Education for All: Quality Teaching and Learning in Eastern Africa

Madagascar, Rwanda, Somalia, Uganda

The general objective of this project is to strengthen the national systems of teacher and head teacher education for quality teaching and learning in Madagascar, Rwanda, Somalia and Uganda. This objective was reached through inter-linked interventions of capacity development of the three target groups; teachers and head teachers in effective pedagogy and school management; national teacher training institutions to deliver improved teacher education; and, national and district education administrators to develop and maintain an integrated strengthened system of supporting teachers and head teachers. The project achieved the planned outputs and met its targets. Details is as follows: 1. In Madagascar, the following core activities were undertaken: - the “Mathematics Suitcase” Project involved 511 educational institutions, 52 central coaches, 89 local coaches and 2150 teachers benefitting from training. - Two types of digital training and support material (DVDs) were conceived and replicated in 600 copies for the participating schools and others. The training modules by theme, the accompanying documentation and the self-training booklet were developed and duplicated in 2300 copies. - Trained 600 teachers from primary schools and high schools of the targeted areas to the technical and pedagogical use of the interactive digital blackboards. 2. In Rwanda, the project: - Enhanced teachers’ teaching capacities in inclusive education and ICT in education. This included 30 District Directors of Education and District Education Officers trained, while almost 200 Sector Education Officers have also been trained. - 25 National level representatives and Development Partners have been capacitated in order to develop expertise at the National level. This also included the University of Rwanda and Teacher Training Institutes. - 40 headteachers and Master trainers have been extensively trained (10 full days) on the use of materials developed for teachers to use directly in the classroom. - Held a training to build institutional capacity for master trainers to prepare more teachers across Rwanda on how to use the materials on inclusive education. - Designed an accredited graduate diploma on School Leadership and Management for head teachers. - Supported developing materials for School leaders (head teachers) on how to better use ICT in education. 3. In Somalia, the Project implemented the following main components: situational analysis and needs assessment; preparation of frameworks and teaching and learning materials; establishment of Literacy Network; strengthening of NFE departments and Community Learning Centers; advocacy and Campaigning; human Resource and Capacity Development. More specifically, the Project provided access to a harmonized non-formal education in Somalia, by supporting regional governments to equip 995 youth and adult learners (83% female) with the literacy, numeracy and entrepreneurship skills. Up to 170 youth gained skills in ICT, electricity, tailoring, and cookery. 4. In Uganda, The key results of the project included: - the development of a teacher management information system (TMIS), piloted at the MOES headquarters in 10 out of 110 districts in order to ascertain accurate and timely collection of teacher data for policy, planning and management; - the development of the initial harmonized framework for teachers, teacher training curriculum framework. - the development of the national teacher policy with a draft presentation to stakeholders for validation. - the development and piloting of a training manual on gender responsive pedagogies for primary teacher education which was used to train a group of 40 trainers of trainers.