify different areas to be improved:
• Programs/ courses
• Teachers educators
• Infrastructure and facility
• Programme management
• Build the national capacity how to improve the programs/courses especially first two‐year programs of B.Sc in University and C Certificate program in RTTIs (align with competent regional and national institutions, networks)
• Identify the relevant resources persons/institutions to provide trainings for initial trainings for teacher educators
• The government ensures the maintenance and sustainability
• Align the project activities with existing national initiatives
• Regular consultations with national stakeholders
The Log frame
Component A: To enhance and improve Liberia’s teachereducation programs including, through the pedagogicaluse of ICT in the University of Liberia
Expected result 1: Reinforced teacher training course in ICT
Expected result 2: Enhanced capacity of teacher educators in the effective use of ICT in teacher training
Expected result 3: ICT enhanced resource center to support ER 1, 2
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The Log frame
Component B: To enhance and improve Liberia’s teacher education programs including through the pedagogical use of ICT in the RTTIsExpected result 4:•New in‐service training program (in collaboration with USAID)Expected result 5:•Reinforced teacher training course in ICTExpected result 6:•Enhanced capacity of teacher educators in the effective use of ICT in teacher trainingExpected result 7:•Well established resource centre to support ER 4‐6
Monitoring and Evaluation (Component C)
• Project coordinator – Mr. Jackson• Project coordination Committee (MoE, NatCom, UL, RTTIs, UNESCO)
• Dedicated NPO• Regular monitoring• Activity Reporting• Review meetings• Internal monitoring plan • Insured the security of equipment and facilities• Independent evaluation!
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UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE QUALITY GAP IN AFRICA
ProDoc Presentation
(TANZANIA)
17 April 2014, Time limit: 15 minutes
Project Title
Enhancing Teacher Education for Bridging the Education Quality
Gap in Tanzania
Main Areas of Intervention Capacity development of key teachers’
colleges; Development of relevant digital
teaching/learning materials; Provision of ICT equipment for selected
teachers’ colleges; M&E
Rationale of the ProDoc
Many of the challenges facing the quality of education in Tanzania are rooted in teacher related issues. These issues include:
i. Inadequate skills and competencies of teachers at pre-primary, primary and secondary levels;
Rationale of the ProDoc (continued)
ii. Shortage of teachers, especially in science and mathematics
iii. Imbalances in teacher deployment;
iv. Shortage of (digital) teaching and learning materials;
v. Lack of orientation of teachers on new approaches to teaching, and
vi. Inadequate in-service training opportunities.
Overall implementation strategies
How to align the CFIT activities with existing national initiatives; CFIT activities will complement Government initiatives in addressing the shortage of Science and Maths teachers, preparation of competent teachers (skill development on ICT integration) and provision of teaching and learning facilities/resources in TCsThe Government will play a role of coordination of the support provided by different partners in addressing educational challenges
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Partners
1) Inspectorate (Ministry of Education and Vocational training) for quality assurance
2) Tanzania Institute of Education (TIE) for program design and digitization of curriculum materials
3) Open University of Tanzania (OUT) in collaboration with TIE for digital material development
4) Morogoro Teachers’ College
Stakeholders
Direct beneficiaries: Two key TCs: Monduli and Tabora and their
tutors Other stakeholders:
Tutors and student teachers in other government and non-government TCs.
Tanzania Institute of Education (TIE). School inspectorate (MoEVT). National Examinations Council of Tanzania (NECTA). Open University of Tanzania (OUT) Morogoro Teachers’ College Primary and secondary schools and learners.
Component 1: Capacity development of pre-service training at two key TCsObjective 1To improve the capacity of two key TCs to develop and provide quality pre-service programmes to increase the supply of qualified Science and Mathematics teachers through ICT-supported innovationsExpected result 1The capacity of two key TCs to develop and provide quality pre-service programmes to increase the supply of qualified Science and Mathematics teachers through ICT-supported innovations improved
Component 2: Capacity development of tutors in two key TCs
Objective 2To improve the capacity of two key TCs to provide quality training for tutors to increase the supply of qualified Science and Mathematics teachers through ICT-supported innovationsExpected result 2The capacity of two key TCs to provide quality training for tutors to increase the supply of qualified Science and Mathematics teachers through ICT-supported innovations improved
Component 3: Capacity development of in-service training at two key TCs
Objective 3To strengthen the capacity of two key TCs to upgrade in-service programmes for Science and Mathematics teachers through blended learning modalities scaling up successful ICT-supported innovationsExpected result 3The capacity of two key TCs to upgrade in-service programmes for Science and Mathematics teachers through blended learning modalities scaling up successful ICT-supported innovations strengthened
Component 4: Networking and knowledge sharing
Objective 4To strengthen the support and networking mechanism that link two key TCs and 8 other TCs specialising in Science and Mathematics, and facilitate knowledge sharingExpected result 4The support and networking mechanisms that link two key TCs and 8 other TCs specialising in Science and Mathematics, and facilitate knowledge sharing strengthened and operational
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Component 5: Management, monitoring and evaluation
Objective 5:To develop effective M&E mechanismsExpected result 5Effective M&E mechanisms developed and operational
Monitoring and Evaluation
In addition to the HQ M&E, the M&E strategy employed by the Country Project Team is:
i. Holding quarterly review meetingsii. Making follow up visits to the implementing
institutions semi-annually.iii. Convening adhoc meetings if need be;iv. Conducting monthly analysis and reporting
of data collected using on line M&E tools
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UNESCO‐China Funds‐in‐Trust Project on ENHANCING TEACHER EDUCATION FOR BRIDGING THE
QUALITY GAP IN AFRICA
ProDoc Presentation
(UGANDA)
17 April 2014, Time limit: 15 minutes
Rationale of the ProDoc
Support implementation of Government policy to provide training to improve quality and increase quantity using blended approaches, that effectively integrate ICT pedagogical approaches;
Focus on strengthening existing Institutions and framework of teacher educators for primary, secondary and TVET;
Strengthen the capacity of the key TTIs to become ‘hubs of excellence’ in each priority sub‐sector, in using blended approaches to pre‐and in‐service teacher training and continuous professional development;
Promote a culture of knowledge generation and sharing through establishing a platform
Overall objective
Enhancing Teacher Education for Bridging the Education Quality Gap in Africa:
Capacity Development of Key Teacher Training Institutions in Uganda in the use of ICT as a
pedagogical tool
Specific objectives
1. To improve ICT infrastructure in the key Teacher Training Institutions (TTIs) to support blended teacher training;
2. To improve teacher educators’ competency in use of ICT as a pedagogical tool for quality teaching and learning in TTIs; and
3. To strengthen networking and partnerships among the key TTIs and other TTIs to support school‐based teachers’ continuous professional development.
The Key TTIs and the beneficiaries
• Key TTIs:
• Kyambogo University,
• Nakawa Vocational Training Institute, and
• Shimoni Core Primary Teachers College
• The beneficiaries:
• Teacher educators in Teacher Education and Extension Department at Kyambogo University
• Teacher educators at Nakawa VTI and Shimoni PTC
• Pre‐service and in‐service teacher trainees at Nakawa VTI and Shimoni PTC
Overall implementation strategy
• Alignment: Full alignment with the Education Sector Strategic Plan (ESSP) and also with the ‘Skilling Uganda’Strategy
• Coherence and coordination: Leadership by MoES and continuous information sharing and presentation at MoES Teacher Instructor Education and Training Working Group and M&E Working Group to ensure coherence, synergy and coordination and also to capitalize on and enhance ongoing initiatives including CapEFA
• Implementation partners: Key TTIs
• Communication: Development and implementation of a Project‐specific Communication Plan
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Proposed Model for CFIT Implementation on Improving Quality of Teaching and Learning: A Focus on Teacher Educators
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Kyambogo University-Curriculum Development-25 Master Trainers/Teacher educators-Software development with ICT pedagogy-Quality Assurance-Assessment and Certification
Nakawa VTIContent Development/ Implementation -Studio for content development-ICT Equipped classroom- Competency of Teacher educators (45)-Improved pre-service training (200 per year)-Improved in-service training/CPD (50per year)
Shimoni Core PTCContent Development/ Implementation - ICT Equipped classroom- Competency of Teacher educators (55)-Improved pre-service training (450 per year)-Improved in-service training/CPD (100 per year)
Networking55 PTTCs
JinjaAbilonino
Networking47 BTIVET
-Supervision and support : TIET, KyU and project team-Target subjects: Literacy, Numeracy and Science - ICT Infrastructure: Studio ,Computer labs and LMS platform- Methodology: ICT pedagogical skills upgrade; Cascaded approach; experience sharing; content upload- Modules: Online blended courses
Learner Management System-Hosting: NITA/ Nakawa-Content upload: Shimoni/Nakawa-Online courses and assessment-Monitoring and Evaluation
Integrated ICT blended teaching and learning in teacher education faculty
CCTs
The Log frame
Component A: Institutional capacity development (infrastructure)
Expected Result 1:
ICT labs reinforced and effectively used to support teaching and learning in the key TTIs
Activity 1.1: Design of specifications on prioritized ICT institutional lab requirements
Activity 1.2: Development of TTI‐specific costed procurement and disposal plan
Activity 1.3: Equipping of ICT labs of the key TTIs
Activity 1.4: Development of ICT guidelines on management and sustainability
Activity 1.5: Sensitization of users on the ICT guidelines on management and sustainability
Activity 1.6: Development of monitoring and evaluation Tools
The Log frame (Cont.)
Component B: Institutional capacity (human resources)
Expected Result 2: Competency of teacher educators improved in use of ICT as a pedagogical tool for quality teaching and learning in the key TTIs
Activity 2.1: Adaptation and incorporation of UNESCO ICT teacher competency framework into teacher education curriculum
Activity 2.2: Development/review of training modules for teacher educators’ proficiency in use of active teaching and learning method in literacy, numeracy, science assessment, research methodology, and ICT as a pedagogical tool
Activity 2.3: Organization of an in‐service training course for teacher educators in use of ICT as a pedagogical tool, assessment and certification
The Log frame (Cont.)
Component C: Networking and partnerships to support school‐based continuous professional developmentExpected Result 3: Effective use of ICT in networking and partnership among the key TTIs and other for enhanced school‐based teachers’ continuous professional development
Activity 3.1. Development of a Learning Management System (LMS) and a portal for teacher educators in the key TTIsActivity 3.2. Training of teacher educators in the use and maintenance of LMS and portalActivity 3.3. Utilization of LMS and portal to share best practices and experiences to enhance school‐based continuous professional development.
Monitoring and Evaluation
• Monitoring: Development of a M&E Plan; conducted continuously by the Education, Policy, Planning, Monitoring and Evaluation Department; National Technical Committee to take stock of, and report on, implementation progress and review/revise workplan as necessary
• Evaluation: A mid‐term evaluation and an independent summative evaluation
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CFIT Project on Teachers for EFA
Follow-up Meeting
April 16-17, 2014
Francesc PedróTeacher Development and Education Policies
UNESCO
Budget and planning
• Timeline: – Recommended 18 months
• Budget:– 700k in total
• But more can come, depending on savings
– Reallocations across countries and across years possible• Depending on execution and performance
• M and E:– Regular basis:
• Execution rates
• Outcomes
• Impact
Next steps
• Needs assessment
– Distribution of national needs assessment, April 22
– Draft of synthesis report, May 22
• Project documents
– Draft version, May 1 to be sent to HQ for revision in cooperation with FO and RO
– Final versions, including budgets, to be submitted to HQs before May 15
– External review completed by May 30
Project review
• Objective:1. Assess the relevance, feasibility and costing
2. Bring in external expertise (3), South‐South, for capacity development
• Operation:1. Prodoc (final version) reaches HQ by May 15
2. Team of international experts reviews and provides comments, suggestions, online
3. Submission of the Prodoc (revised versions) to Donor by May 31
4. Funding to start in June
