1. Quality Improvement of Primary and Secondary Education through School-based Teacher Training in Sub-Saharan African Countries
Yumiko Ono*, Makoye Wangeleja
Naruto University of Education,
Naruto, Tokushima, Japan
*Contact
A-A Dialogue in Kampara

2. Cooperation Hub System by MEXT
To support EFA,
stocktaking Japanese experience, knowledge for systematic use in new projects
to accumulate knowledge base in new areas and further expand in familiar areas
Two Projects selected under category of “Education improvement of Sub-Saharan African Countries”
Collaboration with and Networking of Universities stressed as Important Feature
Cooperation Hub System as Nishimura sensei briefed you, selected a project proposed by NUE focusing on improvement of quality of instructional practices through lesson study. NUE is a teacher education institution with special focus on in-service training of teachers. We don’t have faculties like Kobe, or Hiroshima that specialize in international development. However, with strong background in CK, PCK, teacher education curriculum, we worked in South Africa in collaboration with CICE, Hiroshima University, to enhance the teaching competence of secondary math and sciences teachers in Mpumalanga Province. The Project, MSSI was in place for 6 years, and in the last two years, we emphasized lesson study as a vehicle to improve lessons in classrooms.
A-A Dialogue in Kampara

3. Improvement of Instructional Practices through Lesson Study
Large Classes:
Makerere University
Uganda
Lesson Study
In this project, although freshly started, we are working in three sub-Saharan countries shown in the slide.
We are particularly happy that we have made connection with Makerere, and Adis Ababa through A-A Dialogue, and have started some discussion with these two universities how to introduce lesson study in their research.
NUE
INCET
Institutionalization, Sustainability of
Lesson Study
Active Learning:
University of
Adis Ababa
South
Africa
Ethiopia
A-A Dialogue in Kampara

4. Challenges in Implementing Curriculum in Developing Countries
National Policy: Intended Curriculum
Leaner-centered, activity –based
Continuous assessment: cutting-edge curriculum
Teacher: Implemented Curriculum
Interpret to fit own experience, own working environment, lack of content knowledge, unable to conceptualize new type of lessons
Children: Achieved Curriculum
Continuous, formative assessment required
From our own experience in South Africa, and from reading of literature, we see the challenge to narrow the gap
Between intended curriculum and achieved curriculum by empowering teachers who are the agents to implement curriculum.
A-A Dialogue in Kampara

5. Necessary Support to Transform Lessons into:
- Lessons that achieve curriculum principles
- Lessons that pay attention to student understanding and achievement
Lessons, no matter whether it is math or science, but any subject you teach, lessons are challenged to transform in the way to achieve curriculum principles such as active learning, problem solving skills,
A-A Dialogue in Kampara

6. Improvement of Lessons through Lesson Study
Professional development practices situated in lessons
Teacher-owned professional development practices
Different purposes corresponding individual needs, career
Contribute to improve day to day practices
A-A Dialogue in Kampara

7. Process of Lesson Study
Consider Curriculum Requirements
Colleagues Observe the lesson: What teacher and the student say and do
Research the topic
It is nothing special. It is what we usually do in every day life to be effective. Plan, Do, See.
The difference is that it is a continuous, collaborative, collective professional development built in schools. How does it start?
Understanding of
Students
Reflection and analysis of the lesson based on observation with colleagues
Practical suggestions to improve the lesson
A-A Dialogue in Kampara

8. A-A Dialogue in Kampara.11.17.06
What is “Lesson Study”?
A-A Dialogue in Kampara

9. But, Do Lesson Improve through Lesson Study?
Action Research on South African Trainees who have gone through Japan Training focused on lesson study
The Case of Biology in 2004 (see handout)
The Case of Math in 2005 (see handout)　Makoye-san presentation.ppt
Much talked, but very little evidence of its effectiveness, pointed out by Carherine Lewis. So far, many anecdotes, but not much research.
NUE has been researching on its effectiveness based on the variety of data: analysis of lesson transcriptions of pre and post intervention quantitatively and qualitatively, teacher interview during the training and after the training.
Follow up visits with the schools to study institutionalization and sustainability of lesson study. Let me emphasize here that the role of university is enormously important to institutionalize and enhance the quality of lesson study.
There is a need of “Knowledgeable Other” for quality and sustainability of Lesson Study.
A-A Dialogue in Kampara

10. Join the Sub-Saharan Network of Lesson Study!
What NUE can contribute,
Collaborate:
Lesson Study workshops
for Researchers and practitioners
Collaborative action
research on
instructional Improvement
Development of
Workshop materials
such as DVD, Booklets
Uganda
NUE
INCET
Development of TLM
Ethiopia
Organizing reflective
Meeting for sharing and
networking
A-A Dialogue in Kampara

11. A-A Dialogue in Kampara.11.17.06

12. A-A Dialogue in Kampara.11.17.06

13. A-A Dialogue in Kampara.11.17.06

14. A-A Dialogue in Kampara.11.17.06
Our road ahead may be long and winding, but always keep “Good Hope” for the benefits of our children.
A-A Dialogue in Kampara