SIPSE: Partnership to Strengthen Innovation and Practice in Secondary Education

SIPSE uses a blended-learning approach to deliver professional development to secondary teachers. In particular supporting teachers with student-centered, participative, and ICT based approaches to improve pedagogy and learning in Science, Technology, English and Mathematics (STEM) subjects.
2013KenyaTanzania

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
School supportGlobal E-Schools and Communities Initiative (GESCI)Lower secondary

Location Data

GESCI acknowledges that quality teachers are a catalyst in facilitating quality education. Poor quality teaching is often linked to low-learning outcomes observed in STEM subjects across East Africa. GESCI identifies the need to equip teachers with pedagogical skills to make high quality learning accessible in STEM subjects and relevant to the needs of 21st Century learners.

A blended learning model is being used to provide teacher training to 60 teachers in Kenya and 60 teachers in Tanzania in a 2 year pilot with The MasterCard Foundation SIPSE. The program uses an initial 3 day face to face orientation training, followed by 30 days online training, and a final 3 day face-to-face training. The blended learning approach uses an e-learning platform, supplemented by an m-learning platform and CDs as a medium to deliver training for teachers to cater for varying internet access conditions in the project country contexts. All m-learning content can be accessed on java enabled phones, making it easily accessible at a low cost.

The focus of the teacher training is to provide student-centered, participative, and ICT based approaches for use in STEM subjects. The program seeks to integrate ICT into all aspects of teaching and learning. For example, teachers planning lessons, analyzing data, delivering lessons, allowing students to use computers, using internet to find resources, networking with professionals online, and attending to administrative duties related to teaching through training on the use of ICT, teachers will be equipped to improve their practices independently. The use of ICT will also reinforce student centers and participative learning styles. For example, discovery learning and group work can be used with ICT in STEM subjects.

The program and its training curriculum have been designed in a participatory manner with an initial sensitization with head teachers and school administrators. This is followed with a contextualization of ICT teacher competencies and curriculum mapping with Kenya and Tanzania national teams from the Teacher Service Commission (TSC), the Ministries of Education (MOE) , the Kenya Institute for Curriculum Development (KICD), and the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). Schools chosen for the study are all government secondary schools but reflect a variety of demographics. From within each school 6 STEM subject teachers were chosen.

The focus is to showcase good practice that demonstrates technology literacy (applying), knowledge deepening (infusing), and knowledge creation (transforming) levels of technology integration. The purpose is to provide concrete models on ‘how to’ motivate learner participation in school practice and provide a rich participative learning environment, facilitated by the use and integration of digital learning resources.

The program provides an opportunity to collate research and share findings with government. Results are carefully monitored to determine what works, under what conditions, and how technology plays a part in improving teaching and learning. This information will be relayed to policy-makers and donors who are seeking to improve ICT interventions in the national education systems.

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