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

2. TEAM RESEARCHERS. 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)BOUK

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

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    1. 1 Achieving quality in basic education through improvement of training of trainers in Teacher Training Schools in Niger

    2. 2 TEAM RESEARCHERS 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)

    3. 3 OUTLINE

    4. 4 OUTLINE (contd) INTRODUCTION I. CONTEXT OF STUDY II. STATEMENT OF THE PROBLEM III.RESEARCH QUESTIONS IV. PURPOSE OF THE STUDY V. STUDY HYPOTHESIS

    5. 5 OUTLINE (CONTD) VI LITTERATURE REVIEW VII CONCEPTUAL FRAMEWORK VIII RESEARCH METHODOLOGY IX SIGNIFICANCE OF STUDY X BIBLIOGRAPHY XI ANNEXES

    6. 6 INTRODUCTION 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.

    7. 7 I. CONTEXT 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

    8. 8 CONTEXT (contd) In the process of implementing the PDDE, a thorough diagnosis of the countrys education system was carried out in 2001. The following weaknesses were therefore identified :

    9. 9 Context (contd) 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

    10. 10 CONTEXT (contd) 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) ;

    11. 11 CONTEXT (contd) 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 %)

    12. 12 CONTEXT (contd) 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

    13. 13 CONTEXT (contd) QUALITY: This concept aims at the general following objectives : Increase completion rates in Primary and Junior Secondary ; improve learners performances

    14. 14 II. STATEMENT OF THE PROBLEM 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.

    15. 15 STATEMENT OF THE PROBLEM (contd) 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.

    16. 16 UNESCO results data Table: Comparative Basic Knowledge Test Results

    17. 17 Table: Results on pupils skills in French

    18. 18 Table: Results on pupils skills in Maths

    19. 19 III. RESEARCH QUESTIONS 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 ?

    20. 20 RESEARCH QUESTIONS (contd) 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 ?

    21. 21 IV. PURPOSE OF THE STUDY The aim of this study is thus to help the countrys 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

    22. 22 PURPOSE OF THE STUDY (contd) 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

    23. 23 General objectives : 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.

    24. 24 Specific objectives Analyze the work conditions of staff Analyze their profile Analyze class practice of TTS trainers Identify the gaps to be filled

    25. 25 Specific objectives (contd)

    26. 26 V. STUDY HYPOTHESIS The poor professional quality of TTS trainers is linked to: Inadequate professional tutoring ; Lack of motivation.

    27. 27 SCOPE OF STUDY The study will cover the five Teachers Training Schools (ENI) of the country, i.e., approximatively150 trainers of trainers.

    28. 28 SCOPE OF STUDY (contd)

    29. 29 VI. LITERATURE REVIEW ... learners are confronted with learning obstacles and some of them cannot make it at all, with all dramatic consequences that lie behind their failure.

    30. 30 LITERATURE REVIEW (contd) 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...

    31. 31 Training of teachers before independence 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.

    32. 32 VII. CONCEPTUAL FRAMEWORK 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

    33. 33 CONCEPTUAL FRAMEWORK (contd) GERARD (2001) summarizes these five (5) dimensions as follow : EQUITY PERFORMANCE COMMITMENT BALANCE COMPETENCE

    34. 34 7.1 Performance To be of quality a training course must be performing. There are two (2) types of internal performance : Evaluating internal performance Evaluating External Performance

    35. 35 7.1.1 Evaluating internal performance 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

    36. 36 Evaluating internal performance (contd)

    37. 37 7.1.2 Evaluating External Performance 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

    38. 38 7.2. - Equity of Training System 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).:

    39. 39 Equity of Training System (contd)

    40. 40 7.3. - Efficiency in a training system 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

    41. 41 7.4 - Balance in an educational system 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 :

    42. 42 Balance in an educational system (contd) 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

    43. 43 7.5. Commitment 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.

    44. 44 Commitment (contd) 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 teachers lecture ?

    45. 45 VIII. - METHODOLOGY

    46. 46 IX - SCOPE OF STUDY This study aims at helping decision - makers to be aware of the importance of an educational policy in the training of trainers.

    47. 47 SCOPE OF STUDY (contd) 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.

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