Quality Improvement of Primary and Secondary Education through School-based Teacher Training in Sub-Saharan African Countries Yumiko Ono*, Makoye Wangeleja Naruto University of Education, Naruto, Tokushima, Japan *Contact Address:　onoy@naruto-u.ac.jp A-A Dialogue in Kampara.11.17.06

Cooperation Hub System by MEXT To support EFA, stocktaking Japanese experience, knowledge for systematic use in new projects to accumulate knowledge base in new areas and further expand in familiar areas Two Projects selected under category of “Education improvement of Sub-Saharan African Countries” Collaboration with and Networking of Universities stressed as Important Feature Cooperation Hub System as Nishimura sensei briefed you, selected a project proposed by NUE focusing on improvement of quality of instructional practices through lesson study. NUE is a teacher education institution with special focus on in-service training of teachers. We don’t have faculties like Kobe, or Hiroshima that specialize in international development. However, with strong background in CK, PCK, teacher education curriculum, we worked in South Africa in collaboration with CICE, Hiroshima University, to enhance the teaching competence of secondary math and sciences teachers in Mpumalanga Province. The Project, MSSI was in place for 6 years, and in the last two years, we emphasized lesson study as a vehicle to improve lessons in classrooms. A-A Dialogue in Kampara.11.17.06

Improvement of Instructional Practices through Lesson Study Large Classes: Makerere University Uganda Lesson Study In this project, although freshly started, we are working in three sub-Saharan countries shown in the slide. We are particularly happy that we have made connection with Makerere, and Adis Ababa through A-A Dialogue, and have started some discussion with these two universities how to introduce lesson study in their research. NUE INCET Institutionalization, Sustainability of Lesson Study Active Learning: University of Adis Ababa South Africa Ethiopia A-A Dialogue in Kampara.11.17.06

Challenges in Implementing Curriculum in Developing Countries National Policy: Intended Curriculum Leaner-centered, activity –based Continuous assessment: cutting-edge curriculum Teacher: Implemented Curriculum Interpret to fit own experience, own working environment, lack of content knowledge, unable to conceptualize new type of lessons Children: Achieved Curriculum Continuous, formative assessment required From our own experience in South Africa, and from reading of literature, we see the challenge to narrow the gap Between intended curriculum and achieved curriculum by empowering teachers who are the agents to implement curriculum. A-A Dialogue in Kampara.11.17.06

Necessary Support to Transform Lessons into: - Lessons that achieve curriculum principles - Lessons that pay attention to student understanding and achievement Lessons, no matter whether it is math or science, but any subject you teach, lessons are challenged to transform in the way to achieve curriculum principles such as active learning, problem solving skills, A-A Dialogue in Kampara.11.17.06

Improvement of Lessons through Lesson Study Professional development practices situated in lessons Teacher-owned professional development practices Different purposes corresponding individual needs, career Contribute to improve day to day practices A-A Dialogue in Kampara.11.17.06

Process of Lesson Study Consider Curriculum Requirements Colleagues Observe the lesson: What teacher and the student say and do Research the topic It is nothing special. It is what we usually do in every day life to be effective. Plan, Do, See. The difference is that it is a continuous, collaborative, collective professional development built in schools. How does it start? Understanding of Students Reflection and analysis of the lesson based on observation with colleagues Practical suggestions to improve the lesson A-A Dialogue in Kampara.11.17.06

A-A Dialogue in Kampara.11.17.06 What is “Lesson Study”? A-A Dialogue in Kampara.11.17.06

But, Do Lesson Improve through Lesson Study? Action Research on South African Trainees who have gone through Japan Training focused on lesson study The Case of Biology in 2004 (see handout) The Case of Math in 2005 (see handout)　Makoye-san presentation.ppt Much talked, but very little evidence of its effectiveness, pointed out by Carherine Lewis. So far, many anecdotes, but not much research. NUE has been researching on its effectiveness based on the variety of data: analysis of lesson transcriptions of pre and post intervention quantitatively and qualitatively, teacher interview during the training and after the training. Follow up visits with the schools to study institutionalization and sustainability of lesson study. Let me emphasize here that the role of university is enormously important to institutionalize and enhance the quality of lesson study. There is a need of “Knowledgeable Other” for quality and sustainability of Lesson Study. A-A Dialogue in Kampara.11.17.06

Join the Sub-Saharan Network of Lesson Study! What NUE can contribute, Collaborate: Lesson Study workshops for Researchers and practitioners Collaborative action research on instructional Improvement Development of Workshop materials such as DVD, Booklets Uganda NUE INCET Development of TLM Ethiopia Organizing reflective Meeting for sharing and networking A-A Dialogue in Kampara.11.17.06

A-A Dialogue in Kampara.11.17.06

A-A Dialogue in Kampara.11.17.06

A-A Dialogue in Kampara.11.17.06

A-A Dialogue in Kampara.11.17.06 Our road ahead may be long and winding, but always keep “Good Hope” for the benefits of our children. A-A Dialogue in Kampara.11.17.06