THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
IN-SERVICE EDUCATION AND TRAINING
STRATEGY FOR PRIMARY SCHOOL TEACHERS
2009-2013
2ND DRAFT
January, 2010
Foreword
The development of an In-service Education and Training (INSET) strategy for
teachers is an important undertaking in the process of improving quality and effective
element for quality improvement in any education system. Through In-service
Training programmes teachers are kept abreast on the ever changing teaching and
learning needs, making them effective.
The Education and Training Policy (ETP 1995) clearly stipulates that In-service
Training and re-training shall be compulsory to ensure teacher quality and
professionalism. Apparently, this requires provision of a well co-ordinated and
systematic In-service Training accessible to all teachers.
Currently INSET provision for teachers is inadequate in terms of co-ordination,
consistency and coverage. The Government is now committed to address these gaps
by putting in place and implementing a systematic and well co-ordinated INSET
system for teachers as a means to realise the national goal of ensuring equitable
access to quality basic education.
It is challenging to provide Continuous Professional Development (CPD) to all
teachers. In this regard, there is need to have modalities that will ensure
sustainability and cost effectiveness. However, effective implementation requires
change in mind- set, commitment and improved practices by all actors. This is a
challenge to all teachers who are the key actors to effectively engage in INSET
programme for their own professional growth and quality improvement in our
education system as a whole.
Furthermore, implementing this intervention requires combined efforts and support by
all stakeholders. I therefore urge all concerned parties to continue support and
cooperate with the government in order to realise the intended results.
Hamisi. O. Dihenga
Permanent Secretary
January, 2010
i
Table of contents
Foreword ..................................................................................................................................... i
ACKNOWLEDGEMENT ........................................................................................................ iii
1.0
1.1
1.3
1.4
1.5
1.6
INTRODUCTION ............................................................................................................ 1
Background and Rationale ................................................................................................ 1
INSET Strategy for Primary School Teachers .................................................................. 3
Goal ................................................................................................................................... 4
Main Objective ................................................................................................................. 4
Expected Outcome ............................................................................................................ 4
2.0
2.1
2.2
STRATEGIES, OBJECTIVES, OUTPUT AND ACTIVITIES ...................................... 5
INSET Strategies .............................................................................................................. 5
INSET Objectives ............................................................................................................. 6
3.0
3.1
3.2
3.3
3.4
3.5
3.6
INSTITUTIONAL ARRANGEMENT ............................................................................ 9
Central Level..................................................................................................................... 9
Zonal Level ....................................................................................................................... 9
Regional Level .................................................................................................................. 9
Council Level .................................................................................................................... 9
Ward Level ....................................................................................................................... 9
School Level ..................................................................................................................... 9
4.0
4.1
4.3
4.4
4.5
4.8
INSET ROLES AND RESPONSIBILITIES .................................................................. 11
School Level ................................................................................................................... 11
Ward Level ..................................................................................................................... 12
Council Level .................................................................................................................. 12
Regional Level ................................................................................................................ 13
Central level .................................................................................................................... 14
5.0
MONITORING AND EVALUATION OF THE STRATEGY ..................................... 16
6.0
FINANCING .................................................................................................................. 18
Bibliography ............................................................................. Error! Bookmark not defined.
ANNEX I.................................................................................................................................. 20
ii
ACKNOWLEDGEMENT
The In-Service Education and Training (INSET) strategy was made possible by the
support and contributions from a number of stakeholders including experts and
development partners, in education. The Ministry of Education and Vocational
Training (MoEVT) would like to thank all of them for their inputs.
Special appreciations go to UNICEF for their financial and technical support
throughout the process of developing the INSET Strategy.
The Ministry would also like to thank the three consultants, namely Dr. Mike Wort
from Pedium Education Consult, Sweden, Prof. Frank Hardman from York University
and Mr. Joseph. Mmbando, a retired officer from the Ministry of Education and
Vocational Training for their invaluable technical support and advice.
Further, the Ministry would wish to thank the Task Team that worked with the
consultants and came up with this comprehensive INSET Strategy for Primary
School Teachers (INSET-PST).
Last but not least I would like to thank Mrs Brenda Martin, for typing the manuscript.
It is my great expectation that this intervention will greatly contribute to enhanced
quality of education through improved classroom teaching and learning practices by
our teachers.
R.C. MASSENGA
DIRECTOR FOR TEACHER EDUCATION(MoEVT)
iii
Acronyms and Abbreviations
BEDC
CPD
DEO
DUCE
DP
EQUIP
ESDP
ETP
HIV and
AIDS
INSET
LGAs
MoEVT
NECTA
NGO
NTEAB
OUT
PEDP
PRESET
PMO-RALG
PSLE
QITWG
SEDP
TDMS
TIE
TRC
TTU
TWG
UDSM
UNICEF
UNESCO
UPE
CBO
TC
FBO
REO
TC
HR
ICT
IAE
ADEM
VETA
ZSI
NSA
INSET- PST
RS
Basic Education Development Committee
Continuous Professional Development
District Education Officer
Dar es Salaam University College of Education
Development Partner
Education Quality Improvement through Pedagogy
Education Sector Development Programme
Education and Training Policy
Human Immune Virus and Acquired Immune Deficiency
Syndrome
In-Service Education and Training
Local Government Authorities
Ministry of Education and Vocational Training
National Examination Council of Tanzania
Non Governmental Organization
National Teacher Education Accreditation Board
Open University of Tanzania
Primary Education Development Plan
Pre-Service Teacher Education
Prime Ministers’ Office-Regional Administration and Local
Government
Primary School Leaving Examination
Quality Improvement Technical Working Group
Secondary Education Development Plan
Teacher Development and Management Strategy
Tanzania Institute of Education
Teacher Resources Centre
Teachers Trade Union
Technical Working Group
University of Dar es Salaam
United Nations Children’s Fund
United Nations Education, Science and Culture
Organisation
Universal Primary Education
Community Based Organization
Teachers Colleges
Faith Based Organisation
Regional Education Officer
Tender Colleges
Human Resource
Information and Communication Technology.
Institute of Adult Education
Agency for Development of Education Management
Vocational Educational Training
Zonal School Inspector
None State Actors
In-service Training for Primary School Teachers
Regional Secretariat
iv
1.0
INTRODUCTION
1.1
Background and Rationale
The commitment of the Government of Tanzania to realise both international and
national goals for quality basic education for all has necessitated reforms in the
education sector. As a first step, the government adopted a sector-wide approach to
education development that launched the Education Sector Development
Programme (ESDP), 1997 to harmonise and guide the implementation. The subsector development plans including the Primary Education Development Plan (PEDP
I) 2002-2006; (PEDP II), 2007-2011 and the Secondary Education Development Plan
(SEDP I), 2004 -2009 and (SEDP II) 2009-2013; and the Teacher Development and
Management Strategy (TDMS, 2008-2013) were implemented.
On one hand, PEDP and SEDP aim at improving quantitative and qualitative aspects
of the respective sub-sectors. TDMS on the other hand, is a strategic tool to realise
the PEDP and SEDP objectives in areas of teacher demand and supply. Both PEDP
and SEDP have significantly improved quantitative aspects such as school
infrastructure and enrolment to school. Efforts also have been made under PEDP
and SEDP to improve quality aspects such as relevant curriculum; improving internal
efficiency such as teacher pupil ratios through expanded teacher training; and
provision of appropriate teaching and learning resources.
As a tool, TDMS embraces both qualitative and quantitative aspects of demand and
supply of teachers at primary and secondary school levels. Quantitatively, the
training of teachers has significantly increased to meet the demands of PEDP and
SEDP. Looking at the table bellow, the training of primary school teachers for the
period 2002-2006 more than doubled the training in the same period 1997-2001.
Training of secondary school teachers for the period 2004-2009 was equally
expanded to meet increasing demands of SEDP. However the qualitative aspects of
teachers’ preparations and professional support were inadequately addressed.
To ensure quality and effective teaching and learning, it is of paramount importance
to have teachers and teacher educators regularly and systematically In-Serviced.
Through In-Service programs teachers are kept abreast with the ever-changing
socio-economic, environmental and technological advancement as reflected in the
national policies, curriculum, school, society and individual needs. Moreover TDMS
describes the provision of In-Service education as inadequate for teachers, tutors
and education managers. It further describes the provision as ad-hoc and not
adequately coordinated at the all levels. It concludes that, provision takes on the
characteristic of being irregular and is not continuous and that there is an absence of
any overall strategic plan/ policy to coordinate INSET provision. It is from this
situation that the need rose for a systematic and well coordinated INSET provision for
all teachers in order to realise equitable access to quality education in Tanzania.
To address these gaps, TDMS sets among the priority objectives to ensure the
development of adequate quality primary school teachers through continued inservice education and training and professional growth. Thus the development and
1
implementation of the INSET Strategy for Primary School Teachers (INSET-PST) is
an effort of the Ministry to realise this priority objective.
Enrolment of teachers in TCs. for the period 1997-2006.
Year/Level
Certificate
Diploma
1997
5848
2621
1998
2968
1910
1999
2492
1948
2000
3303
2511
2001
8906
3600
2002
7136
4925
2003
22487
4693
2004
24873
5079
2005
16758
6282
2006
11609
7411
Source: BEST 1993-2001, 2002-2006.
Total
9136
6134
8252
11073
15561
12648
27700
30892
24015
19084
1.2 In-service Education and Training (INSET)
Teaching and learning is a complex process which requires teachers to make
informed decisions about teaching strategies and ways to support pupils’ learning.
Where as Pre-Service Education and Training (PRESET) opens the way to teaching,
In-Service education and training (INSET) is meant to enhance the skills, knowledge
and understanding of teachers for effective classroom practices. It further provides
opportunity for professional development to teachers in order to raise their academic
qualifications to competently address the educational challenges and compete
effectively in the open labour market. From this perspective INSET of teacher is a life
long learning process which begins with the initial preparation that a teacher receives
at a teachers’ college and continues until retirement. It is an ongoing process of
education, training, learning, and support activities that takes place in either external
or work-based settings (School-based) of the teacher.
The demand for INSET at all levels of education has been increasing each year. This
follows a number of reforms in the Tanzania education sector. Massive enrolment in
schools and teachers’ colleges were realised as a result of successful
implementation of PEDP and SEDP. While quality education is mostly a factor of
presence of adequate qualified teachers, the demand for teachers to fill PEDP and
SEDP requirements lead to eployment of new teachers some of whom were
untrained (licensed) and under-trained. Through INSET these teachers will have an
2
opportunity to upgrade and acquire professional qualifications in teaching. Also there
are those who have been teaching for a long time without any INSET.
Curriculum changes to competency based demands all teachers to be well informed
of the changes and equipped with relevant mind-set and skills to effectively and
competently deliver the changed curriculum.
The potential and power of Information communication technology (ICT) in the
teaching and learning process is another area that press demand on INSET for
teachers. Also INSET will keep teachers competent and qualified to acquire job from
the regional and sub-regional co operations including the SADC and EA regional co
operations.
The teaching force for primary schools is currently 157,185 (BEST, 2009). Provision
of INSET to such a huge number of teachers requires systematic planning in terms of
resources, addressing training needs of individual teacher, increasing teacher’s
effectiveness in school, administration of the program, monitoring and evaluation of
the learning process to ensure effective implementation to obtain the intended
results.
Taking into account the above needs and challenge, the INSET education and
training strategy is put in place to systematically guide regular and continued learning
of all teachers, starting with primary school teachers.
It is expected that through INSET, teachers will be able to implement valued changes
in their teaching and leadership behaviours, enabling them to educate their pupils
more effectively and achieve agreed balance between individual, school and national
needs
.
1.3
INSET Strategy for Primary School Teachers
Before embarking on the processes to formulate the INSET Strategy, MoEVT with
support from UNICEF conducted a baseline study to collect valid and reliable data
(both qualitative and quantitative) to assess the quality of teaching and learning in
public primary schools in Tanzania. The main purpose of the study was to identify
key issues and set priorities that need to be addressed when developing the strategy
and operational plan.
Classroom observations revealed that despite attempts to enrich teaching repertoires
through pre-service training, classroom teaching was predominantly “teacher chalk
3
and talk”. Experience shows that this type of teaching approach leads to rote learning
contrary to the current competence-based curriculum and assessment. Despite
these challenges, the study also revealed that the majority of teachers had not had
appropriate INSET opportunities to improve the quality of their interactive teaching. In
addition, the study revealed that teachers face difficulties in the preparation of
teaching and learning materials; managing large class sizes and pupils with varied
learning needs, mastery of subject matter specifically science, mathematics and
language subjects.
It was generally learnt that the existing teaching and learning conditions do not easily
support learner centred methods. Thus, development of an INSET strategy was
necessary to address the existing gaps in the teaching and learning process.
1.4
Goal
The overall goal of the INSET Strategy is to promote continuous improvement of
primary school teachers to effectively teach in pre-primary and primary schools. It is
anticipated that the National INSET Programme will contribute to effective classroom
teaching and learning in schools and ultimately improve the quality of education in
the country.
1.5
Main Objective
To ensure a systematic in-service education and training and professional growth of
primary school teachers.
1.6
Expected Outcome
The expected outcome is improved quality of primary education through effective
classroom teaching and learning.
4
2.0
STRATEGIES, OBJECTIVES, OUTPUT AND ACTIVITIES
2.1
INSET Strategies
The main strategy focuses on improving the quality of teaching and learning through
school-based INSET using open and distance learning approach. The mode
encompasses a mentorship, self-study and face-to-face sessions for effective
Continuous Professional Development (CPD) of all primary school teachers. It is
intended to enhance and provide support to the professional learning development of
teachers in ways that strengthen their practice, support professional leadership and
ongoing improvement within the education sector. Both Local Government
Authorities and schools will have greater roles in the implementation, while the
Central Government shall be concerned with policy, planning, development of INSET
modules, monitoring, evaluation of implementation and designing incentive
mechanisms. Financing of INSET will be done both at national and local levels.
To ensure success, the Government will improve the school environment to
sufficiently support teachers taking part in the INSET. The following change
management principles will be emphasized for effective implementation:
 create a new sense of purpose and accountability;
 develop strong communication line for broader understanding of the system
and expected outcome;
 create greater ownership of the system, especially at council and school level;
 strengthen education leadership and accountability at all institutional levels;
and
 involve all teachers so that they can benefit from INSET through providing a
variety of learning opportunities suited or matched to their needs and
resources.
The main strategic objective is to provide Continuous Professional Development
(CPD) for teachers in a collaborative manner. This embraces the concept of a
professional development framework that covers all aspects of professional
development for all teachers and link PRESET and INSET programmes.
A School-based Development Model of INSET shall be implemented to assume
greater responsibility of the teachers for INSET activities and networking. The
adoption of a Professional Development Framework shall ensure that all those
involved in INSET are accountable for the work they have been assigned. The
important issue is to raise the quality and standards of the education system.
For the changing pedagogic practice in the classroom, continuous professional
development programmes for teachers (CPD) will be implemented. The programme
will pay attention to the following needs: extending teachers’ knowledge,
understanding, skills and abilities. A framework for CPD based at the school / school
clusters will comprise three areas that are:
 Individually focused – activities focusing on individual needs and career plans;
 School based–activities in areas that are decided upon by the school using
National guideline/programme to tailor their own specific needs
 National (MoEVT) / Council-focused – activities that meet the demands of
national initiatives.
5
The linkage between school/cluster-based CPD component is shown in Figure 1.
Individually focused:
Professional skills and subject
support based on needs
Schools & Teachers
take responsibility as
reflective practitioners
Cluster Centre/TRC
National and District
focused:
National initiatives, cluster
networks professional links
School focused:
School improvement
based on the school
development plan
Figure 1: Continuous Professional Development (CPD) Framework
School clustering model will be used and school-community linkages will be
established. The teachers in these schools will meet at a particular convenient place
(study centres) such as TRCs and cluster centres where INSET will be provided.
Key institutions in education service provision will be engaged. These include; TCs,
TIE, IAE, NECTA, ADEM, VETA, NGOs and Universities with School of Education.
The purpose is to utilise the expertise of these institutions to bring significant impact
in the implementation of the INSET strategy. Clearly, managing change requires
structured planning with action plans, clear communications, clear roles and capacity
building at all levels. The implementation of the strategy will optimise the use of
participatory approaches.
2.2
INSET Objectives
There are four objectives to guide the implementation of the INSET strategy. A
number of outputs and activities are set in line with the stated objectives.
Objective One: Provide systematic opportunities for teachers to improve their
professional knowledge and competencies
6
Outputs:
1) An established, functioning and well supported school-based system of INSET
in all schools with Council-based support close to the School established.
2) Teachers taking part in a variety of continuous professional development
activities that contributes to improving the quality of education in the
classroom and the school.
Activities will engage all teachers and heads in discussion groups, peer observation
and feedback, collaborative planning, co-operative work on school planning and
school improvement, coaching, mentoring, and networking. Teachers shall be
encouraged to become involved and connected to one another through such
activities at their schools and in the cluster schools and councils so that they become
active members of a support network of education professionals and learn
collectively from one another.
Therefore, a lifelong learning system focusing on both content knowledge and
content-specific pedagogy shall be implemented. The system shall encourage a
gradual move towards teachers using greater interactive teaching and learning
strategies. Activities that involve teachers themselves in active problem solving and
reflecting upon their beliefs and practices shall be adopted. It will provide
professional development opportunities for all teachers to consider the implications of
their classroom practices and be able to practice new methodologies appropriately.
Key activities are to:
1)
Develop guidelines for INSET delivery;
2)
Establish INSET institutional arrangement for effective INSET delivery for all
teachers;
3)
Establish cluster study centres;
4)
Develop Communication Strategy to inform beneficiaries and key actors of
INSET purpose objective and Implementation process;
5)
Set Continuous Professional Development Frame work for teachers (CPD);
It is anticipated that involvement in INSET activities would provide a major incentive,
motivating teachers to demonstrate their competence, and to fully participate in
continuous professional development, which would become a key step on a career
path within primary education leading to greater responsibility, professional expertise
and remuneration.
Objective Two: Enhance the qualifications of teachers
Output: A clear core teacher competences and benchmarks that underpin
qualification excellence in Tanzania that are ‘fitness to purpose’ and relate to
expected conditions established.
The key activities are to:
1)
Develop teacher competencies and performance indicators;
2)
Develop training modules; for enhancing qualifications.
3)
Design and produce e-learning materials of INSET modules
4)
Provide learning and training opportunities appropriate to the situation and
context of the school including using ICT;
7
Objective Three:
Output:
Raise the morale of teachers to participate in INSET
programmes
A well developed system of incentive and a set of procedures to
professionally accredit CPD activities established.
Rewarding performance and achievements is an integral part of performance
management systems. A system for the accreditation of CPD activities undertaken
by teachers shall be established. This shall involve the active co-operation of all the
TCs, Universities, NECTA and other awarding bodies. Furthermore, a system that
reflects achievements and is supportive of professional development activities
undertaken by teachers shall be established.
The key activities are to:
1)
Develop a system of accreditation and reward linked to fulfilment of CPD
activities and linked to teachers’ pay progression;
2)
Develop a system of teacher portfolios to record involvement in CPD activities;
3)
Develop an annual teacher assessment where teachers need to demonstrate
performance against all of the professional standards at their current level
before they can progress to the next level on the salary scale.
Objective Four: Improve management of INSET at all institutional levels
Outputs
1) Effective management of INSET at all institutional levels; and
2) A functioning institutional communication system for effective delivery of
INSET.
Information and Communication Technology (ICT) will be used to enhance
management and easy interaction between teachers and educators.
The key activities are to:
1. Strengthen the INSET unit in MoEVT to be able to plan and manage the
INSET and CPD developments;
2. Build the capacity of the school inspectors, ward co-ordinators, head teachers
and council INSET coordinators to respond to the school-based teacher
development;
3. Build capacity of teachers to use ICT facilities for implementation of INSET
activities;
8
3.0
INSTITUTIONAL ARRANGEMENT
The institutional arrangement takes into consideration the important linkages within
the education sector for effective implementation and sustainability of the INSET
strategy. The system of support and management of the INSET strategy
encompasses different levels where support should be placed and main structural
positions from the central level to school level. At each institutional level there will be
an INSET coordinator. Figure 2 illustrates the system of INSET Linkages and
Coordination.
3.1
Central Level
At the central level MOEVT is linked to PMO-RALG. While MOEVT provides general
policy guide, INSET programmes and monitors progress, PMO-RALG deals with
implementation of education programmes and management of Schools including
teachers. The Teacher Education Department will coordinate the whole process of
the INSET strategy while other key departments and institutions (TIE, NECTA,
ADEM, IAE, Universities and University Colleges of Education) will provide their
expertise to maximise quality and effectiveness of the strategy.
3.2
Zonal Level
The Zonal Chief Inspector of Schools will link with the Central level to monitor
implementation according to the required standards.
3.3
Regional Level
The REO will link with the PMO-RALG and MOEVT to monitor and support
implementation of the strategy at the regional level. In order to have a strong change
agent at the Regional level, one of the Regional Education officials will coordinate the
INSET activities.
3.4
Council Level
The DEO (Primary Schools) is the manager of primary education in the Council.
Since the INSET strategy is council-based, the district will be linked to the Central,
Zonal, Regional, and lower levels. In order to have a strong change agent at the
district level, one of the district education officials will coordinate the INSET activities
in the district and link with TCs, TRCs, Ward and NGOs. Also District Chief Inspector
of Schools will link with Zonal Inspector and cooperate with the DEO to monitor the
implementation.
3.5
Ward Level
The WEC is responsible for the educational issues at the ward level. Thus, the Ward
will link with the DEO and District School Inspector and also link with TRCs/cluster
and Primary schools.
3.6
School Level
The INSET strategy will be implemented using a school-based and whole school
development model. This model emphasises INSET activities to take place at the
9
school, Cluster/TRC, and ward levels. In this regard, the school will link with the
Ward, TRCs/Cluster, TCs, NGOs and CBOs in providing INSET.
MoEVT (TED)
PMO-RALG
TIE, ADEM, NECTA, IAE,
School/College of
Education
ZONAL
INSPECTORATE
REGIONAL EDUCATION
OFFICE
TEACHERS’
COLLEGES
DISTRICT EDUCATION
OFFICE
DISTRICT
INSPECTORATE
WARD EDUCATION
COORDINATOR
ZONAL/TC TRCs
TRC/Cluster
PRIMARY SCHOOLS
Figure 2:
INSET Linkages and Coordination
10
4.0
INSET ROLES AND RESPONSIBILITIES
The Government’s goal of broadening democratic participation and accountability at
lower levels demands increased involvement of all stakeholders. The key players in
INSET implementation are the Central Government, Development Partners (DPs),
Local Government Authorities (LGAs); Non-Governmental Organisations (NGOs),
Community Based Organizations (CBOs), Teachers Trade Union (TTU) and
Community.
The MoEVT will continue to focus on policy and legislation formulation, coordination,
quality assurance, setting standards, developing INSET programmes and modules as
well as monitoring and evaluation. Implementation roles and responsibilities will be
devolved to key actors at each level. The key actors are: Head teacher; School
committee- Chair person;, Ward Education Coordinator; TRC Coordinator/Cluster
Coordinator, District Education Officer (Primary); District School Inspector; College
Principal; Zonal college TRC Coordinator; Regional Education Officer; Zonal Chief
Inspector of Schools; Director of Teacher Education Department (MoEVT);
Coordinator of Education (PMO-RALG), NSA will also be involved in the provision
and advocacy of INSET. The outlined roles and responsibilities of each key actor are:
4.1
School Level
4.1.1 Head Teacher
The roles and responsibilities of the head-teacher will be to:

Prepare a Whole School Development Plan to include INSET activities;

Prepare annual continuous professional development plans;

Organise and finance School-based INSET;

Identify INSET training needs for teachers;

Identify appropriate modules and mentors for school-based INSET;

Keep records of INSET provision and activities; and

Report to WEC on INSET provision

Sensitize teachers to join INSET programmes.
4.1.2 School Committee- Chair person
The roles and responsibilities of the chair person will be to:

Participate in developing whole school development plan and support its
implementation;

Support school-based INSET; and

Mobilize community to support INSET.
11
4.2
TRC/Cluster Level
4.2.1 TRC/Cluster Coordinator
The roles and responsibilities of the TRC/Cluster Coordinator will be to:

Support professional development in the Cluster and manage INSET activity;

Conduct INSET programmes at TRC;

Report to WEC on INSET provision;

Mentoring and couching primary school teachers;

To link with DEOs and Teachers College on INSET provision and progress;

Create supportive environment for INSET provision.
4.3
Ward Level
4.3.1
Ward Education Coordinator (WEC)
The roles and responsibilities of the WEC will be to:

Co-ordinate the formulation of Whole School Development Plans within the
Ward including INSET;

Identify INSET priorities for school development plans and to assist schools in
the planning process;

Compile INSET training needs and keep records for teachers in the Ward;

Support professional development in the ward;

Identify TRCs and venues for INSET activities;

Identify INSET facilitators;

Report to DEO and District Inspector of Schools on INSET progress and
provision; and

Monitor and evaluate INSET provision at schools.
4.4
Council Level
4.4.1 District Education Officer (Primary Education)
The roles and responsibilities of the DEO will be to:

Prepare and consolidate annual professional development plans from wards;

Develop education development plan including INSET;

Prioritise INSET training needs at Council level;

Consolidate budgets for professional development programs for teachers;

Coordinate and finance INSET at council level;

Organize annual community sensitization for support of INSET;

Monitor and evaluate INSET provision at schools and wards;

Report to REO on INSET provision; and
12

Report to MoEVT and PMO-RALG on all issues pertaining to INSET
4.4.2 District Inspector of Schools (DIS)
The roles and responsibilities of the DIS will be to:

Observe and support teachers and pupils at work;

Asses and provide feedback on the quality of INSET provision.

Identify salient issues and needs for INSET.

Ensure Whole School Development Plan is intergraded with INSET.

Link with the DEO on issues pertaining to INSET.

Provide outreach support for INSET in Ward and schools;

Monitor and evaluate INSET provision at schools; and Report to MOEVT on
INSET provision.
4.5
Regional Level
4.5.1 Regional Education Officer (REO)
The roles and responsibilities of the REO will be to:

Coordinate and consolidate the development of councils’ annual Professional
Development Plans including INSET;

Support and advice councils on INSET initiatives;

Monitor and evaluate INSET provision and activities undertaken at councils;
and

Report to PMO-RALG and MoEVT on INSET provision;

4.6
Zonal Level
4.6.1 Zonal Chief Inspector of Schools
The roles and responsibilities of the ZCIS will be to:

Monitor teachers and tutors’ competencies for quality INSET provision in the
zone;

Provide support to TCs to plan and provision of INSET according to needs;
and

Report to MoEVT on INSET provision.

4.7
Teachers’ College
4.7.1
College Principal
The roles and responsibilities of the college principal will be to:

Set-up INSET unit;

Organize INSET programs for professional development of teachers;
13

Prepare INSET plans and budgets;

Monitor and evaluate INSET;

Facilitate the Development of School-based INSET;

Provide outreach support for INSET at schools;

Monitor and evaluate INSET provision at schools; and

Report to MoEVT on INSET provision and progress.
4.7.2 Zonal College TRC
The roles and responsibilities of the Zonal TRC coordinator will be to:

Training of trainers for District councils;

Plan provision of INSET at Zonal level; and

Coordinate and distribute training materials for INSET.
4.8
Central level
4.8.1 Ministry of Education and Vocational Training
The roles and responsibilities of the Director of Teacher Education will be to:

Create a National INSET System responsible for planning, budgeting and
oversight;

Support technical and professional capacity of central, college principals and
tutors, Inspectors, Councils and Regions Education Officers;

Develop National Communication Strategy;

Coordinate development of national level INSET programmes;

Prepare National INSET action plans coherent with PRESET;

Prepare INSET materials (guidelines, manuals and Modules);

Develop HR Strategy for Capacity Building (Build capacity of INSET
personnel);

Develop Teacher Competencies & Benchmarks;

Develop Incentive and Accreditation System;

Collaborate with PMO-RALG to monitor, evaluate, and review INSET provision
activities;

Collaborate with PMO-RALG to Consolidate and distribute National INSET
reports to various education stakeholders; and

Collaborate with key institutions namely TIE, IAE, ADEM, NECTA, VETA,
Universities and University Colleges of Education to support INSET provision.
4.8.2
Prime
Minister’s
Office-Regional
Government
4.8.2.1
Coordinator of Primary Education
14
Administration
and
Local
The roles and responsibilities of the Coordinator of Primary Education will be to:

Coordinate and consolidate Regional and Council INSET plans and budget;

Support and advise Regions and Councils on INSET provision;

Collaborate with MoEVT to monitor, evaluate, and review INSET provision and
activities; and

Collaborate with MoEVT to consolidate and distribute National INSET reports
to various education stakeholders.
4.9
Development Partners (DPs) and other Funding Agencies
The responsibilities of DPs and other funding agencies will be to:
 Support government efforts to provide systematic INSET for all teachers; and

4.10
Participate in joint INSET review meetings.
Non-State Actors (NSAs)
NSAs include Non-Governmental Organisations (NGOs), Community Based
Organisations (CBOs) and Faith Based Organisations (FBOs).
Their responsibilities will be to:

Participate effectively in identifying needs and support implementation,
monitoring and evaluation of INSET;

Participate in joint review meetings;

Contribute experience, expertise, human, financial, technical and material
resources to the improvement and provision of quality INSET; and

Advocate for innovations and solicit funds for INSET provision.
15
5.0
MONITORING AND EVALUATION OF THE STRATEGY
Regular feedback on the achievements made and challenges faced in the
implementation of INSET strategy shall be obtained on quarterly, mid and annual
basis, depending on the commencement of the implementation of a specified
objective.
A national monitoring and evaluation framework comprising of nationally agreed
indicators set for each specific objective, shall be developed to guide the practices by
each actor. Guided by this framework, tools for conducting monitoring and evaluation
will be developed.
The national monitoring and evaluation indicators for each strategic objective are as
follows:Objective One: Provide systematic opportunities for teachers to improve their
professional knowledge and competencies
Indicators:

School INSET plans;

Number of Teachers engaged in CPD/ INSET programme by gender;

Institutionalized INSET at School/Council levels;

Ratio of facilitator to teachers engaged in INSET;

Frequency of teacher participation in INSET;

Teacher support system; and

Physical distance between schools and INSET centres.
Objective Two: Enhance the qualifications of teachers
Indicators:
Competencies in pedagogical skills such as:

Dealing with varied situations such as large and small class sizes, children
with special learning needs especially those infected/affected with HIV and
AIDS, street children, refugees and orphans;

Competencies in reflective classroom practices child centred teaching and
learning and planning for improvement;

Competences on subject master/content knowledge; and

Competencies in monitoring, assessing, recording and reporting children’s
progress and using this information to inform further planning.
Objective Three: Raise the morale of teachers to participate in INSET
programmes
16
Indicators:

CPD accreditation criterion;

Reward criteria for teachers’ participating in continuous professional
development;

CPD record keeping for teachers; and

Annual teacher performance rewarding platform.
Objective Four: Improve management of INSET at all institutional levels
Indicators:

INSET coordinators at different levels;

List of roles and responsibilities at all levels for CPD;

Training programs for all key players;

Relevant materials for reliable communication on INSET; and

Number of trained personnel.
Each actor will produce and submit quarterly and annual reports to the immediate
supervisor for further processing. Annual national evaluation will be conducted by
the Ministry of Education and Vocational Training in collaboration with all key actors.
Collaborative evaluation between Government and other stakeholders including DPs,
shall be conducted in between programme implementation to assess progress and
establish gaps to improve implementation practices.
A summative evaluation will be conducted at the end of the programme to establish
level of achievements and plan for further development.
17
6.0
FINANCING
INSET activities for primary school teachers are inadequately funded both at national
and local levels. Thus, efforts to solicit adequate funds from the national budget local
government revenues and other stakeholders will be made to ensure continuous
professional development for all teachers.
Financing of the strategy will adopt the General Budget Support (GBS) system. This
is meant to increase donor support through sharing of information on resource
mobilisation and allocation by Government and Development Partners (DPs). It is
also in line with the Government decision to enhance accountability and transparency
in the management of public resources through the joint sector review of
performances in the context of GBS annual review.
Further opportunities will be explored both at national and international levels to
mobilise funds from other sources that do not provide financial support to education
activities through GBS. Other potential in-country funding stakeholders including
private sector, NGO’s, CBOs, FBOs and individuals that share interest with MoEVT
and Government role of service provision will be explored. The community through
village/mtaa authorities and school committees will be sensitized to contribute to the
school development including teachers’ professional development. To create value
for INSET programme, teachers will take the lead in the implementation of schoolbased INSET plan by sharing the cost.
The initial budget for INSET Strategy 2009-2013 is Tshs. 5,341,075,056.00 (Annex I).
This is a national budget covering preparations and initial program implementation in
14 councils including 7 MoEVT/UNICEF learning districts. For scale-up and
continuity, councils will mainstream and budget for INSET activities.
Financial mobilization and management guideline will be developed to ensure
availability and proper use of funds.
18
19
ANNEX I
ACTION PLAN AND BUDGET FOR PRIMARY SCHOOL TEACHERS INSET STRATEGY 2009 – 2013
KEY ACTIVITY
YEARS
SUB-ACTIVITY
TOTAL
ACTORS
2009/10
2010/11
2011/12
2012/13
Objective 1: Provide systematic opportunities for teachers to improve their professional knowledge and competencies
Develop guidelines for
INSET delivery, including
guidelines for equipping
TRC/cluster study
centres.
Establish INSET
institutional arrangement
for effective INSET
delivery for all teachers.
Establish cluster study
centres.
Develop Communication
Strategy to inform
beneficiaries and key
actors of INSET purpose,
objective and
Implementation process.
To conduct 14 day Workshop to
20 participants at National level
to prepare INSET Guidelines.
36,000,000
-
36,000,000
-
72,000,000
Activity Total
To conduct 5 days orientation
session to 50 stakeholders per
district on guidelines for INSET
operationalisation, roles and
responsibilities of actors.
36,000,000
-
36,000,000
-
72,000,000
28,200,000
-
28,200,000
-
56,400,000
Activity Total
Mapping of TRCs/cluster study
centres (prepararion of
instruments, field visit and report
writing).
Activity Total
A 10 days for 14 experts
workshop to prepare content for
adverts. (fliers, leaflets,
calendars, newsletters,
magazines, scripts for Radio
and TV).
Production of advertisements
and programmes
TV/Radio advertisements.
28,200,000
-
28,200,000
-
56,400,000
143,260,000
-
201,780,000
-
345,040,000
143,260,000
-
201,780,000
-
345,040,000
-
18,880,000
-
18,880,000
37,760,000
-
70,000,000
-
70,000,000
140,000,000
-
187,200,000
-
187,200,056
374,400,056
20
MOEVT/TED;
PMO-RALG;
MOFEA; DED
MOEVT/TED;
PMO-RALG;
PO-PSM
MOEVT/TED;
PMO-RALG;
DED
MOEVT/TED;
PMO-RALG;
DED
KEY ACTIVITY
YEARS
SUB-ACTIVITY
2009/10
Distribution/dissemination of
advertisement materials.
Activity Total
Set Continuous
Professional Development
Framework for teachers
(CPD).
To conduct 5 day Workshop to
20 participants at National level
to prepare framework outline.
To conduct 10 days Workshop
to 30 participants at National
level to develop the framework.
To conduct 2 day CPD
framework dissemination
Workshop to 100 stakeholders.
Activity Total
Total Objective 1
2010/11
TOTAL
2011/12
ACTORS
2012/13
-
68,000,000
-
68,000,000
136,000,000
-
344,080,000
-
344,080,056
688,160,056
MOEVT/TED
-
-
14,300,000
-
14,300,000
-
-
36,600,000
-
36,600,000
-
-
35,800,000
-
35,800,000
-
-
86,700,000
-
86,700,000
207,460,000
344,080,000
352,680,000
344,080,056
1,248,300,056
Objective 2: Enhance the qualifications of teachers
Develop teacher
competencies and
performance indicators.
To conduct 7 days working
session to 20 participants at
National level to review Teacher
Competencies and Performance
indicators.
To conduct 2 days
dissemination workshop for 70
stakeholders at National level on
Teacher Competencies and
Performance indicators.
To conduct 5 days refining of
Teacher Competencies and
Performance indicators working
session for 7 participants.
17,800,000
-
-
-
17,800,000
27,000,000
-
-
-
27,000,000
6,145,000
-
-
-
6,145,000
21
MOEVT/TED;
DPs; NGOs/
CBOs;
PO-PSM
KEY ACTIVITY
YEARS
SUB-ACTIVITY
2009/10
To conduct 2 days orientation
session to MOEVT and PORALG management on the
National Teacher Competence
Framework and benchmarks (30
participants).
To conduct 6 meetings for
approval of the National Teacher
Competence Framework and
benchmarks (30 participants
each meeting).
Production of National Teacher
Competence Framework and
benchmarks.
Activity Total
Develop training modules;
for enhancing
qualifications.
2010/11
TOTAL
2011/12
ACTORS
2012/13
14,800,000
-
-
-
14,800,000
4,820,000
-
-
-
4,820,000
7,000,000
-
-
-
7,000,000
77,565,000
-
-
-
77,565,000
To conduct 7 days working
session of 24 experts at National
level to prepare outlines for
Science, Maths, English and
pedagogical modules, and
modules for programme and
school managers.
To conduct 28 days working
session for 36 experts at
National level to develop the
modules.
To conduct 10 days modules
pre-testing session involving 10
experts and 30 teachers.
To conduct 5 days refining
working session for 10 experts.
Production of modules( hard
copies)
MOEVT/TED
21,640,000
-
-
-
21,640,000
116,030,000
-
-
-
116,030,000
30,010,000
-
-
-
30,010,000
10,135,000
-
10,135,000
-
20,270,000
35,000,000
-
35,000,000
-
70,000,000
Activity Total
212,815,000
-
45,135,000
-
257,950,000
22
KEY ACTIVITY
YEARS
SUB-ACTIVITY
2009/10
Design and produce elearning materials of the
modules
Consultancy
Provide learning and
training opportunities
appropriate to the
situation and context of
the school including using
ICT.
To conduct 2 days planning
session for 35 national
facilitators.
Activity Total
Orientation of 700 teachers in 14
selected districts on the
developed modules.
Activity Total
Total Objective 2
2010/11
TOTAL
2011/12
50,000,000
-
50,000,000
-
100,000,000
50,000,000
-
50,000,000
-
100,000,000
12,350,000
-
360,815,000
-
373,165,000
-
713,545,000
-
ACTORS
2012/13
-
24,700,000
-
360,815,000
12,350,000
-
385,515,000
107,485,000
-
821,030,000
12,350,000
-
MOEVT/TED
MOEVT/TED;
PMO-RALG;
DED;
NGOs/ CBOs
Objective 3: Raise the morale of teachers to participate in INSET programmes
Develop an annual
teacher assessment
where teachers need to
demonstrate performance
against all of the
professional standards at
their current level before
they can progress to the
next level on the salary
scale.
Develop guidelines/tool for
teacher assessment.
30,775,000
-
-
-
30,775,000
To conduct 10 days pre-testing
session of the guidelines/tool.
24,800,000
-
-
-
24,800,000
To conduct 5 days refining
session for 10 experts.
8,850,000
-
8,850,000
-
17,700,000
Production of guidelines/tool of
assessment.
2,000,000
-
2,000,000
-
4,000,000
66,425,000
-
10,850,000
-
77,275,000
Activity Total
23
MOEVT/TED;
PMO-RALG;
DED
KEY ACTIVITY
YEARS
SUB-ACTIVITY
2009/10
Develop a system of
accreditation and reward
linked to fulfilment of CPD
activities and linked to
teachers’ pay
progression.
To prepare ToR for developing
standards on the following
areas: teacher trainee
competencies, tutors
competencies, teachers colleges
minimum standards, teacher
education programmes.
To develop and harmonise
standards of teaching profession
in the following areas: teacher
trainee competencies, tutors
competencies, teachers colleges
minimum standard, teacher
education programmes,
teachers progression (vertical
and horizontal).
To convey a stakeholders
meeting involving PO-PSM,
TSD, MOEVT, PMO-RALG,
NACTE, NECTA, TIE, ADEM,
IAE, TCU, TCs, TTU, NGOs,
DPs, … to disseminate the
standards.
Activity Total
Develop a system of
teacher portfolios to
record involvement in
CPD activities.
To develop instruments to
collect information on teachers'
involvement in CPD activities.
To conduct 5 days workshop for
instrument pre-testing and
review.
Production of instruments
Activity Total
2010/11
TOTAL
2011/12
ACTORS
2012/13
MOEVT/TED;
TIE, NECTA,
NACTE, TCU
-
-
-
-
74,000,000
74,000,000
-
-
-
103,130,000
103,130,000
-
-
14,300,000
177,130,000
191,430,000
-
-
30,275,000
-
30,275,000
-
-
22,875,000
-
22,875,000
-
-
1,000,000
-
1,000,000
-
-
54,150,000
-
54,150,000
24
14,300,000
-
14,300,000
-
MOEVT/TED;
PMO-RALG;
DED
KEY ACTIVITY
YEARS
SUB-ACTIVITY
2009/10
66,425,000
Total Objective 3
2010/11
-
TOTAL
ACTORS
2011/12
79,300,000
2012/13
177,130,000
322,855,000
Objective 4: Improve management of INSET at all institutional levels
Strengthen the INSET unit
in MoEVT to be able to
plan and manage the
INSET and CPD
developments.
Build the capacity of the
school inspectors, ward
co-ordinators, head
teachers and INSET
coordinators to respond to
the school-based teacher
development.
Training of 7 MOEVT officials on
management of INSET for 15
days.
Study visit for 7 MOEVT officials
on management of INSET for 15
days.
Equipping the MOEVT INSET
unit.
Equipping/furnishing INSET
units at 34 Teachers Colleges
Activity Total
Training REOs, DEOs, DSIs,
CZSI, PMO-RALG officials,
Head Teachers, WECs,
TRC/cluster coordinators, and
College Principals at ADEM in
phases.
Activity Total
Build capacity of teachers
to use ICT facilities for
implementation of INSET
activities.
To be covered under the
Framework for ICT use in
Teacher Professional
Development in Tanzania
Activity Total
Total Objective 4
MOEVT/TED
157,535,000
157,535,000
157,535,000
157,535,000
630,140,000
87,535,000
87,535,000
87,535,000
87,535,000
350,140,000
-
145,400,000
145,400,000
145,400,000
436,200,000
-
204,000,000
204,000,000
204,000,000
612,000,000
594,470,000
594,470,000
594,470,000
2,028,480,000
245,070,000
MOEVT/TED;
PMO-RALG;
DED
-
429,850,000
-
-
429,850,000
-
429,850,000
-
-
429,850,000
-
-
-
-
-
-
-
-
245,070,000
-
1,024,320,000
-
-
Objective 5: Monitoring and evaluation of INSET
25
594,470,000
-
594,470,000
-
MOEVT/TED;
PMO-RALG,
DED
2,458,330,000
KEY ACTIVITY
YEARS
SUB-ACTIVITY
2009/10
To develop Monitoring
and evaluation of INSET
Annual Monitoring and
Evaluation
Delop Monitoring and Evaluation
framework and instruments.
To conduct 3 days pre-testing
session of the instruments.
To conduct 4 days refining
session for 10 experts.
Activity Total
TOTAL
2011/12
25,300,000
-
-
-
25,300,000
9,400,000
-
-
-
9,400,000
9,700,000
-
9,700,000
9,700,000
29,100,000
44,400,000
-
9,700,000
9,700,000
63,800,000
-
21,800,000
21,800,000
21,800,000
65,400,000
21 days for data collection and
report writing
-
60,120,000
60,120,000
60,120,000
180,360,000
Dissemination of Monitoring and
Evaluation report
-
27,000,000
27,000,000
27,000,000
81,000,000
-
50,000,000
50,000,000
100,000,000
-
158,920,000
108,920,000
158,920,000
426,760,000
158,920,000
118,620,000
168,620,000
490,560,000
Total Objective 5
44,400,000
-
1,276,900,000
1,527,320,000
26
ACTORS
2012/13
Orientation session for
familiarization of M&E
instruments
Process consultancy for annual
and joint Monitoring and
Evaluation
Activity Total
Grand Total
2010/11
-
1,252,555,000
1,284,300,056
5,341,075,056
MOEVT/TED;
PMO-RALG
MoEVT/TED;
PMO-RALG;
DED; DPs,
NGOs/CBOs;
MoFEA