Quality Education through Expert Teachers System

One third of the Tanzanian adult population is illiterate, showing a wide gender gap between men (26%) and women (39%). Nonetheless, improvements for the younger generation are visible. Due to strong efforts to reach Tanzania Millennium Development Goal no.2: "EDUCATION FOR ALL", access to education has strongly improved for the current Tanzanian generation, for both boys and girls, with 95% of Tanzanian children enrolled in Primary schools in 2014/2015, compared with 59% in 2000. The primary school completion rate is close to 90%.
Though the enrollment rate at primary schools has increased, quality of basic education is still very low and one of the core challenges of Tanzania. Low quality of primary education also contributes to low enrollment rate at secondary school, with only 53.5% of the pupils passing the secondary school examinations (Standard 7 examinations).

QUEETS PROJECT

To contribute enhancing the quality of education, HELVETAS established QUEETS project which started as a small initiative in 2002. QUEETS supported the Tanzanian Teacher Union (TTU) and Local Govenment Authorities (LGAs) through training of primary school teachers in Mathematics, English language and Education for Sustainable Development (ESD) subjects. This Expert Teacher Trainig is conducted in three regions: Arusha, Manyara and Kilimanjaro. Until 2014 the project was able to reach 1,438 primary schools with over 718,000 pupils, 14,380 school teachers and 266 Ward Education Officers.
In order ensure the sustainability of the project, QUEETS and TTU are closely collaborating with the Education Authorities at national level including the Ministry of Education and Vocational Training, regional and district level. Moreover Sub-District Coordinators and Headteachers are particularly involved in the monitoring of the project.

PROJECT APPROACHES

QUEETS project had two phases, whereby phase two had a different approach to phase one so as to overcome the challanges observed during the implementation of phase one.
  • PHASE ONE (Cascading approach- Expert Teachers (ET) training system)
This phase was carried out from 2012 to 2014, whereby QUEETS through MEPP (Mathematics Education Primary Programme Baseline) select few teachers from designated public primary schools and provide them with training, improved curricula and training aids, in focused subjects (Mathematics, English Language and Education for sustainable Development). After these trainings the teachers are recognised as National facilitators.
National facilitators are qualified to train other teachers from number of selected primary public schools on same subjects, on how to use the improved curricula and teaching aid to improve the understanding and score in the final standard seven examination. The trained teachers are recognised as Expert Teachers. Expert Teachers are now expected to return to their schools and pass the knowledge gained from the training to colleagues.
However the extended evaluation of QUEETS conducted in 2014 revealed that the cascading approach, particularly Expert teachers Coaching fellows teachers in schools was a challange. Hence the development of the second approach on the second phase.
  • PHASE TWO (SITT:School-based In-service Teacher Training Approach)
The approach began implementation in 2015 and recognised as a practice-oriented methodology.
The model basically is implemented during normal school hours, whereby the teachers who do not have teaching lessons at that particular time could attend a fellow colleague's (in this case the expert teacher) class lesson and observe the added elements. He/she can later ask questions or clarification on the topic that was not clearly understood or eraborated.

QUEETS OVERALL GOAL AND ADRESSED KEY ISSUES

Overal Goal:
Improved practice orientation in teacher education at teacher colleges; a well-functioning school-based in-services teaching; and expert teacher training with effective teaching and learning at primary school that contribute to an improved quality of basic education for children in Kilimanjaro, Arusha and Manyara regions.

Adressed Key Issues:
  • Low quality of primary eduction
  • Low students' perfomances in Mathematics, English and ESD subjects
  • Inadiquate competence of teachers
  • Inadiquate teaching and learning materials

 

QUALITY EDUCATION THROUGH EXPERT TEACHER SYSTEM

Project Beneficiaries Through ET approach: 2,036 teachers and 100,000 pupils benefited. Through SITT approach 350 primary schools, up to 4,200 teachers and 180,000 pupils benefited. Project Investment 1.1 Million CHF from HELVETAS and 375,000 USD from TTU

PUBLICATIONS

ACHIEVEMENTS

From 2012 to date QUEETS in corraboration with TTU has achived:
  • 1,480 public primary schools benefited through Expert Teacher Training System
  • 1,900 Expert Teachers were trained and 250 retrained. 75 National Facilitators  trained and 60 were retrained. 580 Headteachers and 10,000 teachers were trained. This is at present benefiting an estimated population of 718,000 pupils.
  • Baseline study complition
  • Increase of 40% of perfomance in Mathematics, English Language and Education for Sustainable Development (ESD) in schools where QUEETS is implementing its activities.

PROJECT INTERVENTIONS AND EXPECTED OUTCOME

INTERVENTIONS:
  • Capacity building of professional teachers in Mathematics through 7 teacher's colleges
  • School based in-service teacher training (SITT) in 200 primary schools
  • Expert Teachers training for 2,3000 teachers
  • Advocacy for best SITT elements and availability of National Framework for SITT
  • Support of Teaching and learning materials such as book-guidelines for target subjects
EXPECTED OUTCOME:
  • An effective school based in-service training system implimentation.
  • Better teaching and learning at primary school evidenved with increase student perfomances.
  • Education in Mathematics subject at teacher's college is practice-oriented
  • The school in-service teacher system is well recognised and practised at local and national level