AVSI FOUNDATION
IMPACT ASSESSMENT REPORT FOR CERTIFICATE OF PRIMARY TEACHER
EDUCATION (CPTE) PROGRAM AT DADAAB REFUGEE CAMP IN KENYA
JULY – AUGUST 2012.
___
________________________________________________________________________
i
Acknowledgements
AVSI Foundation, Kenya, wishes to acknowledge the immense contribution in the development
of this report and the assessment at Dadaab by AVSI Headquarters: Mr. Giampaolo Silvestri
(Executive Director) and Mr. Libero Buzzi (Desk Officer for Kenya) for their continuous support
and encouragement; AVSI-USA, in particular the contribution and inputs made by Ms. Jackie
Aldrette for her support and contribution in designing and preparing new proposals.
AVSI Foundation, Kenya, recognizes the contribution of the Permanent Centre for Education,
Kampala, Uganda, for their availability and input in working with us in Dadaab in the area of
Monitoring and Evaluation giving additional value to the CPTE program. We also recognize
Mount Kenya University for their partnership on improving the life of the refugees through their
constant teaching and skills development, and for being open to encounter a different approach
and new reality by taking up the challenge of being the first University to be actively engaged
inside the refugee camps and for their inputs in the development of assessment tools.
We wish to acknowledge our CPTE donors: UNHCR, BPRM, ITALIAN DEVELOPMENT
COOPERATION, for the trust and opportunity they offered to AVSI to achieve the goals and
improve the quality of education.
AVSI acknowledges the commitment and passion of the Dadaab refugee teachers, head
teachers, Quality Assurance and Standards Officers, the national staff, the AVSI staff in Nairobi
and in Dadaab who were committed from the onset to the preparation of this final report. In
particular we wish to recognize the contribution by the refugee respondents who gave their best
in terms of communicating their ideas and inputs.
ii
Finally, AVSI recognizes the technical work done by the consultant; Triad
Associates Consultancy, Nairobi, for data analysis and report writing. Contents
Acknowledgement ...........................................................................................................................ii
Contents ..........................................................................................................................................iii
List of Tables ....................................................................................................................................v
List of Charts ...................................................................................................................................vi
Acronyms and definitions .............................................................................................................. vii
Executive summary ......................................................................................................................... 1
1.0 INTRODUCTION ...................................................................................................................... 3
1.1 Background ............................................................................................................................ 3
1.1.1 CPTE Program Background ....................................................................................... 3
1.1.2 AVSI Foundation Approach to Teacher Education ................................................... 4
1.1.3 CPTE Program Description ........................................................................................ 4
1.1.4 Collaboration with MKU ........................................................................................... 5
1.1.5 CPTE Course Units Offered ....................................................................................... 6
1.2 Rationale and purpose ........................................................................................................... 6
1.3 Specific objectives ................................................................................................................. 6
2.0 METHODOLOGY ..................................................................................................................... 8
2.1
Sampling.................................................................................................................... 8
2.2
Data analysis ............................................................................................................. 8
3.0 RESULTS AND FINDINGS....................................................................................................... 10
3.1
Study group description .......................................................................................... 10
3.2
General opinion and views about the CPTE programme. ...................................... 11
3.3 Areas best suiting teaching and professional needs ........................................................... 12
3.3
KCPE subject areas most adequately covered ........................................................ 13
3.4
Pupils’ Performance in examinations, .................................................................... 16
3.5
Beneficiaries of the CPTE course ............................................................................ 18
3.6 Benefits realized................................................................................................................... 18
3. 6.1 CPTE Teachers ......................................................................................................... 18
3.6.2 Children in the Schools ........................................................................................... 19
3.7 Curriculum areas to improve on. ......................................................................................... 20
3.7.1 Academic subjects .................................................................................................. 20
iii
3.7.2 Other Cross cutting issues ...................................................................................... 21
3.7.3 Mode of implementation ........................................................................................ 22
3.8 Future CPTE training program Curriculum........................................................................... 23
3.9 Future CPTE teacher. ........................................................................................................... 23
3.10 Other general suggestions to AVSI ....................................................................................... 24
3.11 Female CPTE teachers .......................................................................................................... 24
4.0 CONCLUSION ........................................................................................................................... 26
5.0 RECOMMENDATIONS .......................................................................................................... 27
Trace Case 1 .................................................................................................................................. 28
Trace Case 2 .................................................................................................................................. 30
Trace Case 3 .................................................................................................................................. 31
References .................................................................................................................................... 33
ANNEXES ....................................................................................................................................... 34
Annex 1 ................................................................................................................................ 34
Annex 2 ................................................................................................................................ 40
Annex 3 ................................................................................................................................ 45
iv
List of Tables
Table 1 Distribution of respondents by age in years .................................................................... 11
Table 3: Areas of greatest help to daily teaching activities .......................................................... 15
Table 4: Enrolment levels versus number of pupils in the camps ................................................. 17
Table 5: Types of benefits realized and used in day to day activities ........................................... 18
Table 6: Academic subjects and professional areas that would require improvement. ............... 21
Table 7: Professional areas to improve on in the syllabus ............................................................ 22
Table 8: New areas to be included in future CPTE curriculum ...................................................... 23
Table 9 : Best ways of improving the CPTE program .................................................................... 23
Table 10: Reasons why we get few female applicants ................................................................. 24
Table 11: Measures to increase women enrolments .................................................................... 25
Table 12:Teachers without secondary school education. ............................................................. 25
v
List of Charts
Chart 1: Distribution of respondents by gender ............................................................................ 10
Chart 2: Distribution of respondents by nationality ..................................................................... 11
Chart 3: Rating of the program by beneficiaries........................................................................... 12
Chart 4: Program areas best suiting professional needs. ............................................................. 12
Chart 5: Major improvements areas in CPTE teachers after training ........................................... 13
Chart 6: Subjects considered by CPTE teachers as having poor subject matter mastery ............. 15
Chart 7: Subjects taught by CPTE teachers showing most improvement in mean score.............. 17
Chart 9: Areas with greatest evidence based benefits. .......... Errore. Il segnalibro non è definito.
Chart 10: Can CPTE skills enable you teach outside Kenya? ......................................................... 20
Chart 11: Professional areas to stress during training. ................................................................ 22
vi
Acronyms and definitions
Acronym
Definition
ADEO
COOPI
ECDE
African Development and Emergency Organization
International Cooperation
Early Childhood Development and Education
CPTE
Certificate of Primary Teacher Education- a primary teacher
training course designed to serve the refugee teachers
EMIS
Education Management Information Report
FGD
Focus Group Discussion
GER
Incentive Worker
KCPE
Gross Enrollment Rate
LWF
Lutheran World Federation
MKU
Mount Kenya University
MoE
MSC
Ministry of Education- Kenya
Most Significant Change
NAT.TEACHERS/STAFF
QASA
SNE
Std. deviation
UNICEF
BPRM
A refugee staff working for an agency
Kenya Certificate of Primary Teacher Education
Qualified Teachers and education officers working in Dadaab
employed by agencies and trained elsewhere
Quality Assurance and Standard Assistant- an employee of the
agency who supervises and maintains standards in the schools.
Special Needs Education
Standard deviation.
United Nations International Children Education Fund
Bureau of Population for Refugees and Migration, U.S. Department of
State
vii
Executive Summary
The impact assessment activity and the following report were conducted in Dadaab in July and
August 2012. The targeted group was the teacher cohorts in the 2009 – 2010 and the 2010 – 2011
Certificate in Primary Teacher Education training offered by Mount Kenya University in partnership
with AVSI, the Dadaab refugee camp Primary teacher education implementing partner for UNHCR.
The assessment was initiated in line with AVSI’s view of education, where believes that “Education
is an introduction to total reality” in which the word “total” means both “all-inclusive” and “to full
maturity”1. Starting from this point of view, families, communities, educators, government as well
as the international community, have the duty to educate children both on the basis of universally
recognized human rights, but also because it is the essential condition for everyone to grow in
awareness of his/her dignity. The methodology is based on the fact that the human being, intended
as a single person with all of his/her talents and needs, is the core of any development, which
means that the person must be at the center of any intervention. Starting from, this idea, AVSI’s
methodology which this assessment is based on, in the area of education takes into account the
following essential elements: Tradition, intended as “the structure of values and meanings into
which a child is born”2, is the starting point for any educational process; The master (educators,
teachers and important adults). A proposal is not based only on rules and assumptions, but it
passes through an individual who lives it personally; The freedom of the child: every human being
is unique and unrepeatable, endowed with reason through which he/she critically evaluates what is
received and transforms it. In this way the learning process becomes a fascinating experience that
stems from the encounter between the master and the child; relevant knowledge, skills and values
become means to help the learner in the process of aspect of the reality that can help the
educational experience, this is why the in the process of education, parents and teachers work
hand in hand for coherent and balanced education; the content taught in school is reflected in
relevant curricula and creative learning materials and tools; the teachers used the child-centered
teaching approaches to facilitate learning and increase the attention given to each and every child.
As a result, the concept of “quality” cannot be reduced to the ability of the educators to master the
1
The Risk of Education, Luigi Giussani, Societa’ Editrice Internazionale, Torino, 1995. English edition, The Crossroad
Publishing Company, New York, 2001: “to develop all the structures of an individual until they are complete, while at
the same time affirming all the possible active links those structures have to reality”.
2
The Risk of Education, Ibidem
1
best or latest techniques or tools, but rests more on their capacity to relate to the children and
engage them in the active discovery of reality. Similarly, “quality” cannot be reduced to learning
outcomes as measured by tests and evaluations, though these will certainly play an important role
in assessing the quality of a learning environment and the effectiveness of a teacher. Instead,
assessment of quality of an educational environment must reflect the scope of the educative task.
The CPTE training program was designed to address two main aspects: 1.the quality of education in
the camps in the way early mentioned, emphasizing on the role of the teacher as important factors
to build a quality educational environment, in reawakening their motivation and realizing the
intrinsic value in their role as educators and take seriously their responsibilities, demonstrated in
responsible commitment to teaching (presence and preparation in the classroom, etc); 2. the need
for refugees to acquire usable skills for eventual return to their home or integration. Two major
challenges that the program was designed to address were: the lack of prerequisite qualification of
the serving teachers to be admitted to Kenyan Teachers’ Training Colleges (TTCs) and the danger of
compromising the low level of quality of education in primary schools by removing teachers from
the classrooms to train them elsewhere. AVSI’s intervention was thus guided by the lessons learnt
by CARE which was the sole primary and secondary implementing partner of teacher training for
UNHCR until 2010. This is the reason why AVSI was the first agency to “bring” a recognized Kenyan
university, Mount Kenya University, inside the camps, giving the possibility to a larger number of
refugee teachers to obtain a Certificate in Primary Teacher Education and thus equip them with the
necessary skills and knowledge to teach the primary school pupils.
The overriding objectives of the assessment were: to involve the beneficiaries in evaluating the
CPTE program for the last two years and give their feedback; and to understand the beneficiaries’
opinions on issues of relevance, importance, areas that needs to be improved and modified and
suggestions on how best teacher education should be conducted. We hope the assessment findings
will disseminate vital information to the education partners in Dadaab and will be a document that
will be handy in proposals and planning to continue to address the quality of primary education in
Dadaab.
From the findings the following observations were noted:
1. The teachers said that the CPTE program was good (rated good by over 70% of the sampled
respondents).
2
2. The refugee teachers, who were the secondary beneficiaries of the CPTE program (the
primary school children in Dadaab refugees camps being the primary beneficiaries) believe
that the program was most beneficial to the children they taught after the training and
secondary to them as teachers.
3. The respondents sampled said that Mathematics, English and Science were the K.C.P.E
subject areas most adequately covered, while Kiswahili, Religious Studies and Social Studies
were less adequately covered.
4. In terms of student results according to the findings, there were improvements in the
educational outcomes in Mathematics, Social Studies and Science.
5. The respondents sampled gave important suggestions on areas that need to be improved
upon in terms of academic subjects, crosscutting issues and the future programing of
teacher education.
1.0
INTRODUCTION
1.1
Background
1.1.1 CPTE Program Background
AVSI designed a Dadaab camp based primary teacher education project aimed at introducing
formal and structured teacher training in the then three camps to address the huge gap in primary
teacher training. The training program was designed to address the quality of education in the
camps and also the need for refugees to acquire usable skills for eventual return to their home or
integration. Two significant challenges that the program was designed to address were: the lack of
prerequisite qualification of the serving teachers which prevented them to be admitted to Kenyan
Teachers’ Training Colleges (TTCs) and the danger of compromising the low level of quality of
education in primary schools by removing teachers from the classrooms to train them elsewhere.
AVSI’s in-service teacher training strategy was meant to be a sustainable response that was more
cost-effective to reach out to a larger number of untrained teachers in the camp who were still in
the classrooms teaching. This approach aimed at training of teachers through Mount Kenya
University to acquire recognized certification at the end of the training. According to AVSI’s 2000
baseline study of primary teachers, only 8 trained teachers were still serving in the 19 primary
3
schools. The effort, though great, was a drop in the ocean compared to the huge growth in
education needs in the Dadaab camps.
According to AVSI’s Education Need Assessment of November 2010, Dadaab Refugee Camps had a
total of 984 primary school teachers. In 2009 full camp-based primary certificate teacher training
was initiated with 171 refugee teachers graduating in 2010. In May 2011 another cohort of 210
teacher trainees was admitted and the third cohort admitted later in 2011. Despite this increase in
the number of teachers who have undergone the CPTE teacher training, this constitutes only a
small percentage of the population of the untrained refugee teachers and, thus, more effort needs
to be put if the objective of Dadaab education strategy on quality education is to be achieved.
1.1.2 AVSI Foundation Approach to Teacher Education
AVSI’s role in teacher development and training throughout the world is based on a wellstructured, dynamic, inclusive and credible teacher education programs which are developed
alongside the other facets of education. Such teacher education needs a program that engages
critically the perspective and priorities of all education stakeholders. It needs to be anchored on
the most appropriate strategic plan for there to be a harmonious synchrony of teachers in the
implementation of such a plan.
In Dadaab, AVSI is working towards developing a fully-fledged Dadaab-specific Primary Teacher
Education Strategy (PTES) which envisages a re-engineered program which should work on
strengthening the relationship between teacher training and professional development in order to
create effective teachers. Becoming an effective teacher takes training, practice and continuous
professional development from mentors and administrators. Effective teaching does not only
involve presenting exciting lessons or activities to the class; it is also a craft learned over time and
that is measured by the education outcomes. Effective teaching is a teaching methodology that can
distinctly change a given education situation and Dadaab education in not an exemption to this
rule.
1.1.3 CPTE Program Description
In order to promote quality of education in the refugee schools, AVSI introduced formal and
structured teacher training in the camps as there was no formal teacher training that existed to
professionally address the large number of untrained teachers. This project was designed to
address the quality of education and facilitate teachers’ professional growth in the camps and also
to provide the teachers with useful livelihood skills. The model adopted is to fully train teachers
4
through Mount Kenya University, a chartered Kenyan university, by bringing university-level
trainers to the camps instead of sending a few students for training outside and ensuring that the
trainees acquire a recognized certification by the end of the training. AVSI’s strategy is a more
sustainable response that reaches out to a larger number of untrained teachers in the camp in a
more cost-effective way. AVSI embarked on the full primary teachers training programme in 2009
with the first intake of 171 refugee teachers graduating in 2010. The second intake of 2010/2011
graduated with 189 teacher trainees in December 2011. Currently there is an ongoing third intake
of 164 teachers in 2011/2012. The total number of teacher trainees is shown in the table below.
Table 1:Teacher Training Intakes
Intake period
Ifo
Dagahaley
Hagadera
Total
2009/2010
58
61
51
171
2010/2011
63
62
64
189
2011/2012
64
28
72
164
The program, like the other interventions in Dadaab, is faced with challenges that are intricately
tied to life in the refugee camps and livelihood related issues. In particular there are three key
challenges that have constantly made the admission records inconsistent. These are: 1) Attrition by
teachers from the teaching profession in search of alternative incentive employment, 2)
Inconsistencies in attendance and absenteeism as the refugees relocate, resettle and repatriate
frequently and without notifying the IPs, and 3) Frequent changes in personal details, order of
names and work stations that affect administration of teaching practice, evaluations and
certification.
1.1.4 Collaboration with MKU
AVSI thought that the best way to train the teachers in a permanent way without limiting the
course at a participation certificate level, was to involve a recognized Kenyan university. AVSI,
through the collaboration of different actors, consulted widely and decided to collaborate with
Mount Kenya University in the implementation of the teacher training.
The reason as to why AVSI chose MKU is related mostly by the fact that they immediately showed a
lot of interest and passion for this new venture. In addition, MKU was already offering a certificate
for primary teachers among its university courses. Since the beginning of this venture, MKU has
also been collaborating at all levels and, together with AVSI, it has worked hard in order to respond
to the needs of the refugees. MKU has worked with AVSI on the curriculum review, since some
5
topics present in the Kenyan curriculum for primary teachers, at the level of certificate, were not
appropriate for the reality present in the camps. The curriculum reviewed was approved by the
senate and the MoE at all the levels.
1.1.5 CPTE Course Units Offered
1.
Communication Skills
18.
Physical Education
2.
Governance, Ethics, and Peace
19.
Social Studies I
3.
Gender Education
20.
Social Studies II
4.
Life Skills
21.
Creative Arts I
5.
English I
22.
Creative Arts II
6.
English II
23.
Foundation of Education I
7.
English III
24.
Foundation of Education II
8.
Kiswahili I
25.
Educational Administration and
9.
Kiswahili II
10.
Mathematics I
11.
Mathematics II
12.
Integrated Science I
27.
Curriculum Development
13.
Integrated Science II
28.
Educational Psychology I
14.
Integrated Science III
29.
Educational Psychology II
15.
Integrated Science IV
30.
Special Needs Education
16.
Introduction to World Religions
31.
Instructional Methods
17.
Islamic Religious Education
32.
Teaching Practice
1.2
Management I
26.
Educational Administration and
Management II
Rationale and purpose
The main reason for carrying out the study was to assess the impact of the CPTE teacher
training programme in Dadaab. The results of this assessment will be used by AVSI and
Mount Kenya University to improve on the weaknesses of the program and to maximize on
its strengths. Lessons learnt from the study will be used in similar programs to achieve the
objectives more effectively and in a shorter time.
1.3
Specific objectives
The specific objectives were to:
1. Conduct a participatory impact assessment for the AVSI primary teacher education
projects for 2009 – 2011 interventions;
6
2. Get the beneficiaries’ feedback on the first two cohorts that underwent the CPTE
Teacher training;
3. Asses the acceptance of the course among the refugees;
4. Asses the relevance of the curriculum offered to the refugees in terms of content,
academic results achieved; amount of content planned, and to identify any existing
gaps;
5. Identify specific areas that were beneficial during the training; and
6. Identify areas that require improvement and suggest the way forward.
7
2.0
METHODOLOGY
2.1
Sampling
The sampling frame for this study was in two clusters, that is, all the CPTE graduate teachers
who had gone through the training and were full time teachers in the schools and Quality
Assurance and Standard Assistants. The QASAs and the National teachers were classified
together for purposes of sampling. CPTE teachers were the 2009/2010 and 2010/2011
graduates. They were drawn from all the three camps. Random sampling method of the
teachers was used while at the same time taking care of the gender parity within the two
cohorts. To ensure equal and proportionate representation, quota sampling and
proportional stratifications by gender were applied. QASAs and other National teachers
distributed throughout the camp were sampled for this study.
The sampling of the
respondents was based on the fact that the CPTE teachers are evenly distributed in all the
schools in the three camps. At the school level a micro sampling of the teachers was done
for the male teachers. For the female teachers (who are very few in the teaching profession
in Dadaab refugee schools), the data collected data those that were in the schools during
the data collection days.
The sampling of the Quality Assurance Assistance was done based on their geographical
jurisdictions. The QASAs work in smaller of three teams covering specific locations where
the refugee schools are located within the refugee blocks. From these teams, one QASA was
randomly sampled as the respondent
For triangulation and reliability of the results, focus group discussions (FGDs) were
conducted and questionnaires were developed, piloted and administered. Telephone
interviews were also conducted especially during the report writing whenever something
was not clear. Key informants were interviewed including a QASA person, a national staff
and a CPTE teacher. To confirm the findings, three cases were traced and interviewed. They
appear in the appendix part of this report. They are cases to confirm the Most Significant
Change (MSC) brought about by the programme.
2.2
Data analysis
The response rate of 96% was good for the purposes of this study. Data collected was
analyzed using IBM SPSS statistics version 20 for windows. Quantitative data was collected
using questionnaires, coded and collated with the qualitative data from the interviews and
8
FGDs. Data were then summarized in charts and tables to present the results. Percentage
computations were mainly used to make estimates.
9
3.0
RESULTS AND FINDINGS
The direct beneficiaries were untrained teachers in the refugee camps. Those sampled were
from the past two groups that had graduated in 2009 (179) and 2010 (168). They were
randomly selected from across the three camps as stated elsewhere in the methodology.
3.1
Study group description
The beneficiaries comprised male and female teachers, from the refugee primary schools,
National teachers and Education officers (QASAs) as shown in chart 1. The majority of the
beneficiaries were males (95.1%) while the females were only 4.9%. On the same chart, the
gender distribution of the QASAs is displayed. It comprised of 91.7% males and 8.3% females.
This shows a balanced proportionate representation in the sample of both genders.
They also represented the different nationalities in the area but the dominant group was the
Somali who comprised 96.8% while the Ugandans and Sudanese comprised 1.6% each. This
finding is consistent with the UNHCR report on the population of refugees in Daadab (Dadaab
Population Statistics, July 22, 2012). All the QASAs were Somalis.
Figure 1 shows the distribution by year of graduation of the beneficiaries. They were
distributed over two years, 2010 and 2011. Both were nearly equal, of 51.6% and 45.2% for
2010 and 2011 respectively.
The age of both the beneficiaries and the QASA is shown on Table 1 below. For the
beneficiaries the age varied between 22 and 38 years with a mode of 25. The mean age was
26.6 with a standard deviation of 3.1 years. This indicates that the majority are fairly young
adults who are at the onset of their careers. They can actually start and develop a career in
teaching.
Chart 1: Distribution of respondents by gender
Chart 2: Distribution of respondents by
nationality
Beneficiaries
QASA
96,8 100,0
Percentage
100,0
50,0
1,6 0
1,6 0,0
0,0
Somali
10
Sudanese Ugandan
Figure 1.Distribution of respondents by year of graduation
2010
2011
45,2
51,6
Table 1 Distribution of respondents by age in years
Respondents
Beneficiaries/CPTE teachers
QASAs
Minimum
Maximum
Mode
Mean
Std. Deviation
22.0
38.0
25
26.6
3.1
22
35
27
28.8
3.6
The QASAs had almost a similar age distribution as shown on Table 1. They had a mean age
of 22 years, (youngest being 22 and the oldest 35years). Their mean age was 28.2, about 2
years older than the beneficiaries. The mode age for QASA was 27 years. Their standard
deviation was 3.6, very similar to that of the respondents. This shows that both the QASA
and the beneficiaries are from the same population. (p<0.05, two tailed t- test)
3.2
General opinion and views about the CPTE programme.
The beneficiaries rated the program as ‘good’. Majority (54.8%) rated it as ‘very good’. As
indicated in Chart 3, 93.5% of the beneficiaries rated the program as ‘above average’ while
only 6.4% rated it as ‘poor’. From the chart, only an insignificant number of the beneficiaries
(1.6%) claimed that the program did not achieve its objective. On the basis of these findings,
therefore, it is plausible to conclude that the programme must have achieved its overall
objective.
11
Chart 3: Rating of the program by beneficiaries
54,8
60,0
Percentage
50,0
40,0
29,0
30,0
20,0
9,7
3,2
10,0
1,6
1,6
0,0
Very good
3.3
Good
Average
Poor
Below
average
Did not
achieve the
objective
Areas best suiting teaching and professional needs
To the beneficiaries, some areas of the program met their professional needs more than
others. Chart 4 shows the professional areas where they perceived most benefit from the
program. They were happy with the mode of delivery which was ranked highest(41.9%)
while the CPTE syllabus content and curriculum support materials provided were rated
second (32.3%) and third (16.1%) respectively. The areas where they felt their professional
needs were least satisfied were Teaching practice (4.8%) and role modeling from CPTE
tutors (3.2%)which were poorly rated. 1.6% of the respondents claimed that the programme
did not address any of the areas anticipated by the program.
Chart 4: Program areas best suiting professional needs.
41,9
45,0
40,0
32,3
35,0
30,0
25,0
16,1
20,0
15,0
10,0
5,0
1,6
3,2
4,8
0,0
None of the
above
Role
modelling
fron CPTE
tutors
Teaching
practice
Curriculum
support
materials
provided
12
CPTE
Syllabus
content
Mode of
delivery
Accordingly, areas that need to be improved include teaching practice and provision of
curriculum support materials and role modeling. Another need that comes out is to
establish a better follow up/tutorials during the teachers daily job.
The QASA and National teachers had noted some major improvements in the CPTE trained
teacher’s performance in the schools. Chart 5 illustrates professional areas in which
improvements have been achieved and compares QASAs’ and National teachers’ responses.
Such areas include adequate preparation of lessons (69.2%), associating well with learners
(33.3%), and competency in subject areas (33.3%). These figures agree well with those of
the national teachers and staff especially in adequacy in preparation of lessons (77.8%) and
associating well with learners (33.3%)
However there is a disparity in “competency in subject areas” where QASA’s response was
38.5% and the national staff was 11.1%.
Chart 5: Major improvements areas in CPTE teachers after training
NAT. TEACHERS/STAFF
QASA
No changes at all
7,7%
Being actively involved in pupils’ guidance and
counselling activities
7,7%
22,2%
Recording improvement in the education outcomes- for
either internal or external evaluations.
23,1%
Contributing in the school management process
23,1%
44,4%
Being better teaching resources developers
22,2%
30,8%
Being better classroom managers
30,8%
Actively participating well in co-curricular activities
30,8%
44,4%
33,3%
38,5%
Associating well with learners
Competency in subject areas
66,7%
11,1%
38,5%
77,8%
69,2%
Adequate preparation of lessons
0,0%
3.3
20,0%
40,0%
60,0%
80,0%
KCPE subject areas most adequately covered
As shown in Table 2, beneficiaries reported that the subjects that were most adequately covered
were mathematics (28.3%), English (25%) and Science (20%) while Social Studies followed with 15%,
13
Kiswahili (6.7%) and Religious Studies (3.3%) were the least adequately covered. It is important to
put more emphasis on Religious studies and Kiswahili during curriculum review.
Table 2: KCPE Subject areas most adequately covered
KCPE Subject area
Percent
Mathematics
English
Science
Social Studies
Kiswahili
Religious Studies
None of the Subjects
28.3
25.0
20.0
15.0
6.7
3.3
1.7
The QASA and the National teachers and staff on the other hand, made their assessment of the
subject matter mastery and instructional methods that the CPTE graduates demonstrated. Both
seemed to agree that CPTE teacher had poor mastery of Kiswahili. 80% of the national teachers and
90.9% of the QASA reported Kiswahili as ‘least mastered’. This is not a wonder since most of the
beneficiaries were studying Kiswahili for the first time. The QASA did not comment on the mastery
of religious studies.
Both groups agreed that mathematics was well mastered. Information of mastery of subject is
shown on Chart 6. 20% of the national teachers and 18.2% of the QASAs rated mathematics as a
subject that the trainees demonstrated ‘least subject matter mastery’. Science was rated by QASA at
36.4% and by national staff at 30%. These findings are consistent with those of the trainees.
14
Chart 6: Subjects considered by CPTE teachers as having poor subject matter mastery
NAT.TEACHERS/STAFF
QASA
20,0
Religious studies
80,0
Kiswahili
90,9
20,0
18,2
Mathematics
10,0
All subjects are poorly managed by CPTE
trained teachers
100,0
30,0
36,4
Science
English
27,3
0,0
20,0
40,0
50,0
60,0
80,0
100,0
The QASAs reported that generally all subjects were poorly managed by CPTE trained teachers
(100%). This was contradicted by the national teachers (10%). The QASAs being the custodian of the
standards may carry the day but on the other hand the national teachers are with CPTE teachers
daily and may give a true picture of what happens as routine. It is important to note that when a
QASA officer is anticipated to make a spot check, the CPTE teachers can take extra caution in their
preparation and create an ‘artificial’ situation that can give a wrong picture. Table 2 shows that
mathematics, English and science were adequately covered and the same subjects were reported as
not poorly mastered by QASA staff. (See chart 6) The program had an impact on the teachers’ daily
activities especially in the school. Table 3 shows the areas that had greatest impact on the CPTE
teachers. They reported that the program had an impact on their relationship with learners in and
outside the class. This was reported by 50% of the CPTE teachers. They also reported an impact on
mastery of the content/subject matter (19.4%). Professional conduct and behavior in and outside
the school seems not to have been influenced a lot by the course as it accounted for by only 3.2% of
the respondents. This concurs with what is reported elsewhere on chart 4 that role modeling was
one item they missed during the training. It is important to find ways and means of increasing
interaction among trainees and their tutors even informally to give them time to mentor the
trainees.
Table 3: Areas of greatest help to daily teaching activities
Area of greatest help to daily teaching activities
15
Percent
Relationship with the learners in and outside class
Mastery of the content/subject matter
None of the areas
Participating in school management and administration
50.0
19.4
9.7
8.1
Professional documents preparation and application during the lesson
4.8
Lesson delivery
3.2
Professional conduct and behavior at school and outside
3.2
Classroom management
1.6
Lesson delivery was ranked fifth with 8.1% in terms of impact. This can be linked to the teaching
practice which, as shown in table 3, was ranked position 5. The weaknesses in Teaching Practice
should be addressed. The professional part of the course needed to improve the learners’
relationship in and outside the school, mastery of the subject content and increase the learners’
participation in school management and administration during the training.
3.4
Pupils’ Performance on examinations
According to the majority of respondents who were drawn from both the national and incentive
staff, the national and internal examination results indicated that pupils’ performance had improved.
This was another indicator of the impact of the program. This improvement could be attributed to
areas of greatest help to the teachers’ daily teaching as shown in Table 3 and QASA report on
improved subject areas shown on chart 7. The QASA and National teachers reported an
improvement in various subject areas as shown on Chart 7 below. The notable subjects that had
improved were Mathematics, Social Studies and Science. The QASA and National teachers seem to
agree that Mathematics (QASA 61.5%, National teachers 55.6%) had greatly improved. Social studies
was the next in terms of improvement with QASA having 46.2% and National teachers having 55.6%.
Science was third with QASA reporting 33.3% and National staff 30.8%.
16
Chart 7: Subjects taught by CPTE teachers showing most improvement in mean score.
NAT./TEACHERS/STAFF
QASA
55,6%
61,5%
Mathematics
Social Studies
46,2%
55,6%
33,3%
30,8%
Science
Religious studies
23,1%
Improvement is not due to CPTE trained teachers
11,1%
7,7%
Kiswahili
11,1%
7,7%
English
7,7%
33,3%
22,2%
0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0% 70,0%
Kiswahili was reported as the subject that had showed least improvement by both QASAs and
national teachers (QASA7.7% and National teachers 11.1%).
Roughly 10% of the QASAs and national staff feel that the improvement in test scores was not due to
the CPTE trained teachers.
While this could be true, it is important to find out why they make this claim, since according to
EMIS UNICEF report (p. 4, 2012), the training level across the camps was very low compared to the
GER. A table on page 4 of that report was reproduced with modifications by AVSI and appears
below. The report further states… majority of the teachers are incentive workers …“
Table 4: Enrolment levels versus number of pupils in the camps
May
2012
Enrolments
Number of
teachers
ECDE
18,090
152
0
Teacher
pupil ratioGER
1:119
Primary
54,585
1,085
265
1:50
CPTE trained Teachers(
still in schools serving)
National
teachers(P1
trained)
2
81
Source: UNICEF EMIS report2012, modified by AVSI
The 265 CPTE trained are the remnants of close to 334 CPTE 2009-2010, 2010-2011 graduates
currently teaching as at mid July, 2012. The improvement in examination results and pupils’
performance in subjects cannot be attributed directly to the few trained national teachers in the
schools. CPTE teachers and others must have a share of this contribution. Table 4 confirms that out
of 1,085 teachers in primary schools, only 81 are national teachers. That is 7.5%. Another 265
17
(24.4%) are CPTE graduates who needless to say must have contributed to the improvement in
performance. The same table shows a different scenario for ECDE. The GER (1:119) for the ECDE
aged children (18,090) versus the number of teachers who are trained (2national teachers out of
152) calls for ECDE training of incentive teachers.
3.5
Beneficiaries of the CPTE course
CPTE teachers were the direct beneficiaries but they reported that the children they taught
benefited more. According to CPTE trained teachers, when asked who the direct beneficiaries were,
they report that the children they taught benefitted more than they did. 51.6% of the respondents
averred that the children they taught after their training benefitted more. Chart 8 illustrates this
finding. Other beneficiaries included the refugee community and MKU.
Chart 8: Who benefited most from the program?
3.6
Benefits realized
3.6.1 CPTE Teachers
As noted above, the CPTE trained teachers reported that they benefited in their professional growth.
They benefited mostly by acquiring knowledge and skills from the CPTE training (69.4%), getting
personal notes and handouts, handouts from lecturers and incentive pay increase.
summarizes the benefits realized by teachers.
Table 5: Types of benefits realized and used in day to day activities
Resources used in day to day activities
18
Percent
Table 5
The knowledge got from the CPTE training
The personal notes made during the CPTE training
69.4
14.5
Not sure
Hand-outs from lecturers
6.4
4.8
The recommended text books that you use to prepare the
lessons
3.2
It appears that knowledge acquired from the training is transferred to the pupils in the classroom.
Personal notes made and handouts given during the training also are used in daily classroom
activities to the benefit of the children. As shown in Table 5, over 92.9% of teachers use resources
and knowledge obtained during training. The resources include knowledge (69.4%), personal notes
(14.5%), handouts (4.8%) and recommended text books (3.2%). There is then need to enrich these
materials.
Chart 9: Areas with greatest evidence based benefits.
KCPE results in the subjects you taught after
training
30,6
Internal examination results in the subjects
taught
21,0
Preparing all the professional documents
required
17,7
Applyiny all teaching documents in my lessons
12,9
Guidance and counselling your pupils
12,9
3,2
Getting a promotion
Relating well with my colleagues and
supervisors
1,6
0,0
5,0
10,0 15,0 20,0 25,0 30,0 35,0
Percentage
Chart 10 shows that 66.1% of respondent teachers were confident that, as a result of the training in
this programme, they could teach in a school outside Kenya even using a different curriculum while
15% said they would need extra training to teach since the CPTE could only help them work in the
Kenyan curriculum context. Pupils’ performance in internal and external examinations had
improved. The improved results are benefits have long term effects on the community.
3.6.2 Children in the Schools
Other evidence based benefits by teachers from the course are shown in Chart 9. They include KCPE
results in the subject taught after training. 30.6% of the teachers saw this as an area where they had
19
realized the greatest evidence based outcomes including internal examination results in the subjects
they taught and in preparing all the professional documents required.
The first five benefits, i.e. subjects taught, internal examination results, preparing professional
documents required, applying all teaching documents in lessons and guidance and counseling, all
end up benefiting the child. Getting promoted and relating well with colleagues were seen as
personal benefits to an individual teacher, but the teachers felt that they translated into financial
benefits.
Chart 10: Can CPTE skills enable you teach outside Kenya?
I do not know
1,6
CPTE training can only help me work in
the Kenyan curricum context
1,6
I will need some extra training to teach
outside Kenya curriculum
12,9
I think the training will help me abit in a
different curricum context
16,1
With the CPTE training, yes I am
capable
66,1
0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0
Percentage
.
3.7
Curriculum areas to be improved
3.7.1 Academic subjects
The CPTE teacher training program had its strengths and weaknesses. Beneficiaries and the QASAs
suggested some areas needing improvement. These suggestions included redesigning the curriculum
and including new areas to enrich the curriculum. Table 6 shows the areas and the percentage of
respondents who felt that the subjects needed to be improved. 32.8% of the CPTE teachers
suggested life skills as one of the areas for inclusion, religions (23%), social studies (23%), Islamic
religious studies (23.1%)and Kiswahili (19.7%).The last four areas identified for improvement are
Mathematics and gender education with 4.9% each and Physical education and Governance, Ethics
and Peace both tying at 3.3%.
20
Table 6: Academic subjects and professional areas that would require improvement.
Subject areas requiring Improvement
Percentage
Life skills
Social Studies
Introduction to world religions
Islamic religious Studies
Integrated Science
Kiswahili
Religious Studies
Communication Skills
Educational Psychology
Curriculum development
Creative arts
Health nutrition and care in early childhood education
English
Instructional methods
Educational Administration and Management
Special needs education
Gender Education
Mathematics
Governance, Ethics and Peace
Physical Education
32.8
23.0
23.0
21.3
19.7
19.7
18.0
18.0
14.8
14.8
11.5
11.5
11.5
11.5
8.2
6.6
4.9
4.9
3.3
3.3
According to CPTE teachers, mathematics was one of the best taught subjects during the training
and, therefore, its curriculum required little improvement. Physical education, on the other hand,
was unpopular especially among women who culturally are not supposed to play in the presence of
boys while wearing sports uniforms since wearing them would expose some parts of their bodies.
Perhaps that is why Physical education was not considered important for improvement. Governance,
Ethics and Peace too were not regarded as necessary activities for teachers. The QASAs and National
teachers said that the provision of teaching materials should be given priority.
3.7.2 Other Cross cutting issues
Chart 11 shows the other cross cutting issues that were identified for improvement and inclusion in
the curriculum by both national teachers. If stressed during training, these areas would enable the
CPTE teacher to better meet the challenges in the schools. National staff also saw the need for
improvement of education in emergencies (70%). This can be attributed to the National staff’s
perception of security as an issue because security situations were very fluid in area. Consequently,
50% of the National staff suggested that security and safety be included in the curriculum. On
discipline of children, both QASA and national staff’s responses, are comparable, giving relevant
importance to the topic.
21
Chart 11: Professional areas to emphasize in future training.
Concerning over-enrolment in schools, a curriculum that handles over enrollment in camp schools
was suggested by 10% of the national teachers and 15.4% of the QASAs. This compared very closely
with that of learning styles for children which had 20% and 15.4% for National staff and QASAs
respectively.
3.7.3 Mode of Implementation
During implementation, other areas that border on professionalism that should be improved for the
good of the future teacher trainees include the mode of delivery during training, especially on
contact hours during the weekends and school holidays. According to the respondents, 35.5% of
them reported that they would like to see an improvement in the mode of delivery while 29% and
11.3% suggested improvement on curriculum support materials and school management and
administration respectively. The other suggestions are captured in Table 7below.
Table7: Professional areas to improve on in the syllabus
Professional areas to improve on during syllabus review
Percent
Mode of delivery ( weekend and school holiday contact hours system)
35.5
Curriculum support materials such as text books, handouts and other reference
materials.
School Management and administration
29.0
Syllabus
Should remain as it was during training
Teaching Practice
Involvement of teacher trainees in self study
9.7
4.8
3.2
1.6
22
11.3
3.8
Curriculum for Future CPTE Training Programme
Table 8 shows 11 new areas suggested for inclusion in the future CPTE curriculum of the programme
some of which include teaching material development (59%), security in and outside the schools
(55.7%), refugees’ rights and education (44.3%), education in emergencies, environmental issues,
alternative basic education and learning styles for children.
Table 8: New areas to be included in future CPTE curriculum
New areas of study to be included in future CPTE curriculum
Percent
Teaching material development
Security and safety in and outside the school
Refugee rights and education
Primary school children discipline
Education in emergencies
Internal quality assurance in primary schools
Dadaab environment issues
Alternative basic education and accelerated learning program
Learning styles for children
Units covering over enrolled camp schools
The curriculum should remain as it was during my time ( no change at all)
3.9
59.0
55.7
44.3
27.9
27.9
23.0
18.0
14.8
11.5
6.6
1.6
The Future CPTE Teacher
The quality of the future CPTE teacher could be improved by introducing some of the following
changes as suggested by respondents and captured in Table 9:
A form of specialization where a teacher trainee specializes in three subjects;
Introduce lower and upper specialization training system
Localize curriculum (Integrating units taught with local content;)and
Changing the medium of instruction.-
Table 9 : Best ways of improving the CPTE program
To improve quality of CPTE graduate teacher.
Introduce three subjects training (specialization system)
Introduce lower and upper specialization training system.
Localize curriculum (Integrating units taught with local content)
Change the medium of instruction
Introduce Somali subject matter.
Percent
48.4
30.6
9.7
4.8
1.6
It is clear that specialization would enable the teacher to be more competent and effective with
regard to content and level of teaching.
23
3.10 Other General Suggestions to AVSI
Other general suggestions made by the CPTE teachers that would add value to the course
include:
1. Offering Diploma course to the CPTE graduates. This is a course higher than
CPTE. Where teachers specialize in two or three academic teaching subjects.
2. Spread the training to make it last 2 years, otherwise, it appears a capacity
building course.
3. Introduce educational tours during the course.
4. Allow learners to specialize in some subjects and levels.
5. Provide enough textbooks and reading materials to the teacher trainees.
6. Encourage female students to join the course by lowering the entry
requirements for females.
7. Design special courses for female teachers.
8. Emphasize languages especially Kiswahili.
3.11
Female CPTE Teachers
Women applicants to the CPTE course were very few. The reasons given by respondents are shown
in Table10. It was suggested that women were busy and had no time for training and that they
preferred privacy and would train better with other women. 13.1% of the respondents claimed that
culturally it was inappropriate to train them together. A similar percentage (13.1%) claimed women
were less qualified and hence disadvantaged, and 3.3% said teaching was a man’s job.
Table 10: Reasons why we get few female teacher applicants
Reasons for fewer female applicants
Women are busy and have no time for training
Women prefer privacy and would train better with other women
Women fear training together with males- it is culturally inappropriate
Women are less qualified, therefore, disadvantaged
I don't know why
Teaching is a male's job
Percent
39.3
19.7
13.1
13.1
8.2
3.3
To address these challenges, Table 11 shows suggestions made by the respondents. The most
important among them include designing a time schedule that accommodates their domestic chores
and reconsidering the admission requirements in order to attract and encourage women into the
programme. Part of re-considering the admission requirements is lowering the entry grades or
24
designing a curriculum for those women teachers with low qualifications and at the same time
allowing them to specialize in teaching lower classes.
Table 11:Strategies suggested to increase female teacher enrolment
To encourage enrolment of female teachers.
Design a program that suits their tight schedule based on domestic
chores
Re-consider the admission requirements to encourage female teachers
Percent
33.9
Change curriculum content for the female teachers who may not need a
lot of content currently in CPTE program
Develop more materials (handouts and modules) for female teacher
trainees to read during their free time at home.
Involve the female tutors to train the female teachers
11.3
33.9
11.3
9.7
Other suggestions that would encourage women were developing more materials like handouts and
training modules that teachers would read in their free time. Involving female tutors to train the
female teachers was seen as measure that would in the long run increase the number of women
CPTE applicants. Table 12 shows the suggested solutions to the challenge of handling teachers who
have no secondary school education and cannot qualify to join the CPTE course.
Table 12:Teachers without secondary school education.
Action on those teachers without secondary school education and
cannot join CPTE program
Develop a special training program to improve their teaching skills
Consider other forms of training for these teachers to support the
qualified teachers
Do not consider them for training since they do not qualify
Advocate to have the untrained teachers removed from payrolls
Percent
67.7
25.8
3.2
1.6
It was suggested that a special training program be developed for those teachers without
secondary school education and cannot join CPTE. Other forms of training would be
considered- maybe frequent capacity building on the same. These were suggested by 67.7%
and 25.8% respectively of the respondents
25
4.0
CONCLUSION
The CPTE project is beneficial to the direct and indirect stakeholders, chief among them are
the refugee children in schools taught by the CPTE trained teachers and their teachers.
Other conclusions that can be drawn from the findings are:
1. The refugees are enthusiastic about teacher education interventions in the camps
which enabled them to evaluate the various aspects highlighted in this assessment.
2. The refugees’ input on the way the teacher education should be conducted reflects
their desire to improve the quality of education in Dadaab.
3. A large number of the CPTE trained respondents are confident that they can teach
beyond the Kenyan curriculum context, which is a key indicator on the impact of
education for repatriation and future livelihoods.
4. The refugee teacher is aware and concerned of the gender disparity in the teaching
profession in the Dadaab refugee primary schools.
5. The Kiswahili language teaching in refugee primary schools remains a major
challenge to teachers that greatly concerns the CTPE trained teachers.
26
5.0.1 RECOMMENDATIONS
From the findings it appears that the course benefited the teachers and the children, and by
extension the refugee community. It was also observed that several improvement measures
have been suggested and should be studied to enrich the course further.
1. Curriculum revision should be done to include subjects such as Life skills, Education
in emergencies, Kiswahili and instructional methods.
2. Future interventions on primary teacher education should consider applying both
subject and grade/level training approaches in order to target all the categories of
teachers in Dadaab and reflect on the teaching realities in Dadaab refugee primary
schools
3. Curriculum diversification and enrichment strategies should be reflective of the
uniqueness of the Dadaab camp.
4. Future interventions should emphasize the trainee-tutor interactions for purposes
of role modeling and teaching practice.
5. More pedagogical and academic reading materials should be developed to improve
the professional levels of teachers.
6. More and improved course materials should be provided as the teachers rely on
them during the teaching.
7. Female teachers should be encouraged to join the course by lowering entry grades
and designing special training programmes for them.
27
Trace Case 1
Omar Abdi Ali – 2010 CPTE graduate, Head teacher Central Primary school Dagahaley.
“My eyes and mind are set for the whole
educational
journey
for
rebuilding
my
beloved lower Jubba land in Somalia”
Omar is one of the 2009 - 2010 pioneers AVSI CPTE
graduates. After graduation, he was promoted by CARE
(The Implementing Partner for primary education in
Dagahaley Refugee camp, Dadaab.) from a classroom
teacher to a Deputy Head teacher and later a Head Teacher of Central Primary school where
he is currently serving. The school Omar heads has a total pupil population of 3,756 (1,753
Girls) and 54 teachers (16 females).
Omar was born in Kulbio – Somalia in 1984 and migrated to Kenya in January 1994, three
years after the civil strife in Somalia started. By then the Dadaab refugee camps in North
Eastern Province of Kenya had been established. He started his primary school education
immediately upon arrival at the camp from Somalia in 1994, in Unity primary school- one of
the earliest established refugee schools in Dagahaley. He later joined Dagahaley secondary
school in 2001 and completed O-level education in 2005.
He was hired by CARE Kenya as an incentive staff to teach in a primary school. After
teaching for about two years without any formal teacher training, CARE offered Omar a
scholarship for a one year Certificate training in Special Needs Education at Kagumo Teacher
Training College in 2008. He later joined the pioneer CPTE class in 2009 and graduated in
2010 with a Certificate in Teacher Education from Mount Kenya University.
From the CPTE training Omar believes that the most significant changes in his teaching
career have been realized in the following key areas:
Improved pedagogical skills
1. Practicing inclusive education.
2. Enhanced his school administrative skills and management.
3. Understanding and practicing child centred approaches and the value of every child
in his school.
4. Improved interpersonal skills and human resources management in the schools.
28
Omar has big dreams of becoming an Education Manager in his home country, Jubba land,
Somalia, once peace is restored. He believes that amidst all the challenges that the refugee
teachers face, the skills received through training have whetted his desire to further his
training in SNE (EBD-Emotional Behavioral Disorder) to go back home and despite the
predictable hardships for the post conflict Somali nation builders he will be a tea leaf whose
true taste is known when it is immersed in hot water.
29
Trace Case 2
Rukia Mohamed – 2009 CPTE graduate 2009 – 2010, Deputy
Head teacher and Diploma in education student.
“The sky
is
my limit”!
I am 26 years of old. I am a Somali refugee in Hagadera, Dadaab
refugee camp. I was born in Kismayu but fled from Somalia to
Dadaab refugee camp where I started my primary education and
did my primary certificate education examination in 2001. I
joined high school still in Hagadera and completed in 2005.
Life for a refugee in any country is never easy and my life as a
refugee girl growing up in Hagadera where I had to balance my
cultural pressure and the vision I was chasing was an uphill task. To me early marriage for
girls as young as twelve is the most unbearable cultural practice that girls in my community
have to contend with. I never lost focus for education and despite the pressure and
hardships, I resolved to chase my dream.
I did a certificate course in Early Childhood Education (ECD) through the District Centre for
Early Childhood (DECECE). I started the Certificate in Primary Teacher Education by AVSI
through MKU in 2009. I am proud to be one of the first teachers who made history by
graduating from a Dadaab - camp based primary teacher education program.
Personally I gained a lot from the CPTE training but I can classify the following as the ones
that had had the greatest impact on my career as a teacher
1. Subject matter knowledge expansion- The training improved my knowledge of the
subject matter in my subject area which has made me a better teacher for the
children I teach. I understand the content better by my increased knowledge.
2. Promotion to be the only female deputy head teacher in the refugees’ primary
schools- As a result of my training and qualification, I was promoted to the status of
a deputy head teacher. I am the only female deputy head teacher in the entire
Dadaab region. I must admit that I feel lonely up here and I challenge the other
female teachers to aim higher in education, I believe that women are better placed
in the teaching career.
3. Spurred my desire to aim higher in education- The CPTE training encouraged me to
focus higher in the teacher education and I am currently undertaking a diploma in
education with Masinde Muliro University. I hope to use my diploma to pursue a
degree in education. The sky is my limit in pursuit of my dreams in education.
30
Trace Case 3
Okidi John Baptist – Quality Assurance and Standards Assistant Ifo,
Dadaab refugee Camp
“CPTE is like a sweet banana, one is never enough”
“I am, a Ugandan by nationality, born in Northern Uganda in 1965. I
came to Kenya as an asylum seeker in 1995 after which I became a
mandated refugee residing in Ifo Camp, Dadaab. I joined the teaching profession in 1998 as
an untrained teacher. I taught as untrained teacher for over ten years in Ifo refugee primary
schools until 2009 when AVSI introduced a camp based in – service teacher training program
in collaboration with Mt. Kenya University.
The CPTE training transformed my professional life in many ways. As a trained teacher, I
realized major differences at both the personal and professional level and it was like the
world was opening up for me. I can single out the following as the major changes that I
realized after graduation:
Psychological management of the person- As a refugee, camp life is never easy and
the training I received on life skills have helped me to better cope with camp life and
also assist other people including my colleagues and the children cope with camp
life.
Teaching methodologies – From the CPTE training, I learned a variety of teaching
methods and I have been using this knowledge to guide new and old teachers who I
assess in my quality assurance work at school.
Child centred approach - as a result of the training, I now understand how children
learn best and I keep advising particularly the new teachers to value and consider
how children learn as they are developing the lesson plans
Professional records – My daily work as a quality assurance officer largely involves
assessing teachers document and observing them as they are teaching to ensure that
they apply the accepted standards and that they behave professionally. The
knowledge I have on this was got from my CPTE training.
Ethics and code of conduct – from the CPTE training, I learned and now apply
professional ethics and conduct and I encourage and train the teachers that I
supervise to do the same.
As a whole, CPTE has improved the quality of our teachers, the service rendered to the
pupils by the trained teachers are of high quality compared to the time when all the
teachers were untrained. The teachers’ discipline has also improved greatly and if any
had to misbehave, he or she can be dealt with accordingly knowing that he or she knows
well what he or she is doing or has done .
Another motivation from the CPTE trained teachers is the rise in their pay. Anumber of
them got absorbed into managerial positions. In fact, as for now, most of the CPTE
teachers are either senior teachers, Deputy head teachers, head teachers, QASAs or
AEOs in their different Camps. Secondly, for those who are still teachers, in case of
promotions, they stand first chances.
31
I was among the first lot of the CPTE graduates and as a result of what the other teachers
saw from us, the second lot who enrolled was double our number. There was a lot of
craving for it. This applied also to the third lot. All the teachers are now requesting to be
trained in the CPTE programme and also the improvement of CPTE to a P1 status. Those
who have graduated request to further their studies in Diploma course as their colleagues
from Hagadera Camp have already started. The demand for CPTE training does not only
come from the teachers but also from the parents as well as they see changes in their
children’ behavior and performance.
The challenge is on AVSI to meet the refugee community’s demands for improving CPTE and
expanding it to cover all the teachers and also to think beyond CPTE. As the old adage goes,
“If you give a child a piece of sweet banana you must be prepared to buy the whole bunch.”
32
References
1. Basic Training on the Risk of Education, manual for Educators, Teachers, Parents,
Social Workers, Correctional Officers, by Clara Broggi, Giovanna Orlando, Luisa
Cogo, Published by AVSI.
2.
The Value of the Person, Trainer’s Manual, by Clara Broggi, Lucia Castelli, Danson
S.Kahyana, Alfred B.Agaba, Mauro Giacomazzi, published by AVSI
3. UNICEF (2012) Dadaab EMIS report
4. UNHCR(2012) Dadaab Camp Statistics
5. MKU CPTE(2011) Curriculum Booklet
33
ANNEXES
ANNEX 1: QUESTIONNAIRES
AVSI CPTE TEACHER GRADUATES QUESTIONNARE FOR THE PROJECT IMPACT
ASSESSMENT.
ADMINISTRATIVE DEATAILS
NAME OF THE TEACHER/ OFFICER: ---------------------------------------------------------------------------AGE-------------------------------------------------------------------GENDER--------------------------------------NATIONALITY -------------------------------------------------------------------------------------------------------SCHOOL/ DESIGNATION------------------------------------------------------------------------------------------YEAR OF GRADUATION-------------------------------------------------------------------------------------------SUBJECT AREAS/ MANAGEMENT ROLE-----------------------------------------------------------------------Instructions
1. This questionnaire has been developed by AVSI as tool for information gathering
from the Dadaab refugee teachers who graduated from the 2009-2010 and 2010 –
2011 CPTE training in Dadaab.
2. Thus the information given by the respondents will be treated as confidential and will
be used for no other purpose otherthan to inform AVSI management of the impact of
the CPTE program and suggestions on curriculum improvements/ enrichment.
3. The respondents are encouraged to answer as honestly/genuinely as possible since
the management will take serious consideration of the feedback given as
beneficiaries’ input for the AVSI’s future programs on Dadaab teacher education.
4. Answer all the question byticking where most applicable( read carefully all the
options given and then choose thoughtfully, the options are weighted and your
choice will form a management decision after analysis)
34
5. Your responses will be treated as confidential and will only be used for the stated
objective for consumption by AVSI and MKU ONLY.
Q 1. What is your general opinion / viewabout the CPTE training program?
(a)
(b)
(c)
(d)
(e)
(f)
(g)
Very good
Good
Average
Below average
I can’t rate- I lack comparison
It did not achieve the objective
Poor
Q 2. Which program area do you think best suited/ addressed your teaching
professional needs?
(a)
(b)
(c)
(d)
The CPTE curriculum/ syllabus content
The mode of delivery/ teaching
The role modelling from the CPTE tutors
Curriculum support materials/ resources- hand outs, text books and other reference
materials provided
(e) Teaching practice
(f) none of the above
Q. 3. Which of the following K.C.P.E subject areas do you think were most adequately
covered during the CPTE training?
(a) Mathematics
(b) English
(c) Science
(d) Social Studies
(e) Kiswahili
(f) Religious Studies
(h) None of the above
Q.4 As a teacher which of the following areas has CPTE been of thegreatest help/ impact to
your daily teaching activities?
(a) Professional documents preparation and application in the lesson
(b) Classroom management
(c) Lesson delivery
(d) Professional conduct and behaviour at school and outside
35
(f) Mastery of the content/subject matter
(g) Participating in school management and administration
(h) Relationship with the learners in and outside class
(i) None of the above
Q.5. Who do you think has benefited the most as a result of your CPTEtraining program?
(a) You as a teacher – your professional growth.
(b) The children you teach
(c) Your camp refugee community
(d) your family as a result of salary increment
(d) AVSI
(e) MKU
(f) None of the above
Q. 6 In your day -today teaching activities which of the following resources do you
use/ refer to mostly from your CPTE training?
(a) Hand outs from lecturers
(b) The personal notes you made during the training
(c) The knowledge you got from the CPTE training (what you can remember from the
training)
(g)
(h)
(i)
(j)
Your colleague teachers that underwent the CPTE training with
Your own information- not necessarily from CPTE training
The recommended text books that you use to prepare your lessons.
None of the above
Q. 7 In which areas have you realised the greatest/the mostquantifiable (evidence
based) outcomesas a result of the CPTE training?
a)
b)
c)
d)
e)
f)
g)
h)
i)
K.C.P.E results in the subject(s) you taught after training
Internal examination results in the subject(s) you taught
In guidance and counselling your pupils
Relating well with my colleagues and supervisors
In preparing all the professional documents required
In applying all teaching documents daily in my lessons
Incentive pay increase
In getting promotion – upward mobility in the profession
None of the above
Q. 8 Do you think with the CPTE training you are capable to teach in a primary school
outside Kenya(say in your country of origin if case of repatriation) where Kenyan
curriculum is not used?
(a) With the CPTE training, yes I am capable
(b) I think the training will help me a bit in a different curriculum context
(c) I will need some extra training to teach outside Kenyan curriculum
36
(d) CPTE training can only help me work in the Kenyan curriculum context
(e) CPTE training has not helped me in teaching in Kenya, so it cannot be of use elsewhere.
(f) I do not know.
Q. 9 Where do you think more emphasis should be placed and improvements done when
re-designing (enriching) a new syllabus/ units for CPTE for future teachers in Dadaab?
(Tick at most 3 units )
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
s)
t)
Mathematics
English
Intergraded Science
Social Studies
Introduction to world religions
Islamic religious studies
Creative arts
Educational administration and management
Curriculum development
Educational psychology
Special needs education
Health nutrition and care in early childhood education
Instructional methods
Kiswahili
Religious Studies
Life skills
Communication skills
Governance, ethics and peace
Gender education
Physical education
Q10. As a program – looking at the actual implementation plan of CPTE- which aspects do
you think AVSI/MKU needs to improve for the good of the future teacher trainees?
(a) The mode of delivery/ teaching – the weekends and school holidays contact hours
system
(b) The syllabus- the units covered in the CPTE training
(c) School management and administration
(d) Curriculum support materials/ resources- hand outs, text books and other reference
materials provided
(e) Teaching practice
(f) The involvement of teacher trainees in self study
(g) Should remain as it was during your training
Q. 11. Which new areas of study do you think should be included in the future CPTE
curriculum that would be handy / most useful in the daily teaching experience in the
refugee schools?( from the 10 suggestions, tick at most 3 that you think should be
prioritized)
a) Dadaab environmental issues
37
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Security and safety in schools and outside
Refugee rights and education
Primary school children discipline
Teaching material development
Learning styles for children
Education in emergencies
Alternative basic education and Accelerated learning program
Internal Quality assurance in primary schools
Units covering over enrolled camp schools
The curriculum should remain as it was during my time.
Q. 12. In which way do you think that CPTE program can be best improved?
a) By introducing three subject (science, arts and languages) specialisation training
system
b) By introducing level two level (lower and upper) specialisation training system
c) By introducing Somali subject matter
d) By changing the medium of instruction
e) By enriching/ intergrading the units taught with local content( localising the
curriculum)
Q. 13. Why do you think few female teachers applied for the CPTE in your group?
(a) Women are busy and have no time for training
(b) Teaching is a male’s job
(c) Women fear training together with males – it is culturally inappropriate
(d) Women prefer privacy and would train better with other women
(e) Women are less qualified, therefore disadvantaged
(f) I don’t know why.
Q 14. What do you think should be done to address the low numbers of female teachers
applying for the teacher training?
a) Design a program that suits their tight schedule based on domestic chores
b) Re-consider the admission requirements for admission specifically to encourage
female teachers
c) Change the curriculum content for the female teachers who may not need a lot of
content currently in CPTE curriculum
d) Involve female tutors to train the female teachers
e) Develop more materials (hand outs and modules) for female teacher trainees to read
during their free time at home
f) Female teachers will not join any form of teacher training program no matter how
suitable.
Q. 16. What do you think should be done to address the training needs of your colleagues
who do not qualify for CPTE training due to their lack of secondary education?
a) A special training should be developed to improve their teaching skills
b) Consider other forms of trainings for these teachers to support the qualified
teachers
38
c)
d)
e)
f)
These teachers should not be considered for training since they do not qualify
Advocate to have the untrained teachers removed from the payrolls
Leave these teachers as they are now.
I do not know.
Q. 16. Using your school as a sample, what percentage of the untrained teachers (without
secondary education) would consider applying for a tailor- made teacher education
course? Use the formula: X/Y multiplied by 100. Where X is the number of teachers that
would be interested in enrolling for the training; Y is the total number of untrained teacher
(without secondary education) currently in your school.
Working space
X=
Y=
Q. 16. Using your school as a sample, what percentage of teachers that underwent CPTE
training would consider applying for an upgrading teacher education course?
Use the formula: X/Y multiplied by 100. Where X is the number of teachers that would be
interested to upgrade their CPTE (can enrol for a diploma course), Y is the total number of
CPTE trained (or other trainings like P1) currently in your school.
Working space
X=
Y=
Any other information that you wish to convey to AVSI regarding teacher education that has
not been captured in this questionnaire
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Respondent’s Signature--------------------------------------------------------------Date-----------------------
39
ANNEX 2: AVSI QUESTIONNARE FOR CPTE IMPACT ASSESSMENT. FOR HEAD TEACHERS AND
QASAs - ADMINISTRATIVE DETAILS
NAME OF THE HEAD TEACHER/ OFFICER: -------------------------------------------------------------------AGE-------------------------------------------------------------------GENDER--------------------------------------NATIONALITY -------------------------------------------------------------------------------------------------------SCHOOL--------------------------------------------------------------------------------------------------------------Instructions
a. This questionnaire has been developed by AVSI as tool for information gathering from the
Dadaab refugee teachers who graduated from the 2009-2010 and 2010 – 2011 CPTE
training in Dadaab.
b. Thus the information given by the respondents will be treated as confidential and will be
used for no other purpose than to inform AVSI management of the impact of the CPTE
program and suggestions on curriculum improvements/ enrichment.
c. The respondents are encouraged to answer as honestly/genuinely as possible since the
management will take serious consideration of the feedback given as beneficiaries’ input
for the AVSI’s future programs on Dadaab teacher education.
d. Answer all the question by ticking where most applicable( read carefully all the options
given and then choose thoughtfully, the options are weighted and your choice will form
a management decision after analysis)
e. Your responses will be treated as confidential and will only be used for the stated
objective for consumption by AVSI and MKU ONLY.
1. In which 3 result areas have you noted the most professional and/or personal changes
in the teachers who underwent the CPTE training? (Tick at most 3 areas that are most
prevalent/ applicable generally to all the CPTE trained teachers in your school)
a) CPTE trained teachers in my school prepare for their lessons adequately
b) CPTE trained teachers in my school are more competent in their subject area(s)
c) CPTE trained teachers in my school participate/contribute in the school
management process
d) CPTE trained teachers in my school associate well with the learners
e) CPTE trained teachers in my school actively participate in the co- curricular
f) CPTE trained teachers in my school have recorded an improvement in the
education outcomes- for either internal or external evaluations.
g) CPTE trained teachers in my school have better people skills and are better team
players to their colleagues.
h) CPTE trained teachers in my school are better classroom managers
i) CPTE trained teachers in my school are better teaching resources developers
j) CPTE trained teachers in my school are actively involved in pupils’ guidance and
counselling activities
k) CPTE trained teachers in my school portray none of the above traits
40
2. Which subject area has shown the most improvementin the mean score that was taught
by the CPTE trained teacher? Base your answer on the internal and external
evaluations.
(a) Mathematics
(b) English
(c) Science
(d) Social Studies
(e) Kiswahili
(f) Religious Studies
(g) The improvements realized that cannot be attributed to the CPTE trained teachers
3. Do you think there is uniformity in teacher preparation and lesson delivery for the teachers
in your school that went through CPTE training? If not, which subject areas do you think is
wanting?
(a) Mathematics
(b) English
(c) Science
(d) Social Studies
(e) Kiswahili
(f) Religious Studies
(g) All the subject areas are at par
4. Which subject area according to your assessment at your school level demonstrates the
least subject matter mastery and instruction methods improvements from the CPTE trained
teachers?
(a) Mathematics
(b) English
(c) Science
(d) Social Studies
(e) Kiswahili
(f) Religious Studies
(g) All the subject areas are poorly managed by the CPTE trained teachers
4. As a human resource manager at the school level, what do you think AVSI/MKU should
add to the CPTE training to better prepare the teachers for current refugee schools’
challenges and to be more useful and productive? (Tick at most 3 areas)
a) Security and safety in schools and outside
b) Refugee rights and education
c) Primary school children discipline
d) Teaching material development
e) Learning styles for children
f) Education in emergencies
g) Alternative basic education and Accelerated learning program
h) Internal Quality assurance in primary schools
i) Units covering over enrolled camp schools
j) The teacher preparation should remain as it is.
41
5. Other than the academic outcomes what other characters and values has CPTE training
added to some or all of the trained teachers in your school? (Tick at most 3 areas that
are most observable)
a) Time consciousness and coordination
b) Neatness and tidiness
c) Respect to the employer and to you as the immediate supervisor
d) Pease building and peaceful co- existence
e) Team working and appropriate communication skills
f) Role modelling for pupils and the newly employed teachers
g) Constructive criticism and support to school administration during staff meetings
h) Selfless service and mindfulness to the learners’ welfare
i) Upholding girls’ rights to education
j) No major observable character change
6. Do you sometimes delegate management/administrative duties to CPTE trained
teachers based on the fact that they were trained?
(a) Yes
(b) No
If your answer was yes which areas do you think they perform very well?
a)
b)
c)
d)
e)
f)
g)
Ensuring smooth running of the school program
Managing pupils in the school
Motivating the other teachers to work as a team
Solving issues/problems in school
Handling parents and other stake holders/visitors
Communication and representing you and the school well
Role modeling and motivating others
If your answer was no what is the main reason for you not delegate
management/administrative duties to CPTE trained teachers in your school?
a) The teachers are not confident
b) The teachers do not show interest in school management issues
c) The teachers lack commitment and therefore are not trustworthy
d) I am not convinced they have the right management skills
e) The delegated roles to the CPTE trained in the past were performed poorly.
f) I delegate duties to other teachers in the school
g) I am not aware that CPTE has education institution training
7. As the head of the institution, have you received positive feedback (report) from other
stakeholders regarding the CPTE trained teachers performance?
a) The learners have developed and demonstrated a positive attitude towards the
subject that the CPTE trained teachers teach
b) The learners have stopped complaining about the teacher since s/he underwent CPTE
training
c) The parents have noted some professional changes in behaviour of the trained
teachers
d) The education officer/quality assurance officer/assistants have noted the
improvements in classroom assessment records of the trained teacher
e) The senior teacher/ head of subject have noted the improvements in the contribution
of the CPTE trained teacher(s) in departmental progress.
42
If the converse is true- that you have received negative feedback (report) from other
stakeholders regarding the negative impact or no impact of the CPTE training to some or
all of the teachers in the school?
a) The learners have developed a negative attitude for the subject that the trained
teachers teach
b) The learners have started or have not stopped complaining about the teacher(s) even
after s/he underwent CPTE training
c) The parents have started complaining or have not stopped complaining about the
trained teacher(s)even after s/he underwent CPTE training
d) The education officer/quality assurance officer/assistants have not noted any
substantial improvements during classroom assessment records of the trained
teacher
e) The senior teacher/ head of subject have not noted any the improvements in the
performance of the trained teacher(s) in his/her area.
8. When CPTE trained teachers resign, what are the most common reasons do they give for
leaving the job?
a. Poor incentives pay for the refugee teacher
b. Heavy work load for teachers compared to other sectors
c. CPTE certificate has facilitated in getting “greener” pastures
d. CPTE certificate has opened opportunities for trained teachers outside the camp
e. With CPTE the training teachers are employed in other sectors
f. CPTE certificate helps teachers to get other forms of training which makes them resign
g. Personal reasons
h. Teachers leave without giving reasons
9. As a head of the institution, how have you been handling the untrained teachers (who
lack secondary education)?
a) I allocate them lessons in the ECD and lower classes
b) I give allocate them IRE and Mother tongue lessons
c) I allocate them lessons like any other teachers
d) I ask them to choose subjects that they can best teach in whichever level
e) I sincerely do not know what to o with them and so I ask the senior teacher or the
deputy to allocate them some work
f) I ask them to assist the qualified/trained teachers in class work
g) I do not have them in my school.
10. What do you think should be done to address the training needs of the untrained
teachers who do not qualify for CPTE training due to their lack of secondary education?
a. A special training should be developed to improve their teaching skills
b. Consider other forms of trainings for these teachers to support the qualified teachers
c. These teachers should not be considered for training since they do not qualify
d. Advocate to have the untrained teachers removed from the payrolls
e. Leave these teachers as they are now.
f. I do not know.
11. Why do you think female teachers do decline to apply(or very few apply) for primary
teacher education program like CPTE?
a) They have so much to do
43
b)
c)
d)
e)
f)
g)
h)
Social cultural reasons
Most of them do not qualify for admission
The chances of female teachers rising on the camp education ladder are limited
Lack of female specific teacher training packages
Teaching is not a women’s job
Other reasons not suggested here
I do not know their reasons for not applying.
12. Are you CPTE trained? If yes, what do you think should be improved in the curriculum
based on the reality in the refugee schoolsbased on your school management
experience? If not why haven’t you considered enrolling?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
SIGNATURE-------------------------------------------------------------DATE---------------------------------------
44
ANNEX 3: AVSI QUESTIONNAIRE FOR CPTE IMPACT ASSESSMENT
NATIONAL TEACHERS AND/OR EDUCATION OFFICERS: ADMINISTRATIVE DETAILS
NAME OF THE TEACHER/ OFFICER: ---------------------------------------------------------------------------DESIGNATION-------------------------------------------------------------------------------------------------------SCHOOL--------------------------------------------------------------------------------------------------------------Instructions
a. This questionnaire has been developed by AVSI as tool for information gathering from the
Dadaab refugee teachers who graduated from the 2009-2010 and 2010 – 2011 CPTE
training.
b. Thus the information given by the respondents will be treated as confidential and will be
used for no other purpose than to inform AVSI management of the impact of the CPTE
program and suggestions on curriculum improvements/ enrichment.
c. The respondents are encouraged to answer as honestly/genuinely as possible since the
management will take serious consideration of the feedback given as beneficiaries’ input
for the AVSI’s future programs on Dadaab teacher education.
d. Answer all the question by ticking where most applicable( read carefully all the options
given and then choose appropriately, the options are weighted and your choice will
form a management decision after analysis)
e. Your responses will be treated as confidential and will only be used for the stated
objective for consumption by AVSI and MKU ONLY.
1. Have you noted/ observed any major changes (improvements) in the CPTE trained
teachers’ performance in your camp/school? (Tick at most 5 areas)
a) Mastery of subject content
b) Classroom management skills
c) Teaching document preparation and application
d) Teaching/learning resource development and use
e) Inter personal skills (people skills) and team working
f) Improvement in administrative and management skills
g) Interaction with children and child centred approaches
h) Improvement in learning outcomes in the internal and external exams,
i) Participation in Co-curricular activities
j) Promoting peace and harmonious working culture
k) I have not observed any changes.
2. Which subject area has shown the most improvement in the mean score that was taught
by the CPTE trained teacher? Base your answer on the internal and external evaluations.(
tick at most 3)
45
(a) Mathematics
(b) English
(c) Science
(d) Social Studies
(e) Kiswahili
(f) Religious Studies
(g) The improvements realized that cannot be attributed to the CPTE trained teachers
3. Do you think there is uniformity in teacher preparation and lesson delivery for the
teachers in your school that went through CPTE training? If not, which subject areas do you
think is wanting? ( tick at most 3)
(a) Mathematics
(b) English
(c) Science
(d) Social Studies
(e) Kiswahili
(f) Religious Studies
(g) All the subject areas are at par
4. Which subject area according to your observation at your school level demonstrates the
least subject matter mastery and instruction methods improvements from the CPTE trained
teachers?(Tick at most 3 areas)
(a)
(b)
(c)
(d)
(e)
(f)
(g)
Mathematics
English
Science
Social Studies
Kiswahili
Religious Studies
All the subject areas are poorly managed by the CPTE trained teachers
5. As a human resource manager at the school level, what do you think AVSI/MKU should add
to the CPTE training to better prepare the teachers for current refugee schools’ challenges and
to be more useful and productive? (Tick at most 3 areas)
k)
l)
m)
n)
o)
p)
q)
r)
s)
t)
Security and safety in schools and outside
Refugee rights and education
Primary school children discipline
Teaching material development
Learning styles for children
Education in emergencies
Alternative basic education and Accelerated learning program
Internal Quality assurance in primary schools
Units covering over enrolled camp schools
The teacher preparation should remain as it is.
6. Other than the academic outcomes what other characters and values has CPTE training
added to some or all of the trained teachers in your school? (Tick at most 3 areas that are
most observable)
a) Time consciousness and coordination
b) Neatness and tidiness
c) Respect to the employer and to you as the immediate supervisor
d) Pease building and peaceful co- existence
46
e)
f)
g)
h)
i)
j)
Team working and appropriate communication skills
Role modeling for pupils and the newly employed teachers
Constructive criticism and support to school administration during staff meetings
Selfless service and mindfulness to the learners’ welfare
Upholding girls’ rights to education
No major observable character change
7. Are you aware of positive feedback (report) from other stakeholders regarding the CPTE
trained teachers performance? ( tick at most 3 )
a) The learners have developed and demonstrated a positive attitude towards the subject
that the CPTE trained teachers teach
b) The learners have stopped complaining about the teacher since s/he underwent CPTE
training
c) The parents have noted some professional changes in behaviour of the trained teachers
d) The education officer/quality assurance officer/assistants have noted the improvements
in classroom assessment records of the trained teacher
e) The senior teacher/ head of subject have noted the improvements in the contribution of
the CPTE trained teacher(s) in departmental progress
f) I have seen the untrained teachers ( newly employed) being guided by the CPTE trained
teachers
g) It is easier to work with the CPTE trained teacher since the completed the course
h) I have not seen any impact from the CPTE graduates.
8. What do you think should be done to address the training needs of the untrained teachers
who do not qualify for CPTE training due to their lack of secondary education?(Tick at most
3 areas)
a. A special training should be developed to improve their teaching skills
b. Consider other forms of trainings for these teachers to support the qualified teachers
c. These teachers should not be considered for training since they do not qualify
d. Advocate to have the untrained teachers removed from the payrolls
e. Leave these teachers as they are now.
f. I do not know.
9. Why do you think female teachers do decline to apply (or very few apply) for primary
teacher education program like CPTE?(Tick at most 3 areas)
a) They have so much to do in the camp as mothers and wives
b) Social cultural restrictions
c) Most of them do not qualify for admission
d) The chances of female teachers rising on the camp education ladder are limited
e) Lack of female specific teacher training packages
f) Teaching is not a women’s job in the Dadaab refugee context
g) Other reasons not suggested here
h) I do not know their reasons for not applying.
10. Please write any other information/input that you wish to give AVSI to improve/enrich
the curriculum and the mode of delivery of the CPTE curriculum.
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48