School Priorities - SNV

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Quality Education School inspection reports linked directly to centre coordinating tutors (CCTs). Teachers who needed support were linked to CCTs so they could get hands-on instruction in appropriate teaching methodologies. But just as things weren’t functioning perfectly in the classroom, the inspection system was also breaking down. A crisis of accountability, dearth of follow-up mechanisms and lack of resources (financial, material and human) all conspired to undermine the system. In rural districts such as Mpigi, where many teachers are not exposed to the latest education trends and lack forums to upgrade their teaching skills and learn new methodologies, they rely on CCTs to provide in-services, support supervision and refresher courses. But due to constraints (both perceived and real), many CCTs were failing to perform this essential role. The link between DEOs and CCTs was severed. SNV, through regular interaction with district education officials, saw that while inspection reports were pinpointing the problems, they were failing to provide solutions. The first step was to rehabilitate the relationship between the DEO and CCT so that the inspection process was not just about an initial assessment but instead served as a starting point for improving teacher preparation and lesson delivery. The district asked for classroom teachers who were also Primary Leaving Examination (PLE) assessors to train CCTs on how they could reinforce the importance of work schemes and lesson plans. This included providing practical tips in which proper lesson planning could prepare pupils for the PLE, thereby improving their scores. 14
Quality Education After the initial training and rollout to teachers, Mpigi District has already seen a number of early successes. First, there has been a nearly 50% increase in teachers’ use of work schemes and lesson plans. Furthermore, the quality is improving. Before when teachers had developed these documents they tended to focus on cognitive learning at the expense of the equally important areas of psychomotor learning and affective learning. Second, in Mpigi UMEA primary school, the teachers have introduced Friday learning sessions for all teachers to brainstorm learner-centred techniques they can use in the upcoming week’s lessons, like group work, demonstrations, dramatisations and drawing. One Mpigi UMEA teacher says, “The tests I set for the pupils are more comprehensive now. I ensure that I capture all the three learning areas: knowledge, application and comprehension. Before I just used to set tests.” The teachers hope this will lead to pupils passing their national examinations with better grades. Third, teachers claim their pupils are more attentive in class and keen to share their knowledge. Morale is higher during lessons and they are confident in communicating in English. “What a teacher enjoys is seeing his children learning,” says a beaming teacher at St. John Bosco Katende. If the DEO and CCT work together and continue to use inspection reports to diagnose education issues, rather than punish schools, the outcomes are sure to be positive. For more information, contact Mr. Tony Mukasa Lusambu, District Education Officer, Mpigi Mr. Charles Olinga, District Inspector of Schools, Mpigi Lessons learnt • The overriding lesson is that while schools and CCTs alike continually decry a lack of resources, improved dialogue between education stakeholders is the actual key to improving teaching techniques and learning achievements. • The CCTs are well-placed to provide in-service training to teachers. They have a strong knowledge of the schools, the district and the context within which they operate, demonstrating that they can easily relate with their target audience—teachers. • Improving education is the responsibility of all stakeholders. This is true at any time, but especially after an inspection has taken place. 15
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School Priorities - SNV

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