Example 1:
The Strengthening Mathematics and Science Education (SMASE) In-service Training was introduced in several African countries at the start of the 2000s. SMASE focuses on providing meaningful teaching Activities focused on Student learning mainly Experimental/practical work and Improvising resources where necessary. The approach embraces orderly steps of executing learning activity by first: Planning for the activity, then: Doing it while Seeing, observing with intent to evaluate and then finally Improving on the process.
SMASE established a system for training of district trainers in Mathematics and Sciences at the national levels, and there are plans to extend the activities to cover further institutions, including TVET. In-service training centers have been established, and equipment, material, and training have been provided, strengthening the role of the national in-service training center and district in-service centres as resource centres. Approximately 20,000 teachers have been trained for around one million student beneficiaries. SMASE has been extended, beyond the initial Project in Kenya, to Uganda, Malawi, Nigeria, Zambia, Senegal, Niger, Rwanda, etc.
SMASE was evaluated for its impact on teachers and on students’ learning. An evaluation of SMASE reveals that students of teachers who underwent SMASE achieved better in science and mathematics than students of other teachers. (Kibe et al., ADEA biennale, 2008)
Other resources: http://www.jica.go.jp/english/our_work/thematic_issues/education/pdf/smase.pdf
Example 2:
‘The School as an Organization (SAO)’ is part of a refresher training programme launched by the Hong Kong Institute of Education, a teacher training institute which provides professional education for in-service local primary school teachers who are also school middle managers. SAO aims at equipping participants with skills and knowledge in school management and administration, so that they can perform their duties more effectively. SAO builds on the practical experience of participants and assists them to develop the capability to critically assess their current practice, based on management theories. The content, delivery mode and assessment of SAO take into consideration present developments in school management, opinions and feedback collected from principals, teachers and graduate participants of SAO. The teaching method attempts to stimulate the critical thinking of participants, thus both lecturing and interactive modes of delivery such as group discussion and role-playing are used. Sharing sessions hosted by serving principals are conducted, case studies which relate theory to practice are also employed.
SAO is viewed as a successful programme. Evaluation of SAO shows that the majority of participants and their school heads found SAO effective in terms of improving individual performance. It was found that participants could apply their acquired skills and knowledge in their work, for instance: understanding their subordinates, listening to subordinates’ opinions, praising subordinates’ work and efforts, and promoting team-work. Their attitudes and performance in school administration also improved upon the completion of the programme. (Wong and Wong, 2003)
See: http://ema.sagepub.com/content/31/4/385.full.pdf
