International Congress on Mathematics Education ICME JICAs Support

International Congress on Mathematics Education (ICME) JICA’s Support to Mathematics Education in Developing Countries 13 February 2015 Atsushi MATACHI Senior Advisor (Basic Education) Japan International Cooperation Agency 0

Japan’s ODA and JICA Bilateral Assistance ODA: Official Development Assistance Technical Cooperation Loan Grant Aid Multilateral Assistance JICA • JICA is the executing agency of Japan’s ODA. 1

JICA’s Assistance in Basic Education 90’s 00’s 　　●→ 　　　●→ Math & Science Japan Overseas Cooperation Volunteers (JOCV) (60’-) Technical Cooperation in Basic Education (1994 -) 60’s Regional Cooperation in Math & Science (2003 -) - Kenya - Honduras 　　　●→ Technical Cooperation in Education Management (1998 -） 　　　●→ Primary School Construction (90’-) • Sin 2 ce the beginning of the 1990 s, JICA has strengthened the support to the Basic Education Sector in developing countries. 2

Focused Areas of JICA’s Technical Cooperation in Basic Education 1. Improving Access to Education - Universal Access to Quality Basic Education School construction Non-formal education / girls education 2. Improving Quality of Education - Teacher education and training (Math&Sci) - Improving teaching and learning approach - Developing teacher’s guides/students’ workbooks 3. Improving Educational Management - Training on local educational administrators - School management 3

JICA’s Technical Cooperation in Education JICA’s Technical Cooperation Projects by Areas (%) (103 Projects in 1994 -2012) Non. Formal Edu. , 8 Edu. Admin. , 6 School Mgt, 19 Teacher Education (Math&Sci) 67 4

Major Focuses of JICA’s Projects for Teacher Education (Math&Sci) So far: l Improving teaching and learning approach (pedagogy) l Establishing In-Service Education and Training (INSET) system for teachers - Cascading approach - School-based approach (Lesson Study) l Developing Teacher’s guides/students’ workbooks 5

Case 1: Improving Teaching Approach and Establishing INSET system in Kenya Strengthening of Mathematics and Science in Secondary Education (SMASSE) 1998 -2003 (Phase 1) /2003 -2008 (Phase 2) 6

Context of SMASSE - Shortage of human resources for industrialization and technological progress - Low academic performance in M&S - Shortage of qualified teachers in M&S - Too much theories without experiments and activities - Lack of skills for material development - Ad-hoc basis INSET for teachers 7

Purposes of Kenya SMASSE <Teaching and learning Approach> To develop skills of teachers to conduct lessons that are interesting and understandable for students <INSET system> To establish a system for continuous in-service education and training for mathematics and science teachers 8

Teaching and Learning Approach ASEI lesson: that allows students to think and find solutions on their own Lecture-based Theory-based Activity-based Experiment-based Teacher provides solutions Conventional apparatus Students find solutions Improvised materials 9

Establishing an INSET System (Cascade Approach) Learner-centred approach 60 National Trainers <INSET contents > <Transfer > 900 District Trainers 100 District INSET Center National Training <Transfer > District Training 14, 000 M&S Teachers Schools <Practice> Lesson 10

Regional Cooperation in Africa Senegal Sierra Leone Ghana SMASE projects in 14 countries Niger Burkina Faso Nigeria S. Sudan Rwanda Experience sharing among 27 countries in Africa ・Third-country training in Kenya ・Experience sharing with other countries in Africa Ethiopia Uganda Kenya Tanzania Angola Zambia Malawi （As of Apr. 2013） Between continents l. Collaboration between Asia and Africa (Malaysia, etc. ) 11

Case 2: Lesson Study in Zambia 2005 -2007 (Phase 1) / 2008 -2011 (Phase 2) / 2011 -15 (Phase 3) 12

Context • Poor performance of pupils in Science and Mathematics. • Existence of Government Policy on INSET and School-based Continuing Professional development (CPD) • Need to develop a sustainable and cost-effective CPD programme. • Ensures minimum disturbance of teaching-pupil contact time. 13

Three Functions expected from Lesson Study • As a tool to change lessons that are more interesting and more understandable for students →To explore a good lesson in Zambia • As a tool to allow teachers to participate in continuous professional development 　　→To change the attitudes of teachers • As a tool to revitalize the existing system of schoolbased INSET 　　→To make school-based INSET as part of daily life 14

How Lesson Study is Implemented • Implementation Guideline by the Ministry • Implementing in the existing framework of the School Programme of the In-service for the Term (SPRINT). • For both Primary & Secondary (G 1 -12) • Starting from Science & Mathematics as entry and extended to other subjects • Requested all schools to implement • Participated by Teachers, Teacher educators, School managers. • LS Facilitators selected among teachers and trained at local workshops and abroad. 15

Cycle of Lesson Study 8. Compile and share the reflections. 1. Define problems /challenges. 2. Plan the lesson collaboratively. 7. Discuss the lesson and reflect again. 3. Implement the demo-lesson. 6. Teach the revised lesson. 4. Discuss the lesson and reflect on its effect. 5. Revised the lesson. 16

Case 3: Developing Teacher’s Guides in Honduras Project for the Improvement of Teaching Method in Mathematics (PROMETAM) 2003 -2006 (Phase 1) / 2006 -2011 (Phase 2) 17

Context： • Low completion rate at primary level（Gross enrolment rate: 90%⇔Completion rate: Less than 60％） • Inadequate capacities of teachers (Insufficient subject content knowledge and pedagogical skills) • 13 -year experience in dispatching Japanese volunteers in mathematics education 18

Developing Teacher’s Guides Purpose of the Project: • To improve teaching method at primary level by using teachers’ guides Major activities: - Developing teachers’ guides for primary mathematics - Developing learners’ workbooks for primary mathematics - Conducting In-service teacher training - Monitoring and evaluation - Training counterparts 19

Teachers’ Guides and Students’ Workbooks Students’ workbooks 20 Teachers’ guides

Impact of PROMETAM ØNationwide distribution of teachers’ guidebooks and students’ workbooks, later adopted as textbooks ØOther countries in Central America are interested in the guidebooks and workbooks, and requested Japan to assist in strengthening mathematics education with the same approach as Honduras. 　 ⇒Regional cooperation with other countries in Central America, e. g. , Guatemala, El Salvador, Nicaragua, , Dominican Republic. 　 21

Lessons Learned from the past experiences of JICA’s projects 1. Easy to change lesson delivery superficially, but difficult to change essentially (profoundly). → Develop core personnel. 2. Incentives are needed for teachers to participate in CPD → Formulate a policy. 3. Interventions to teachers only are not enough. → Need interventions to students. 4. Examinations are not aligned with teaching method. → Align the three levels of curriculum. 5. Teaching time is not enough→ Increase school hours. Holistic approach and systemic change are needed! 22

From now on: Holistic Approach for Quality Learning 1. Holistic approach to improving quality of learning which deals with curriculum, textbooks, lesson delivery, students’ learning and assessment 2. in combination with human resource development, policy formulation for systemic change leading to improving learning environment. 23 Examination/ Assessment Curriculum/ Textbook Improving Quality of Learning Learners/ Learning Lesson Delivery (Teaching Capacity)

Case 4: Improving Assessment (Developing Test Items) in Ethiopia Enhance the quality of curriculum strategy Curriculum Curriculu m Classroom lessons Assess -ment Intended curriculum Implemented curriculum Achieved curriculum improve lessons 24 By improving question items

Case 5: Student Workbooks in Niger 25

Results of the student learning assessment Average score per grade 26 Grade mark 1 st 1. 8 / 12 2 nd 9. 8 / 24 3 rd 13. 4 / 24 4 th 16. 5 / 24 5 th 20 / 24 6 th 22. 9 / 24

3 rd and 4 th grade students 10% of the 3 rd grade students got a zero 27

Three main factors to improve basic knowledge and skill Learning time Facilitation (Teacher’s quality) Learning Tools 28 Approximately 200 hours supplementary lesson per year secured by the community.

Contents of math workbooks • Self-study tool • Arithmetical exercises of the four basic operations and the concept of the numbers • Step by step learning according to their own ability 29

Supplementary Group Studies 30

JICA Project Mapping on “Improving Quality of Learning” Myanmar Primary Textbook Revision(all subjects), Teacher Education & Examination In-service training= INSET Pre-service training=PRESET Ethiopia Examination consistent with Curriculum, Textbooks & Lessons Niger, Senegal Self Study Math Work Book Examination/ Assessment Learners/ Learning Morocco Wrong Answer Analysis, developing Teaching & Learning Material, Providing INSET Palestine Primary Math & Sci Textbook Revision (under way) Curriculum/ Textbook Improving Quality of Learning PNG TV Program /Curriculum reform Nicaragua, 31 PRESET, Maths Bangladesh Curriculum & Textbook Revision and INSET in Math & Sci Lesson/ Teaching (Teaching Capacity) Zambia Lesson Study focusing on Kyozai-Kenkyu Cambodia Developing Teachers’ Guide in Sci & Math Burkina Faso, Senegal, Uganda, Rwanda, Malawi INSET in Sci & Math, Nationwide