The Integrative Teacher Training (ITT) Program is focused on creating a child-centered learning environment that uses local, community-based, and school-based workshops for secondary school teachers. Through ITT, teachers learn how to use participatory, student-centered methods required by national syllabi. The program seeks to augment and decentralize the School-Based Training (SBT) and Teaching in Action (TIA) models, test, refine and scale them in select communities, and then poise them for broader scale across Tanzania. Teaching institutions are utilized as the vehicle for scale in collaboration with District Education Officers and heads of schools, with the endorsement of the Ministry of Education. ITT has four key modules:
School-based Training (SBT) through School-based Workshops (SBWs) | Preceding each SBW, ITT conducts facilitator training for "Guardian Teachers" selected by their home schools. This training provides facilitators with confidence in student-centered learning approaches and provides them with knowledge and materials to train other teachers on science concepts. These Guardian Teachers return to their home schools and lead SBWs for their fellow teachers. These workshops provide an opportunity for Tanzanian teachers to modify their teaching methods from techniques that involve rote memorization to those that are more participatory, critical, and learner-centered. They also allow teachers to feel more comfortable using locally available and participatory tools, exercises, and competitions to stimulate learning in subjects traditionally known to be complex and intimidating to both teachers and students. These workshops are sustained and supported by mentoring and best practices sharing among districts.
Leadership Training | Inspired by the TIA model, the ITT program provides teachers with leadership training that builds morale and motivation by enabling teachers to view themselves as role models or "mini-CEOs" who 1) are committed to their vision (both personal and organizational) and to ensuring that each student has what he or she needs to succeed, 2) identify leadership qualities and foster student development, and 3) coach colleagues.
Stakeholder and Parent Engagement | Through community meetings held jointly with schools, community leaders, and parents, the ITT program increases parental engagement in the education process. During these meetings, stakeholders discuss issues such as parental concerns regarding education and the value of education, especially for girls. The key objectives are to increase parental engagement by reducing fear and creating a sense of school accountability that influences teacher behavior and class attendance, as well as give stakeholders a deeper understanding of education's value to a family’s collective future, particularly in terms of understanding the role of education in improving socio-economic prospects.
English Debating Clubs | In addition to the School Based Training (SBT), the ITT Program has a commitment to creating higher participatory learning methods for the more complex subjects (English, Math, and Science). Since English is the foundational subject to all others, in year one ITT launched an English Debate Initiative. To build teachers’ repertoire of interactive teaching methods while simultaneously improving English usage among students and teachers. Asante Africa teamed with the English Department at MWUCE for teaching “English Debate Skills and How to Set Up a Debate Club at Your School.” The MWUCE facilitators provide a learner-centered technique through which students use their critical thinking, argumentation, public speaking confidence and English language skills. These skills are put to the test through Debating Clubs in which school teams participate in inter-school debate competitions. Asante Africa Foundation and ITT host the tri-district competition with the support of Public Debate Foundation representatives who also work with teachers on how to integrate interactive debate skills development exercises into the classroom.
- To build teacher competency, self-motivation and school-based support systems through training in child-centered pedagogy and the use of low-cost, participatory teaching techniques
- To improve student engagement and learning outcomes, particularly among children vulnerable to traditional practices of nomadic and subsistence farming communities
- To increase stakeholder engagement and parental knowledge in support of education in rural communities
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CEI approaches in actionSchool supportTeacher trainingSchool leader trainingParental/community engagement for school accountabilityStudent supportScience & engineeringInformation and Communications Technology (ICT)
Model details2013Not-for-profit21st century skills (soft skills)Science & engineeringInformation and Communications Technology (ICT)ActiveShort-term projectMwenge University College of Education (MWUCE)AfricAidPublic Debate ForumUniversity of Minnesota
By leveraging its existing network of partner schools, the Asante Africa Foundation is able to identify the region's most vulnerable secondary schools to benefit from the ITT program. It works with district level education leaders to select schools as a part of its growing partnership with local government. The program also consults school leaders and management for recommendations on teachers to be trained through ITT as an attempt to give schools a sense of ownership.
Scale40ITT operates in 40 secondary schools in the Kilimanjaro and Arusha regionsMay, 2014
Year One | The annual scaling approach for ITT initially involved implementing the program in 40 secondary schools per year, teaching new skills to 560 teachers (in both urban and rural areas, at both A level and O level because of active relationships with schools among partners for purposes of integrating and refining the model). However, the focus has shifted more to O level schools in largely rural communities where children, particularly girls, are most vulnerable. The program is still on course for a three-year implementation in a step-wise manner year over year: year one, fusing together the multi-model elements and confirming endorsement by MoEVT.
Year Two | In its second year, ITT has added more schools to its teacher training network. This program currently covers 40 secondary schools. It seeks to tighten and improve its model, expand training to 20 new partner secondary schools within the year one districts of Kilimanjaro and Arusha, and explore new teaching institution partnership relationships.
Year Three | In year three, this program anticipates impacting at least 36,000 students, who will be able to confidently ask and answer questions in classrooms, to think more critically, improve reasoning, and better solve academic problems. Project targets are secondary school teachers, students, and their communities in rural Tanzania. ITT seeks to expand and scale through new training institutions and districts with the support of MoEVT to reach the project target of 120 schools, 1,800 teachers, and 36,000 students.
In the future, ITT hopes to extend its reach to other parts of Tanzania, especially the coastal regions. The program also seeks to increase its engagement with ministries of education by inviting members to observe the ITT teacher trainings.
Monitoring & EvaluationYes
ITT partnered with the Mwenge University College of Education and AfricAid to develop its current monitoring and evaluation strategy. This strategy has four key elements:
Regular Site Visits | Partner organizations have committed to staff members visiting all sites quarterly. Since the same staff members will be visiting the sites, they seek to build trust and strong relationships with leaders at each school so real, root-cause problem solving can take place.
Metrics and Evaluation System | They have built a strong, ongoing metrics and evaluation system for this program that includes all launched sites. They will conduct qualitative and ongoing quantitative research at each site to assess each site’s progress and the need for further input and assistance.
Communication System | In addition to site visits and our ongoing M&E, they will create an open communications network with all sites. Leaders at each site will know exactly how to contact key staff members and they will create a central communications portal for quick feedback and to enable participants to learn from one another.
Teacher Support | Teachers will have quarterly access to ongoing professional development and coaching at their schools or in their local communities.
In addition, its partners record all changes that occur in the classroom after teachers are trained through the ITT program, ranging from the attitudes of teachers and students to students' learning outcomes. This data is collected through periodic questionnaires that are later developed into reports.No