Achieving quality in basic education through improvement of training of trainers in
Download
1 / 47

Achieving quality in basic education through improvement of training of trainers in - PowerPoint PPT Presentation


  • 287 Views
  • Uploaded on

Achieving quality in basic education through improvement of training of trainers in Teacher Training Schools in Niger. TEAM RESEARCHERS. GOZA SANDI Nana Aicha (College of Education / University of Niamey) KALLEKOYE Zoumari Issa (College of Education / University of Niamey)

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Achieving quality in basic education through improvement of training of trainers in ' - Roberta


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Slide1 l.jpg

Achieving quality in basic education through improvement of training of trainers in Teacher Training Schools in Niger


Team researchers l.jpg
TEAM RESEARCHERS training of trainers in

  • GOZA SANDI Nana Aicha (College of Education / University of Niamey)

  • KALLEKOYE Zoumari Issa (College of Education / University of Niamey)

  • MOUNKAILA Harouna (College of Education / University of Niamey)

  • SALIFOU Karimoune (College of Education / University of Niamey)

  • BOUKATA Amadou (MINISTRY OF BASIC EDUCATION Niamey)

  • SEYDOU Abdou, Associate Researcher (Ministry of Basic Education)


Outline l.jpg
OUTLINE training of trainers in


Outline cont d l.jpg
OUTLINE (cont’d) training of trainers in

  • INTRODUCTION

  • I. CONTEXT OF STUDY

  • II. STATEMENT OF THE PROBLEM

  • III.RESEARCH QUESTIONS

  • IV. PURPOSE OF THE STUDY

  • V. STUDY HYPOTHESIS


Outline cont d5 l.jpg
OUTLINE (CONT’D) training of trainers in

  • VI LITTERATURE REVIEW

  • VII CONCEPTUAL FRAMEWORK

  • VIII RESEARCH METHODOLOGY

  • IX SIGNIFICANCE OF STUDY

  • X BIBLIOGRAPHY

  • XI ANNEXES


Introduction l.jpg
INTRODUCTION training of trainers in

NIGER has one of the highest population growth rates of 3.3% and a fertility rate of 7.5 children per woman. The population of Niger has more than doubled from 5.1 million in1977 to 11.1 million in 2001 ( POPULATION CENSUS). Children under 15 years of age represent half of the population, the highest in Sub-Sahara Africa.


I context l.jpg
I. CONTEXT training of trainers in

Niger is engaged in vast reforms with a view to improving the performance of its education system and to reaching the objectives of Education For All and of Millennium Development Goals. That is the reason why the country has embarked on a 10-year Program of Education Development (PDDE) 2003-2012


Context cont d l.jpg
CONTEXT (cont’d) training of trainers in

  • In the process of implementing the PDDE, a thorough diagnosis of the country’s education system was carried out in 2001. The following weaknesses were therefore identified :


Context cont d9 l.jpg
Context (cont’d) training of trainers in

  • A very limited development of the education system coupled with marked disparities :

  • 54.6 % of children of 7 to 12 years old do not have access to primary education. ;

  • only 13 % of children of 13 to 16 years old have access to secondary schools ;

  • and 80.1 % of adults are illiterate


Context cont d10 l.jpg
CONTEXT (cont’d) training of trainers in

  • Profound gender gaps (54.2 %) for boys versus 36.5 % for girls in 2002 - 2003) ;

  • Disparities between rural areas (44.3 %) and urban areas (87.1 %) in 2002 - 2003 ;

  • Disparities between regions (94.9 % in Niamey versus 32.9, 39.3 and 40 % respectively in Zinder, Diffa and Tahoua in 2002 -2003) ;


Context cont d11 l.jpg
CONTEXT (cont’d) training of trainers in

  • Very low intraschool performances characterized by :

  • very high class repetition rates (36 % at Primary 6 and 39 Secondary 4) ;

  • high rates of failure at cycle final exams (52.8 % at CFEPD (Primary), and 46.7 % at Secondary School Entrance exam in 2002 - 2003) ;

  • high rates of school leavers in literacy centers (53 %)


Context cont d12 l.jpg
CONTEXT (cont’d) training of trainers in

  • This program (PDDE) aims at improving access and quality :

  • ACESS:The general objective assigned to this component is to contribute to a better access and accessibility to primary education through an increase and greater distribution of educational facilities and enrolment


Context cont d13 l.jpg
CONTEXT (cont’d) training of trainers in

QUALITY:

This concept aims at the general following objectives :

  • Increase completion rates in Primary and Junior Secondary ;

  • improve learners’ performances


Ii statement of the problem l.jpg
II. STATEMENT OF THE PROBLEM training of trainers in

  • To meet the requirements set by the PDDE, 27, 723 Primary school teachers are expected to be trained by 2015, i.e., about 3000 teachers per year.


Statement of the problem cont d l.jpg
STATEMENT OF THE PROBLEM training of trainers in (cont’d)

  • Learners’ class performances and their success rates to the final exams are undoubtedly the indicators of the quality of the education system. In Niger, all the evaluations carried out by the PASEC (CONFEMEN), the MLA (UNESCO) and the SEDEP (MEBA) unanimously pointed out that the level of acquisition / learning in Niger is the lowest in Sub – Sahara Africa.


Unesco results data l.jpg
UNESCO results data training of trainers in

  • Table : Comparative Basic Knowledge Test Results

Source : World Bank 2005.


Table results on pupils skills in french l.jpg
Table training of trainers in  : Results on pupils skills in French

Source : SEDEP / Final Report - 27/11/2000


Table results on pupils skills in maths l.jpg
Table training of trainers in  : Results on pupils skills in Maths

Source : SEDEP / Rapport final/Mathématiques / NiGER (2000)


Iii research questions l.jpg
III. RESEARCH QUESTIONS training of trainers in

  • What are the consequences of the lack of motivation of TTS trainers upon their trainees ?

  • Can training be efficient without adequate learning materials ?

  • Which competences are necessary for TTS trainers to provide quality training ?


Research questions cont d l.jpg
RESEARCH QUESTIONS training of trainers in (cont’d)

  • How can insufficient incentives to training influence trainers professional value ?

  • What sort of opinions does the lack of motivation of trainers instil in trainees mind?

  • Does a very mobile teaching staff acquire enough experience to provide a quality service ?


Iv purpose of the study l.jpg
IV. PURPOSE OF THE STUDY training of trainers in

  • The aim of this study is thus to help the country’s decision – makers to utilize scarce resources effectively an efficiently. To achieve its quality in the struggle for education for all, the stress should be put on the training of trainers


Purpose of the study cont d l.jpg
PURPOSE OF THE STUDY training of trainers in (cont’d)

  • A well – trained teacher is in fact a step towards settling the problems of class – repletion and drop-outs. Similarly, it could promote the school integration into the community


General objectives l.jpg
General objectives : training of trainers in

  • Analyse the strengths and weaknesses of the training of trainers so as to improve quality in education, with is the pillar in the overall policy of the Ministry of Basic Education.


Specific objectives l.jpg
Specific objectives training of trainers in

  • Analyze the work conditions of staff

  • Analyze their profile

  • Analyze class practice of TTS trainers

  • Identify the gaps to be filled 


Specific objectives cont d l.jpg
Specific objectives training of trainers in (cont’d)

Provide decision – markers with data that will help them implement efficient training of trainers policy Provide training institutions (colleges) with actual training needs so as to devise and implement sound training courses.


V study hypothesis l.jpg
V. STUDY HYPOTHESIS training of trainers in

The poor professional quality of TTS trainers is linked to :

  • Inadequate professional tutoring ;

  • Lack of motivation.


Scope of study l.jpg
SCOPE OF STUDY  training of trainers in

  • The study will cover the five Teachers Training Schools (ENI) of the country, i.e., approximatively150 trainers of trainers.


Scope of study cont d l.jpg
SCOPE OF STUDY training of trainers in (cont’d)


Vi literature review l.jpg
VI. LITERATURE REVIEW training of trainers in

  • ...learners are confronted with learning obstacles and some of them cannot make it at all, with all dramatic consequences that lie behind their failure.


Literature review cont d l.jpg
LITERATURE REVIEW training of trainers in (cont’d)

  • Develay M. (1996) points out that ‘’there is no fatality in that, and that if school as an institution cannot alone heal all the wounds of the community, a better training of teachers is likely to fight back school set – backs in a significant way...


Training of teachers before independence l.jpg
Training of teachers before independence training of trainers in

  • The nigerien educational system shows important changes in its progression, mainly as regard to the training of trainers.

  • However, no sound and well established training policy has been elaborated.

  • Trainers of trainers are usually recruited without prior training.


Vii conceptual framework l.jpg
VII. CONCEPTUAL FRAMEWORK training of trainers in

  • The present frame is borrowed from Gerard (2001). It will not only help a better understanding of strategies to enhance quality in training trainers of trainers, factors preventing and/or facilitating quality in education, but it will also help select adequate


Conceptual framework cont d l.jpg
CONCEPTUAL FRAMEWORK training of trainers in (cont’d)

  • GERARD (2001) summarizes these five (5) dimensions as follow :

  • EQUITY PERFORMANCE

  • COMMITMENT

  • BALANCE COMPETENCE


7 1 performance l.jpg
7.1 Performance training of trainers in

  • To be of quality a training course must be performing. There are two (2) types of internal performance :

    Evaluating internal performance

    Evaluating External Performance


7 1 1 evaluating internal performance l.jpg
7.1.1 Evaluating internal performance training of trainers in

  • In the education systems, the indicators commonly used to assess internal performance include success in exams, class repetitions, drop-outs, certificates or comparing the sum of skills achieved at the entry and the end of a training cycle


Evaluating internal performance cont d l.jpg
Evaluating internal performance training of trainers in (cont’d)


7 1 2 evaluating external performance l.jpg
7.1.2 Evaluating External Performance training of trainers in

  • One way to achieve that objective is to see the number of unemployed students just after completion of their studies, the number of job requests not yet satisfied, but also the quantity of job opportunities from companies that are not met because of lack of qualified labor-hand, etc


7 2 equity of training system l.jpg
7.2. - Equity of Training System training of trainers in

  • The concept of equity results from social justice : the more equitable a system, the fewer the disparities between rich and poor are.

    The following Table illustrates how profound the disparities can be (stats Directory, MEBA 2004-2005).:


Equity of training system cont d l.jpg
Equity of Training System training of trainers in (cont’d)


7 3 efficiency in a training system l.jpg
7.3. - Efficiency in a training system training of trainers in

  • Efficiency is related to performance. Evaluating efficiency should therefore take into consideration all resources used in training, financial, human, strategies and methods, time dedicated to training


7 4 balance in an educational system l.jpg
7.4 - Balance in an educational system training of trainers in

  • Balance is a component of the pedagogical dimension. In effect, a well-trained teacher is he/she who is able to take into account all the dimensions of knowledge. He therefore seeks to :


Balance in an educational system cont d l.jpg
Balance in an educational system training of trainers in (cont’d)

  • help learners to know how, to have skills and knowledge ;

  • cover cognitive, physical and socio-affective fields ;

  • integrate those skills so as the learner not only acquire knowledge, but also and mainly use those elements to move gradually towards competences that will help him to manage various situations


7 5 commitment l.jpg
7.5. Commitment training of trainers in

  • The first and essential quality of any training system is to give learners (pupils, students, unemployed, civil servants) the desire to learn and to engage them in the entire teaching/learning process.


Commitment cont d l.jpg
Commitment training of trainers in (cont’d)

  • The following quality indicators will be analysed : do teachers see their role as a pleasant duty or as a burden ? Does evaluation stress on successes or failures ? Is the pupil an active participant to the learning process or a passive attendant of the teacher’s lecture ?


Viii methodology l.jpg
VIII. - METHODOLOGY training of trainers in


Ix scope of study l.jpg
IX - SCOPE OF STUDY training of trainers in

  • This study aims at helping decision - makers to be aware of the importance of an educational policy in the training of trainers.


Scope of study cont d47 l.jpg
SCOPE OF STUDY training of trainers in (cont’d)

  • It will also enable the department of basic and in-service training to have access to resources susceptible of improving their decision-taking ability. Eventually, this study will enable the University to devise adequate programme.


ad