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

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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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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)

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OUTLINE
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OUTLINE (contd)

• INTRODUCTION
• I. CONTEXT OF STUDY
• II. STATEMENT OF THE PROBLEM
• III.RESEARCH QUESTIONS
• IV. PURPOSE OF THE STUDY
• V. STUDY HYPOTHESIS

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OUTLINE (CONTD)

• VI LITTERATURE REVIEW
• VII CONCEPTUAL FRAMEWORK
• VIII RESEARCH METHODOLOGY
• IX SIGNIFICANCE OF STUDY
• X BIBLIOGRAPHY
• XI ANNEXES

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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.

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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

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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

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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

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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)

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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 )

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CONTEXT (contd)

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

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CONTEXT (contd)

• QUALITY
• This concept aims at the general following
  objectives
• Increase completion rates in Primary and Junior
  Secondary
• improve learners performances

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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.

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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.

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UNESCO results data

• Table  Comparative Basic Knowledge Test Results

Source  World Bank 2005.
17
Table  Results on pupils skills in French
Source  SEDEP / Final Report - 27/11/2000
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Table  Results on pupils skills in Maths
Source  SEDEP / Rapport final/Mathématiques /
NiGER (2000)
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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 ?

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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 ?

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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

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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

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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.

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Specific objectives

• Analyze the work conditions of staff
• Analyze their profile
• Analyze class practice of TTS trainers
• Identify the gaps to be filled 

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Specific objectives (contd)
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.
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V. STUDY HYPOTHESIS

• The poor professional quality of TTS trainers is
  linked to 
• Inadequate professional tutoring
• Lack of motivation.

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SCOPE OF STUDY 

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

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SCOPE OF STUDY (contd)
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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.

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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...

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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.

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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

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CONCEPTUAL FRAMEWORK (contd)

• GERARD (2001) summarizes these five (5)
  dimensions as follow
• EQUITY PERFORMANCE
• COMMITMENT
• BALANCE COMPETENCE

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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

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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

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Evaluating internal performance (contd)
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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

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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).

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Equity of Training System (contd)
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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

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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

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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

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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.

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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 ?

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VIII. - METHODOLOGY
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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.

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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.