this situation Science and Mathematics teachers and tutors are ineffective in comprehending practical lessons and transforming theoretical knowledge into practice. Hence, resulting into poor performance in examinations and decreasing in enrolment of students opting for Science subjects.
This concern led to commencement of the In-service Training Programme for Secondary School Science and Mathematics Teachers. The Programme is a joint venture between MoEST and Japanise International Cooperation Agency (JICA). In addition,
In-service training of Language teachers, particularly, English teachers is being conducted in the country parallel to the Science and Mathematics teachers. The purpose is to build the Language competence among teachers in order to improve the teaching and learning process.
- a) Overall Goal
The overall goal of the programme is to improve the quality of Science, Mathematics and Language education at secondary education level in the country.
- b) Purpose
To strengthen the In-Service Training (INSET) system for secondary school Science, Mathematics and language teachers.
- c) Output
The In-service Training system has been established following the cascade model as follows:
The cascade model of the training system is such that the National facilitators are trained in order to train the Regional trainers whom eventually will train all Science and Mathematics teachers at the established regional centers. In summary the INSET process trickles down from the National to the Regional level.
- d) Roles of different bodies of the INSET Programme for Secondary School Science and Mathematics Teachers
- Joint Coordinating Committee – JCC, (meets once per financial year)
- Approving the annual plan of operations of the programme;
- Reviewing the overall progress of the programme;
- Making policy decisions with reference to strengthening of INSET programme for secondary school Science and Mathematics teachers.
Joint Coordination Committee (Summary)
- National Coordination Unit
- To coordinate the programme;
- To prepare and develop annual action plans;
- To initiate the requisition for funds for the implementation of the programme activities;
- To sensitize stakeholders to gain support on the programme;
- To support and supervise the activities at Regional level in collaboration with Regional Management Team;
- To prepare and submit annual progress report to the JCC;
- To conduct M & E of the programme;
- To prepare framework for implementing and institutionalizing INSET as stipulated in TDMS.
iii. National Technical Team (meets at least twice per year)
- To develop Curriculum, training Manuals and other materials;
- To ensure Quality of the programme.
- Regional Management Team (meets at least twice a year)
- Responsible for the implementation programme activities in the region;
- To approve the action plan prepared by the Regional Technical team;
- To solicit funds for the programme and disburse accordingly;
- To ensure teacher training at regional level are well organized and on schedule;
- To submit progress report to the National Coordination Unit (MoEST & PO-RALG)
- Regional Education Officer – Chairperson;
- District Education Officer (secondary) from all councils;
- Three (3) representatives of Heads of schools;
- Zonal Chief Inspector;
- Representative of TAMONGSCO;
- Representative of Tanzania Teachers Union (T.T.U)
- Regional Technical team (meets at least twice a year)
- To prepare the annual work plan and submit to Regional Management Team;
- To prepare and submit progress report to Regional Management Team.
- Regional Academic Officer (secondary education) – Chairperson;
- All District Academic Officers (secondary);
- Heads of schools – Regional Training Centres;
- Representatives of Regional Trainers per subject; and
- Two zonal inspectors of schools (Science & Mathematics).