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

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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) - PowerPoint PPT Presentation

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Achieving quality in basic Achieving quality in basic education through improvement of education through improvement of

training of trainers in training of trainers in Teacher Training Schools in NigerTeacher Training Schools in Niger

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TEAM RESEARCHERSTEAM RESEARCHERS GOZA SANDI Nana Aicha GOZA SANDI Nana Aicha (College of (College of

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

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

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

Education / University of Niamey)Education / University of Niamey) BOUKATA Amadou BOUKATA Amadou (MINISTRY OF BASIC (MINISTRY OF BASIC

EDUCATION Niamey)EDUCATION Niamey) SEYDOU Abdou, SEYDOU Abdou, Associate Researcher Associate Researcher

(Ministry of Basic Education)(Ministry of Basic Education)

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OUTLINEOUTLINE

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OUTLINE (cont’d)OUTLINE (cont’d)

INTRODUCTIONINTRODUCTION I. CONTEXT OF STUDYI. CONTEXT OF STUDY II. STATEMENT OF THE PROBLEMII. STATEMENT OF THE PROBLEM III.RESEARCH QUESTIONSIII.RESEARCH QUESTIONS IV. PURPOSE OF THE STUDYIV. PURPOSE OF THE STUDY V. STUDY HYPOTHESISV. STUDY HYPOTHESIS

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OUTLINE (CONT’D)OUTLINE (CONT’D)

VIVI LITTERATURE REVIEWLITTERATURE REVIEW VIIVII CONCEPTUAL FRAMEWORKCONCEPTUAL FRAMEWORK VIIIVIII RESEARCH METHODOLOGYRESEARCH METHODOLOGY IXIX SIGNIFICANCE OF STUDYSIGNIFICANCE OF STUDY XX BIBLIOGRAPHYBIBLIOGRAPHY XIXI ANNEXESANNEXES

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INTRODUCTIONINTRODUCTION

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

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I. CONTEXTI. CONTEXT

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

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CONTEXT (cont’d)CONTEXT (cont’d)

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

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Context (cont’d)Context (cont’d)

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

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

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

and 80.1 % of adults are illiterateand 80.1 % of adults are illiterate

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CONTEXT (cont’d)CONTEXT (cont’d)

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

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

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

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CONTEXT (cont’d)CONTEXT (cont’d)

Very low intraschool performances Very low intraschool performances characterized by :characterized by :

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

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

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

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CONTEXT (cont’d)CONTEXT (cont’d)

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

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

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CONTEXT (cont’d)CONTEXT (cont’d)

QUALITY:QUALITY:

This concept aims at the general This concept aims at the general following objectives :following objectives :

Increase completion rates in Primary Increase completion rates in Primary and Junior Secondary ;and Junior Secondary ;

improve learners’ performances improve learners’ performances

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II. STATEMENT OF THE II. STATEMENT OF THE PROBLEMPROBLEM

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

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STATEMENT OF THE PROBLEM STATEMENT OF THE PROBLEM (cont’d)(cont’d)

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

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UNESCO results dataUNESCO results data Table : Comparative Basic Knowledge Test Results

Source : World Bank 2005.

Average Pass Average Pass rate in reading rate in reading

and writingand writing

Average Pass Average Pass rate in rate in

MathematicsMathematics

Average Pass Average Pass rate in Life skillsrate in Life skills

NIGERNIGER 44,2 44,2 38,4 38,4 47,7 47,7

MLA COUNTRIESMLA COUNTRIES 53,4 53,4 47,2 47,2 60,8 60,8

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TableTable : Results on pupils skills in  : Results on pupils skills in FrenchFrench

Levels Number of pupils reach or go belong mastery line

CP 9,9 %

CE 2 14,3 %

CM 2 12,89 %

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

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TableTable : Results on pupils skills in  : Results on pupils skills in MathsMaths

Levels Percent

CP 52,37 %

CE 2 37,18 %

CM 2 41,53 %

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

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III.III. RESEARCH QUESTIONS RESEARCH QUESTIONS

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

• Can training be efficient without Can training be efficient without adequate learning materials ?adequate learning materials ?

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

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RESEARCH QUESTIONS RESEARCH QUESTIONS (cont’d)(cont’d)

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

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

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

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IV. IV. PURPOSE OF THE STUDYPURPOSE OF THE STUDY

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

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PURPOSE OF THE STUDY PURPOSE OF THE STUDY (cont’d)(cont’d)

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

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General objectives :General objectives :

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

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Specific objectivesSpecific objectives

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

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Specific objectivesSpecific objectives (cont’d)(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.

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V.V. STUDY HYPOTHESISSTUDY HYPOTHESIS

The poor professional quality of TTS The poor professional quality of TTS trainers is linked to :trainers is linked to :

Inadequate professional tutoring ;Inadequate professional tutoring ; Lack of motivation.Lack of motivation.

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SCOPE OF STUDY SCOPE OF STUDY 

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

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SCOPE OF STUDY SCOPE OF STUDY (cont’d)(cont’d) TTS StaffCatégories

Dosso Maradi Tahoua Tillabery Zinder Total %

High School Teachers

1 0 0 0 1 2 1 %

Assistants 13 7 5 9 10 44 29 %

Primary schools Inspectors

1 0 2 0 1 4 3 %

J.S.S TEACHERS 0 2 2 1 2 7 5 %

SUPERVISORS. 2 4 2 0 4 12 8 %

Physical Ed. Teachers

2 2 2 2 1 9 6 %

School Teachers 15 11 14 15 19 74 49 %

Total :…………… 33 26 27 27 38 152 100 %

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VI. LITERATURE REVIEWVI. LITERATURE REVIEW

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

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LITERATURE REVIEWLITERATURE REVIEW (cont’d)(cont’d)

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

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Training of teachers before Training of teachers before independenceindependence  

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

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

Trainers of trainers are usually Trainers of trainers are usually recruited without prior training. recruited without prior training.

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VII. CONCEPTUAL FRAMEWORKVII. CONCEPTUAL FRAMEWORK

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

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CONCEPTUAL FRAMEWORK CONCEPTUAL FRAMEWORK (cont’d)(cont’d)

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

EQUITYEQUITY PERFORMANCEPERFORMANCE COMMITMENTCOMMITMENT BALANCEBALANCE COMPETENCECOMPETENCE

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7.1 Performance7.1 Performance

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

Evaluating internal performanceEvaluating internal performance

Evaluating External PerformanceEvaluating External Performance

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7.1.1 Evaluating internal 7.1.1 Evaluating internal performanceperformance

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

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Evaluating internal performance Evaluating internal performance (cont’d)(cont’d)

Candidates 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

Enlisted 96,688 76,565 72,221 85,948 100,161

Passed 29,102 36,168 38,799 51,616 65,575

% of pass 34 47 54 60 65

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7.1.2 Evaluating External 7.1.2 Evaluating External PerformancePerformance

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

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7.2. - Equity of Training System7.2. - Equity of Training System

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

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

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Equity of Training System Equity of Training System (cont’d)(cont’d)

Enrolment Gross Literacy rate

Completion rate

Total 55 52 36

Boys 63 62 44

Girls 46 43 28

Urban centers 92 57 42

Rural areas 48 51 33

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7.3. - Efficiency in a training 7.3. - Efficiency in a training systemsystem

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

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7.4 - Balance in an educational 7.4 - Balance in an educational systemsystem

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

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Balance in an educational Balance in an educational system system (cont’d)(cont’d)

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

cover cognitive, physical and socio-cover cognitive, physical and socio-affective fields ;affective fields ;

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

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7.5. 7.5. Commitment Commitment

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

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Commitment Commitment (cont’d)(cont’d)

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

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VIII. - VIII. - METHODOLOGYMETHODOLOGY Target GroupInstrumentsOf collect

Administration Trainers

Participants Total

Questionnaires DEFIC

DRH/MEBA

ENIHead teach.

ENIStudyheads

SchoolTeach.

AssistH.Teach

Specialsection

Interviews - - - - 152 - - - -

Target group - - - - - 5 5 5 15

Observation sheet - - - - - - - - -

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IX - SCOPE OF STUDYIX - SCOPE OF STUDY

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

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SCOPE OF STUDY SCOPE OF STUDY (cont’d)(cont’d)

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