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The findings and recommendations of a team that evaluated teacher training interventions at the University of Swaziland (UNISWA). The interventions included upgrading and institutionalizing pre-service and in-service programs, improving teacher performance, and coordinating primary education. The team found that the interventions had a significant initial impact on many areas of primary school education, including curriculum revision and teacher training quality.
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Douglas Passanisi, Ed.D. Jane Benbow, M.Ed. Malangeni Simelane, PkD.
August 1990
Contract Number PDC- 1 109-1-00-7 1 19-
Delivery Order Number 25
CREATIVE ASSOCIATES INTERNATIONAL, INC. 5301 Wisconsin Avenue Washington, D.C. 20015 '
- Review of End-of-Project-Status ACRONYMS AND ABBREVIATIONS xiv - Methodology The purpose of this evaluation is to document the different areas of impact of the Swaziland Teacher lkaining Project (STTP). The scope of work designed for this report encompasses three different m a s of project impact: pre-service programs; in-service programs; and the management of teacher education. The evaluation team focused upon: a) the impact of identified project outcomes; and b) the sustainability of positive outcomes.
The Swaziland Teacher Training Project was developed as a result of the Ministry of Education's (MOE) dedication to producing better qualified and highly motivated primary
for an institutional development approach to teacher training in Swaziland. In March, 1984, the five year, $5,595,000 contract was awarded to Ohio University. In June, 1988, an amendment to the contract provided an additional $500,000.
Together, the Government of Swaziland (GOS) and USAID developed the following project objective in Article I of the contract:
"To increase the Government of Swaziland's capacity to produce better-qualified and more highly motivated teachers capable of improving the quality of instruction available to Swazi students through the use of more appropriate curriculum materials and teaching methodologies.
For Swaziland to have a well coordinated teacher training system that will include:
The project was designed to provide the following:
and at the NCC (originally 20.5 person years extended to 24.5 person years);
b. short-term technical assistance (originally 23 person months extended to 36 person months);
c. participant training for Swazi educators (total 23 person years in the U.S. plus in- country training);
d. commodities procurement
e. cooperative administration.
Provided services resulted in three major areas of intervention: 1) the upgrading and institutionalization of pre-service programs for primary school educators at 'ITCs (new
program); 2) the upgrading and institutionalization of in-service programs (new multipliereffect workshops and spin-off workshops) for practicing primary school educators including the useof TIDCs(new1y equipped resource centers); and 3) the management of the teacher education and curriculum development processes at the MOE (the coordinationa nd effective management of project innovations by the newly formed Inspectorate for Teacher Education and Curriculum Development [ITECD I).
The major fmdings of the team are that the S"I has had a significant initial impact focusing on many areas of the country's primary school education needs, including curriculum revision, the quality of teacher training, the quality of teacher perfoxmance, the GOS awareness of the significance of primary school education, and the MOE's initial dedication tot he coordination of primary education. Findings suggest that irnprovemeiA*~implemented during the Swaziland Teacher Training Project continue to be in place and functioning.
The team found evidence of systemic impacts in all areas of the project. Of particular note is the institutionalization of GOS financial contributioin to te~chereducation which, as a result
original E165,OOO annual budget for teacher education was increased by 16% this year, as were other GOS lines items, to E190,OOO. The Annual Work Plan, a coordinated financial
curriculum so that newly trained teachers are familiar with project gains and vork to sustain them.
lTCs should develop a structured on-going staff development program including staff trriining in new equipment utilization and in areas of primary education.
growth, evaluation, and planning.
Graduate placement and performance should be planned and tracked to ensure ?TC
Lecturer mobility should be coordinated among TTCs, ITECD, and UNISWA B.Ed.
improve ISU participation, and monitor lecturer academic upgrades.
Student intake and output should be determined through structured and coordinated
to ensure future placements and the GOS ability to pay.
Meetings to coordinate pre-service and in-service programs (TTCs, UNISWA, NCC,
in both in-service and curriculum coordinating meetings.
Participation in staff development mri the in-service program should be incorporated into TI'C lecturers' job descriptions.
An in-se~celstaff development recognition or certification system should be designed and implemented to reward TTC and other in-service delivery personnel.
Curriculum changes should be planned and coordinated in a timely manner with the Faculty of Education at UNISWA and subject panel staffs.
The 'ITCs and B.Ed. programs should clarify course objectives, and target student intake and prospects for graduate placement.
Now that 'ITC lecturing positions have been virtually filled, the purpose of the B.Ed. Primary at UNISWA must be clearly defined. If it is to continue, it must not compete with ?TCs but either be equal to (thereby making 'ITC "campuses" of the faculty) or extensions of TlrC courses (i.e., a Master's Degree program for 'ITC graduates). Such clarity would include redefining the targeted sndents for the program and the targeted job positions for its graduates.
vii
particularly when staff leave for studies abroad. Possibilities for adding UNISWA positions ought to be considered if the program is to be expanded (i.e., if intake is increased or if content areas are taught inside the F~cultyof Education).
The B.Ed Primary course content objectives are unclear. Objectives should be reviewed and revised so that curriculum can be modified accordingly.
Education courses taught outside the ~ a c u kof Education should be closely monitored and better coordinated with other faculties.
The possibilities of other B.Ed. concentrations such as educational administration, training of trainers, instructional leadership, c~uriculumand materials developmexit, etc., should be explored.
must entail the coordination with TSCs, the NCC, the TSC, the Ministry of Labor, and the ITECD for graduate placement.
Coordination is needed with SNAT 0-level preparation course officials to ensure the upgrading of headmasters and inspectors to identify possible candidates for part- time Dip.Ed. and B.Ed. programs.
An attempt should be made to secure the renewal of Kellogg funds, especially directed for headmaster and primary inspector intake.
A concentrated effort should be made to more fully utilize the equipment provided
proposals, in-service training, 'ITC, or even international utilization (particularly in the Southern Africa =@on).
A concentrated effort should be made to modify the UNISWA mature entrance scheme to attract headmaster and inspector intake.
The MOE and UNISWA should explore the possibilities and implications of direct 0-level and/or TTC graduate entrance.
The MOE and the Ministry of Labor should plan for additional level 17 positions according to anticipated graduate numbers and carry through with the creation of a headmaster primary position for B.Ed. Primary graduates to fill.
Long-tenn planning for the possibility of the Faculty of Education providing Master's level courses and research opportunities should be initiated.
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The Use and Availability of Materials and Teaching Aid.s
initiated not only from pilot schools but from a wide variety of schools, headmasters, and teachers who make use of the materials.
gives teachers an opportunity to discuss and explain their concerns and opinions (teachers do not fee! that the use of questionnaires has been an effective way of allowing for meaningful input). Communication and cooperation between departments need to be strengthened to
If cost is not prohibitive, the quality of the construction of student workbooks should be improved.
A system for timely distribution, which includes delivery of an adequate supply of
recommended.
A system of payment for yearly "rental" of books over a period of four years should be studied and revised to ensure:
-- that books are constructed to last for that period of time; and
-- that payment for books can be collected at the correct cost to parents (114 the full price) and at an appropriate time of year when parents have funds to pay; and
-- that headmasters m trained to manage the rental system.
If the system is to benefit from the availability of TAP kits, the following m a s need to be addressed:
-- in-service training that incorporates "hands on" experience with the use of the TAP kits to make specific teaching aids;
-- training that prepares local teachers and headmasters to use TAP kits for repair and maintenance; and
-- the policy which mandates financial responsibility for lost or damaged tools should be reconsidered.
The Roles of TIDCs and PCVs
The roles and responsibilities of Teacher Leaders should be studied to detc:rmine if TIDCs need two full-time staff positions: one to coordinate NCC pilot projects cind another to help local schools and teachers with teaching aids and learning materials,
The MOE should clarify how the roles and responsibilities of Teacher Leaders are to be prioritized, e.g., who has primary responsibility for their supervision? how should conflicts in their roles and responsibilities (with in-service, NCC, REOs) be resolved?
TlDCs should have the full-time use of at least one vehicle.
Consideration should be given to the development of mobile TlDCs (a procedure whereby Teacher Leaders travel to alternate distribution centers three or four days a month) and to providing additional TIDCs which are acccobibleto the Mbabane area and to remote area schools. Consideration should be given to allowing practicing teachers to attend TIDCs and Open Day workshops at the regional office nearest them.
REOs should ensure that all teachers are aware of the Teacher Leaders at 'XIDCs and the services they provide. REOs should also encourage headmasters to support teachers' use of TIDCs.
to supplement the in-service unit be explored.
Other Issues Related to In-service
The MOE should cany out a study of its transportation capacity and the administrative procedures which affect that capacity, particularly mgarding project vehicles. The most cost-effective means of meeting needs should be determined, including the use of low cost transport (i.e., motorcycles, mobilettes) which could be assigned to appropriate institutions or individuals.
The existing reimbursement system for individuals willing and able to use private
participants from all cycles.
Participation by miners and trainees in in-service programs should be =cognized
could then be used p s partial criteria for future promotion, admission to academic programs, salary grade increases, etc.
This system has been functioning since technical assistance terminated. Although in many cases components of the SITP have been institutionalized (e.g., the annual work plan, the three year TTC curriculum, the four year B.Ed. Primary course, in-service workshop cycles, etc.) and are undergoing needed revisions, the future status of these outcomes is tenuous due to lack af proper planning and dissemination.
The EOPS projections not fully achieved are those which stated the number of anticipated
I^ project EOPS reveals that the project met or exceeded all other identified objectives.^ Again, the goal stated in the USAIDIGOS contract, was to increase the GOS capacity to produce better-qualified and more highly motivated teachers capable of improving the quality of instruction available to Swazi students through the use of more appropriate curriculum materials and teaching methodologies. This goal was at least attained, if not surpassed, by
(^1) workshops, equipment procurement, and initial management and coordination.
A, look to the future reveals a lack in the project design and outputs for ensuring proper management of the innovations disseminated. How impacts will be evaluated and modified 1 in the^ fume^ must be urgently addressed to minimize^ the^ slippage of gains and maximize both human and physical resources which have been produced. Such an endeavor cannot be brought about easily as it entails systematic planning in :dl areas addressed in this evaluation. What is of great importance is that the STTP successfully put into place a significantly improved primary teacher training program which must now be purposefully and continually assessed, monitored, and m a l e d.
xiii
ACRONYMS AND ABBREVIATIONS
B.Ed.
Dip. Ed,
DIE
EOPS
m
TAP kit
m c
Board of Affiliated Institutions
Bachelor of Education Degree (either Primary or Secondary)
Part-time diploma program
District In-service Education Specialist
End-of-project status (statements of anticipated objectives)
Inspectorate of Teacher Education and Curriculum Development
Government of Swaziland
In-service unit
Ministry of Education
National Curriculum Center
Peace Corps Volunteer
Primary Teaching Certificate (previous two year cowse)
Primary Teaching Diploma (new three year course)
Regional Education Officer
Swaziland National Association of Teachers
Secondary Teaching Diploma
Teaching Aids Production kit
Teacher Innovation and Distribution Center (regional)
Teaching Service Commission
University of Swaziland
xiv
e, participants return from long term trilining und take up respective posts in the Ministry, TTCs, and NCC;
f. improved instructional materials itre in use in TTCs, TIDCs, and in individual primary school; and
g. workshops, conferences, and evaluation are completed (information recorded and distributed).
The original five week evaluation contract was extended an a iditional week due to the Ministry of Education's interest in the dissemination of the team's findings. It was decided that the team would provide a one-day "dissemination session" for many of the key primary teacher educators in the country. This took place on August 22 at the Swazi Inn and was attended by 35 teacher educators from TIDCs, NCC, In-service, TTCs, REOs, UNISWA, USAID, and the Ministry of Education.
The evaluation was based upon data obtained by interviewing teachers, teacher educators and administrators; by questionnaire surveys of teachers and teacher educators; and by observations of primary school classrooms, teacher training institutions, and in-service workshops. These data helped the evaluation team members focus on and make judgements about the sustainability of project outcomes.
The evaluation team members'tirne allocation varied from week to week. The initial week involved reading project documents and being briefed by the former contractor chief of party, the MOE, and USAID. Relevant data wen= collected. The second week was spent conducting initial interviews with members of the educational institutions involved. A two week agenda was established with the three team members and two enumerators to ensure maximum coverage of identified target participants for observations and interviews. These included REOs, teacher leaders, Peace Corp Volunteers, in-service personnel, MOE officials, UMSWA
teachers (including but not limited to PTDs, PTCs, and LITS). Weeks three and four were spent in the field conducting interviews and observations. The fifth week debriefing led to an extension for the preparation of the cne day dissemination session. Interviews we= carried out and a preliminary field report was given to USAID before the team's departure.
The purpose of this section is to describe and analyze the project impacts on pre-service primary education programs. Data were gathered through interviews, questionnaires, and observations at the three teacher training colleges, UNISWA, and the Ministry of Education.
The r r C s currently offer the project's new three year Primary Teaching Diploma (PTD) which provides post-secondary education to admitted 0-level graduates with three credit passes. In complwison, admission to UNISWA requires five credit passes. Due to increased numbers of 0-level graduates, some ITC candidates obtained 4 and sometimes 5 credit passes. Principals see this trend as cantinuing and predict that entry requirements will be raised within thc next two ysws. Upon completion of the new PTD, graduates are required to teach for a minimum two years before becoming eligible to apply to the B.Ed. program at UNISWA.
(STD) and teaching experience.
The part-time diploma @ip.Ed.) is a three to five year program, provided by UNISWA on weekends and during vacation periods, for practicing certified teachers who wish to upgrade arid obtain the new primary teaching diploma. 0 levels must have been passed for entry into the part-time progrun; the Swaziland National Association of Teachers (SNAT) is c m n t l y offering a well-attended 0-level preparation course. Countrywide, all new primary school teachers are required to complete the three year course.
Considering the short time which they have been in place (the three year PTD and the B.Ed. programs), both outputs of this project seem to be serving an increasingly large number of
minimal financial and institutional cost to the MOE has achieved its initial goals.
The original EOPS regarding TTCs estimated 300 PTD graduates per annum. However, in 1985, by MOE decree, intake of 'ITCs was reduced by 50% because MOE officials estimated that the number of needed teachers would drop. Teacher training colleges are currently
rotating 30160 intake); 1989 graduates numbered 144 (BAI 8lJune189 meeting minutes), and enrollment in the. 1990 graduating class is currently 166, according to 'ITC administrators. It is anticipated that these numbers will remain fairly stable depending on MOE placements in schools, studcnt intake, and TTC expansion. Most PTD graduates serve the Swaziland primary school system while others have found employment in the secondary school system or outside the country.
The part-time Dip.EJ. is administered by the Faculty of Education's in-service department at UNISWA and h2s graduated a total of 17 students as of 1990, according to the UNISWA
The part-time diploma program was intended to be taken over by the three 'ITCs so that curriculum arid staff could be coordinated and better utilized. It was also intended to make the part-time diploma program more accessible by offering it on three campuses as opposed to one. TTC administrators have voiced much interest in administering the part-time diploma, however, due to the lack of space and staff (perhaps due, in part, to the failure to complete self-studies which address such issues), WPC and Nazarene College are not equipped to take
and UNISWA could agree on a possible &stance education plan. It is anticipated that the part-time diploma program will open again at UNISWA until TTCs are ready to accoxnmodate it. Better coordination is still needed between the TTCs and UNISWA to assure the continuation of the D.Ed. program.
The Self-studg
A self-assessment of 'ITCs was esiablished during the project by the development of the l T C self-study. Based on a US model of institutional self-evaluation, the self-study was designed to help administrators and lecturers assess the quality of 'ITC education in order to address future needs. Subjects addressed in the self-study include: student characteristics and records; philosophy and objectives; educational programs; student activity; library and media; student services; college facilities; teaching practice; follow-up of graduates; staff;administration; staff development; innovative activities; research; in-service, etc.
The self-study is a self-administered questionnaire that is cumbersome and time-consuming to complete. However, it was developed to help identify some of the areas of need such as those in this evaluation. The self-study was to be completed by each of the three colleges in rotation. To date, it has been completed by only one of the three TTCs, Nazarene College, in 1989.
Upon completion, the ITECD should turn the self-study over to the Board of Affiliated Institutions (BAI) at UNISWA. In turn, the BAI assigns an investigatory commission which includes TTC principals to validate self-study findings. The Nazarene self-study is currently awaiting the formulation of the investigatory committeee. The William Pitcher College (WPC) study, which was targetted as the first to be completed, is only 70% completed according to a WPC administrator. Ngwane College is waiting for the ITEW to provide the results of the initial two studies befoxe it undertakes such an effort.
The self-study &y uncover such important issues as facility improvement and expansion, and increased places for TTC lecturers. Such an assessment may determine the success or failure of the 3 year program. To date, the ITECD has not been able to provide fwthzr information concerning the successful completion sf TTC self-studies. The conjpletion of the self-study or another instrument of its type is essential for the continual assessment of the 'ITCs effectiveness and future needs. Without some sort of assessment, the 'ITCs are operating ad hoc and using crisis management rather than devising a future strategy.
Recommendations
The ITECD should maridate completion of the self-studies for TTC maintenance,
diploma program.
Upon its completion, the self-study should be modified to be more effective for institutional use. In addition, the TTCl self-study may be a model for other assessments for educational institutions including in-service, Faculty of Education, etc.
The ITECCI should assist the BAI in organizing the investigatory committee to ensure self -study completion.
Intake and O u t ~ u t
Although entry standards have gone up and curriculum modifications are underway, two major areas of concerrn surfaced:
a. How is student intake planned?
b. How are graduates placed?
Student intake at TTCs is determined by the physical space available at each college. Country need is not considered, since outputs are placed based on the yearly requests of Regional Education Officers (REOs) to the Teaching Service Commission (TSC) and the Ministry of Labor. Building of community schools is reported upon completion rather than during construction. According to the MOE Planning Department, the last school mapping took place in 1986 (see Swaziland: School MappingMcro-Planning in Education, MOE, 1986). Actual need for PTD holders remains nebulous pending MOE investigation and planning efforts.
According to the TSC, one objective of this project was to determine primary school teacher q ~ ~ c a t i o n swhich assisted the TSC to identify the number of underqualified teachers in the system. However, TTC enrollment is not currently based on the projected need determined by the TSC count but rather on the availability of space. There is no connection at this time
The TSC estimates that the current number of underqualified teachers in the system, the loss
increase of community primary school construction will allow the TCCs to run unmonitored for the next few years with guaranteed placement for graduates. The Planning Department states, however, that there is no mechanism at this time for monitoring the movement of teachers and teacher educators. This is a major area of concern. Is this system successfully providing primary school teachers to serve Swaziland rather than South Africa and the homelands? How can the number of GOS teachers be estimated if community construction