Presentation on theme: "A Cluster Training Approach"— Presentation transcript:
1A Cluster Training Approach In-service teacher training in Ethiopia
2Educational Challenges A nearly 40% increase in Gross Enrollment Rate over the seven-year period of the Basic Education Strategic Overhaul (BESO I)Large (enormous) class sizes in early primary grades studentsUp to 60% drop-out rates in some schools between grades 1 & 2.Teachers who are overwhelmingly using the “chalk and talk” methodology
3Improving Teacher Quality BESO II - USAID/Ethiopia’s Basic Education Strategic Objective focuses on improvingThe quality and equity of primary education.Teacher education -- through improved pre-service and in-service training is a critical component of BESO (Intermediate Result 1)
4Balancing Pre-Service/In-Service Pre-service is critical but will impact a minority of the teaching forceIn-service is critical to improving educational qualitySchool administrators and other educational management levels need to be engaged
5Improving Teacher Education 123,000 public primary school teachers in Ethiopia85% rural/agrarian - dependent on subsistence agricultureA country that is roughly twice the size of Texas or 1.1 million sq km13.2 million children of primary school age
6BESO I - Piloting of Clusters Piloting began in the last two years of BESO I -- 14,200 teachers reached in 2001/2 yearProvided resource materials and training kits for two regions of Ethiopia - Tigray and the Southern Nations, Nationalities, and Peoples Region (SNNPR)Models “localized” within each region by Regional Education Bureaus (REBs)SNNPR decided to use a “mobile book box” model, which contained a selection of reference books and teacher guides for English, mathematics, and science. These boxes were circulated amongt the schools, with no school holding the materials for more than two weeks a a time.
7The BESO II Cluster System BESO now nation-wide -- active in 8 geographic regions, and 3 administrative zones.Cluster model important than ever to reach large numbers of teachers using a cost-effective approachGoal in in-service training is to reach about 58,000 serving teachers by the end of the SO in 2007, to improve teaching quality, using a cascade or ToT model
8The Goals of Cluster Training Assist teachers implement new curricula and policiesEncourage experience-sharing, collaborative problem-solving, and peer teaching;Provide a forum and venue where teachers can work together on skills development through self-instructional kitsEngage other levels of educational management
9The Mechanics…The “central” cluster school -- called the Cluster Resource Center (CRC) -- is selected with REBS based on set criteria, which include:Complete primary school (Grades 1-8)Central locationAppropriate facilities to accommodate teachers from up to seven “satellite” schoolsStrong, qualified, and enthusiastic teachersGood resource materials (library, pedagogical center, etc.) - supplemented by USAIDUSAID provides additional materials, such as reference books, materials for instructional aid preparation, duplicating machines, and typewrites.
10CRC Coordinating Committee Composed of all schools’ directors, key teachers, and woreda education officers.plans CRC activitiesidentifies specific training needs (in collaboration with teachers)develops strategies to improve community engagement, girls enrollment, and address other educational challengesworks to constantly improve functioning of cluster
11Key Teacher Serves as “in-house” trainer in each school Has a reduced teaching loadProvides training and support to fellow teachersConducts classroom obervations and provides “coaching”Organizes discussions on specific educational topics to improve teacher skills
12Tier 1 (TOT) training…School directors, key teachers, and woreda education officers are trained by staff from AED, the REBs, and Teacher Education Institutes.Training methodologies are learner-centered, participatory, and focused on group activities so that these approaches are “modeled” in their own training.
13Cluster Training Topics Using interactive learning approachesApplying continuous assessmentPreparation and use of teaching aidsSelf-contained classroom methodologiesIntegrated lesson plansEncouraging girls’ classroom participation
14Self-Instructional Kits A six-module instructional kit, developed by AED, is distributed to each cluster schoolFocuses on:active learning methodologies (and how to implement them in a large class setting)using continuous assessment to enhance learningbasic concepts of remediationgender issues on the classroomcurriculum integration
15Achievements/Results Government has adopted model as policyIncreased use of learner-centered teaching approaches, active-learning and increased student engagementGreater collegiality and joint problem-solving amongst teachersImproved girls’ retentionSchool directors/WEOs more engaged/skills improvedGovernment has released guidelines on continuous professional development of teachers using the cluster model.School directors were also coached on school leadership and managementWEOs also were coached on school supervision as part of this process
16ChallengesIncentives … not connected to certification or improved chances for promotionPer diemSustainability -- regional governments need to create matching budgetCapacity of some woreda education offices is rather weak