ED - IMPROVEMENT AGENCY
REPORT OF
TEACHER TRAINING SEMINAR AT FRANCIS MARIA LIBERMANN
SCHOOL, ZANZIBAR
FROM 7TH – 8TH JUNE, 2013.
Facilitated & Recorded by
FRED DAVIDSON SICHIZYA
STEPHEN M.M. MWINUKA
MOBILE: + 0255 762650377
MOBILE +255 768401789
E-Mail: fredsichizya@gmail.com
E-Mail: garlandsteven0@gmail.com
1.0 INTRODUCTION
The ED-IMPROVEMENT AGENCY holds the creed that tthe workforce of the nation is mainly a
product of the classroom teacher. Both the employers and employees have learned the applicable
knowledge and skills mainly by being taught by the teacher.
Teaching profession is a basic profession responsible for the country’s economic, cultural and
technological development. Teaching is a noble profession, and in real life, everybody teaches someone
something in one way or the other.
The professional life of a teacher is synonymous with the teacher’s own length of career of dedication
to the youth and his/her own teaching career the world around him and his/her education colleagues.
0
It is within this light that the Head of Francis Maria Libermann School (FMLS) Rev Sr. Imelda Mushi
on behalf of the Catholic Diocese of Zanzibar organised a two day teacher seminar within the school
premises from 7th to 8th June, 2013. The seminar drew 29 particpants from among the teaching staff.
Two trainers cum - consultants from the ED-IMPROVEMENT AGENCY trainers facilitated the
training.
2.0 OBJECTIVE OF THE WORKSHOP
The seminar aimed at;
a) exposing teachers to a wider dimensions in understanding the who the teacher is as well as
his/her prifession in the society.
b) Discussing with teachers the meaning of and application of education competences in teaching
and assessment in the ckassroom interactions.
c) Involing teachers in trial peer teaching to demonstrate the application of competence based
teaching/learning (CBT/L) and of competence based assessment (CBA).
3.0 THE TRAINING PROCESS
3.1 Opening of The Seminar By The HOS Rev. Sr. Imelda Mushi
The Head of school Sr.I.Mushi officiated the training and welcomed both the facilitators
and participants. These groups of people introduced themselves.
She pointed out that the intention ofb management of both the school and of the owner was
to improve teachers’ skills in working with childern. The ultimate goal of this intention is to
improve school perfomance in examinations at various levels as well preparing students to
be good citizens.
She expressed her expectation that teachers would benefit from the training. In order to
realize those dreams she reprimanded to both be punctual as well as effectivelly participate
in the worksop activities.
3.2 Leadership Of The Seminar - Nyandwi, Fairness
The participants set their own workshop rules that were to govern seminar processes,
discipline andinteractions in order to meet the set objectives. The rules were:
a) Pactuality to workshop activities
1
b) Cellphones be set at vibration level
c) Full participation
d) Respect other particupants’ ideas
3.3 Paper Presentations
There were three papers presented and discussed during the seminar as per timetamble (See
appendix A).
a) The first paper was on Teacher Professional Development (TPD)
The key issues shared included:

A professional teacher is a TC graduate as well as a continually
practicing educationist.

He/she is supposed to understand that the main responsibility is to guide
the child to learn and live better.

He/she has to abide to certain rules and codes of conducts of the
profession which are necessary to make the school community a
successful community.

Teachers are supposed to promote reading culture among themselves and
among student community.

School authorities should create opportunities for teachers’ continuous
professional development.
Lessons learnt:
 Seminar participants appreciated that they need to learn more on how to
guide their learners in order to perfect themselves so that the latter can
perform better academically.
b) The second paper was Competence Based Teaching /Learning (CBT/L)
The key issues shared included:

There is need to continuously learn new development in the teaching/learning
processes.
2

A school/classroom is no place for wasting pupils’ time, parent financial
resources and national resources. Each moment, both the teacher and the
learner should be attaining abilities in doing things better in order to live
more successfully in the community.
c) The third paper was on Competence Based Assessment (CBA)
The key issues shared included:
3.4

The assessment done so far by teachers has left teaching and learning
processes apart and therefore divorced from each other thus has not helped
the school and the teacher in understanding learner’s achievement.

Teachers should continuously track learner’s achievement as they teach.

Examinations should trace abilities to do things effectively.
Group Interractions During Paper Presentation sessions
During and after presentation of each paper, intant and group activities were done respectively.
Hands on activities on competence based teaching and learning attached with this report are an
example of such learner engagement.
3.5
Peer Group Teaching/Learning
Seminar participants were oriented to prepare lessons for peer teaching demonstration on 8th,
June 2013 at nursery primary and secondary levels. A represntative for each MOOT lesson took
to the floor and taught the lesson to all participants who played their roles as students in one
class.
The out come the of the three lessons are as follows;
3.5.1 First Lesson: On Counting At Standard I level
Good comments
a) Used cards and pupil fingures in counting
3
b) Mixed cards with different numbers and students were able to note the intended
number
c) Ppupils were able to do excerise with easy
d) Pupils randomly picked were able to write numbers on the chalkboard
e) Used a rich assortment of teaching/learning techicques suitalbe for nursery lele.
f) Involved other children to adjust others when wrong anwers had been committed.
Weak Areas
a) Failed to tune the class into a nursery class context.
b) There were all indications that the teachers had no idea about the differences between
specific objectives and competences as revealed in the lesson plan.
c) The typification of T/L was not the one that characterizes this level.
Comments about the presentations
a) .The teachers had limited exposure to current curriculum changes and what teachers need to
do.
b) The CBT/L and CBA were not part of teaching and learning at FMLS.
c) There are different types of scheme sof work as well as lesson plan format. The domonat
issues are that the competence slot is missing while specific objective is also wrongly stated.
d) The syllabuses in use are those of 1996, 2005 and of 2009. No fomral documents were
reported to be available at the school.
e) The consequence of this is that teschers are buisy drilling learners to crame facts to pass and
not to acquire knowledge to live.
f) It was on the overall appreciated that T/L resources have to be availed; teachers need more
intermittent capacity building in education competence issues, peer sharing of strong
aspects should be given more chances at the school and all necessary resources such as
libraries, laboratories, computer facility & internet access and teaching/learning resources
should be availedgiven availability of funds.
4
3.5.2 Second Lesson: On Fractions. At Standard IV level
Good comments
a)
Given the brief exposure, it can be appreciated that it was a good attempt.
b)
Corrected pupils where they were wrong.
Weak Areas
a) It was a traditionally taught lesson
b) There was no linkage between the introduction and the rest of the subject
c) The class was not adequaately involved
d) Hence the class was docile
e) There were all indications that the teacher needs to further know his students.
f) The teaching learning materials were not properly used.
g) Tasks were not legible
h) There was an over assumption that pupils already know what was being taught.
i) The CBT/L and CBA were not vivid till at the end of the lesson.
3.5.3 Third Lesson: On Aina za Maneno. At Form I level
Good comments
a) What was to be achieved at the end of the lesson was not clear.
b) The teacher was almost asking students to provide answers from the air, that is no reference
was constantly made to origin
Weak Areas
a) The Lesson plan had wrongly stated competence and specific objectives
5
b) Teacher’s activities did not vividly show that the teacher was assessing the pace of learning
by students.
c) Did not use any sources of materials i.e. books, to involve leaners in the knowledge
acquisition.
d) There was no vivid efforts to promote hands-on activities and reiforce feedback to realize
that learning was taking place.
e) The class had some members dozinng which could be a sign of least involvement.
f) There were some wrongly adminintered activities
g) Generally this was a question – answer classes.
h) The teacher wanted to almost teach.
4.0 Speech By The School Head of Francis Maria Libermann School
The Head of School welcomed the guest of honour to reside over the seminar closing ceremony.
She thanked the facilitators for having agreed to come to zanzibar and effecting the actual
training of FMLS staff. She further made a summary of what was taught to participants and was
confidence that teachers will definitely apply into the classroom situation and promote pupils
better learning.
5.0 Word by ED-IMPROVEMENT AGENCY Team Leader
Fred D.Sichizya, made a brief origin of the engagement between organisation that got hold when
the FMLS and ED-IMPROVEMENT AGENCY staff and the HOS got in touche at a similar
workshop thatr was organised earlier by the Dar Es salaam Catholic Secondary Schools
Association (DACASSA) earlier on.
He said tha hough ED-IMPROVEMENT AGENCY was still a young organisation, it enjoys a
wide range of experiences from its bank of experts. It was revealed the participants which was a
mixture of teachers from nursery, primary and sendary school levels made a very good team that
ever proved eager to learner.He said the seminar was a success. He summed up the agency core
activities to include Training, provision of advice in Curricula design and development,
Consultancy, Assessment, Monitoring and Evaluation, Research and Innovations.
He made a profound appreciation to the outstanding perfomance of the school in national
examinations. He empatically undersored that that was an indication of effective implementation
of tce curriculum at FMLS.However he requested that the school could establish ICT facilities to
promote and learning at the school.
6
He concluded his note by recognising the comittment made by the Catholic Bishop of Zanziabar
Rt Rev. Shayo in ensuring that education is heeded on the isles.
6.0 Confering Participation Certificates
The Bishop confered attendance cum-participation crtificates to seminar participants. which was
a colourful event. This certificates are products by ED-IMPROVEMENT AGENCY,that does
the training.
7.0 Speech By the Right Reverend Bishop Shayo
The guest of honour, Rt Reverend Bishop Shayo, Catholic Bishop of Zanzibar and owner of the
school, officiated the closing ceremony of the training between 04.00PM and 05.30PM.
The following aspects formed the wisdom shared:
a) Complemented teachers and facilitators for realizing a successful workshop.
b) Critically revisited and pointed out that the then current mass failures rampant in secondary
schools are also a product of teachers who have been poorly prepared to teach. Therefore he
emphasied the importance of implementing Teachers Professional Continously Development
(TPCD).
c) He noted the concern about the need to introduce ICT facility and promised to successfully
work on this concern with school administration and wanted to search for knowledge in order
to be up todate.He indicated the possibility for the school to start enjoying INTERNET
connectvity the following term.
d) He showed his overall concern about falling academic perfomance among children, and
wanted to know if teachers bother to contantly communicate with children and their parents.
e) He ordered the school HOS, Head’s of Departments and the Academic Head to constantly
inspect teachers when implementing school curriculum in order to check where things are not
going well. The School head should constantly inspect overall teachers perfomance and
advice them
f) He reprimented teachers to dress smartly, adhere to teachers professional codes of conductts so
that they are emulated by students
g) He indicated that it is immoral to do tuition or remedial sessions whon parents pay fees and
teachers are paid salaries and other motivations. Teachers instead should dedicated the set
7
time to guide teachers to successfully leatn. He wanted teachers to track weak students and
help them and

Never leave any child behind during lteaching and learning process.
 Teachers should constantly ask themselves why a certain student is perfoming
the away she/he is doing.

Know that students are their employers
 The teachers themselves are a centre of the community, hence they should
properly represent the good name of the schol.
 Teachers should support sports programme which was to be introduced in the
school later that year.\
 He wanted the to know that pupils should be helped to grow in the three Hs that
is head (H)), heart (H) and hands (H).
h) He wanted teachers to take note that the ideas he gave during that occasion were orders to be
implemeters and not otherwise.
i) He once again thanked the school management under effective leadership of Sr.Imelda Mushi;
the teaching and support staff aswell as the facilitators for their job well excecuted. He
closed the workshop at 05.15 PM.
Vote Of Thanks By Participants
A vote of thanks was presented by paricipants. They thanked God for granting them that
opportunity to share a lovely moment with the school owner. The tahked both the Bishop, the
school management and the team of facilitators They promised to put to practice what they
learned from the workshop in order not only for changing pupils attitude but also preparing them
as a future responsible generation.
8.0. EXPECTATIONS EXPRESSED BY PARTICIPANTS AT BEGINNING OF SEMINAR
At the beginning of the training, participants were asked to indicate what they expected from the
training event. On the overall, the folowing expectations were expressed and rfecorded. The
facilitatoors gauged these expectations by making a link to the assessment participants made after the
seminar. The overall comment is that the participating teachers benefited from the training.
8
It is therefore postulated that when back to the class, these teacher will definitely start feeling bound to
provide more effective guidance to learners. They will definitely continue with an inner argue to read
and understand more about the new developments in teacher continous professional development.
We feel the school management is duty bound to to nurture thsese near - true dreams for the benefit of
Bith the school community and wider community.
EXPECTATION
COMMENT
Was not Someh
met
Met
ow
Met
a) Understanding personal strenghts and weaknesses in the
teaching profession.

b) Get more clarification nabout teacher’s profession and related
responsibilities.

c) Advancing level their of knowledge.

d) Acquire more skills in teaching methodology as well as dealing
with children.These were to;

e) Become more comptetent teachers in order to be both good
teachers and role models to their students.

f) Be able to update, modify and improve teaching profession

g)
Support learners with low ability to learn.

h) Be able to handle and manage classroom activities.

i) To understand how comptetences are acquired by the teacher
and be able to apply them in teraching and learning processes.

j) Be more creative in my teaching work

k) Increase knowledge on lesson preparation.

l) Be updated with changes in the school curriculum, syllabuses
and teaching/learning resources.

m) Promote good morals and behaviour in students

9
n) Know how to properly carry on assessment on academic issues.

10. CONCLUSIONS AND RECOMMENDATIONS
In that it is appreciated that both organizing and carrying teacher training at FMLS. It is a step many
schools have failed to take. ED-IMPROVEMENT AGENCY, therefore recommends the following:
a) The school may design a training programme that could cover year to two years.
b) From now, training could emphasize on requirements of individuals subjects requirements.
c) Certain basic facilities should be put in place. These include ICT room and internet
connectivity, library and a selection of relevant literature, laboratory and games pitches.
d) All academic activities taking place at the school and in the classroom should be closely
monitored, and appropriate steps be taken.
e) The school should acquire the curriculum documents that have been prepared to support the
implementation of the current national curriculum. These documents include syllabuses, formats
for scheme of work, of lesson plans and various teachers subject guides/miongozo ya Walimu
katika masomo mbalimbali
f) Some academically more competent teachers should be motivated to take up mentoring roles of
other teachers in academic and professional issues.
g) Teachers will need rigorous training
h) The Zanzibar diocese should invest in in-service training
i) Different types of T/L resources should either be improvised or bought and used effectively.
j) Class sizes need to be restricted to manageable population per teacher.
k) Teachers' mindsets should change from teaching to let students pass examinations to teaching
let students to learn for living.
l) Through school associations or trough offices of owners, there forum be sought from a
common re-definition and adaption of CBTL & CBA from pre-primary education to
Universities within the United republic of Tanzania..
APPENDICES.
10
APPENDIX A: HANDS ON ACTIVITIES ON COMPETENCE BASED TEACHING AND
LEARNING.
TASK 0NE: Stating a competence and an objective:
Pick any sub topic from your subject syllabus and construct;
i) A competence
ii) A specific instructional objective for the same sub topic.
a) It should be born in mind that a competence is the output of teaching/learning process, it is the
doing, the demonstrating of ability, the actual leaving, the target of all the learning, the
destination etc
(The learner demonstrates the ability to….. or the leaner does something…).
Note that in the subject syllabus, a scheme of work, a lesson plan or a topic a competence should be
stated first. It is the where our learning wants a child to reach, it is a state or the leaving itself.
This means an objective is a statement of the process and the means to do it.(The learner should be
able to….)
Which are the national key education competences needed by every citizen teachers are
supposed to assess (as per Education Training Policy - 1995 and Rychen and Tina – 2004 ?
Given this understanding, we should ask ourselves key questions in the box below. The first question
refers to what we want every citizen to delivery as a result of the education she/he received.
TASK TWO: What are the key competences Tanzania wants to realize?
Things (competences) the society wants to see are, but not all based on the use of the multiple
intelligences
a) Communicates effectively – literacy competence.
-
Mastering key oral and written language of instruction and used in conventional setting
11
-
Self expression, ability to listen, gives feedback and should not offensive language .
-
Every subject teacher should also take the responsibility of language teacher.
b) Masters arithmetic and basic technology - Numeracy and technological competence.
-
These are fundamental for learning all other fields.
-
Demonstrates the understanding and use of quantitative and logical aspects as used in many
fields.
-
Uses and manages a wide range of electronic devises and information
-
Shows tendencies towards inventing and discovering (invents new things).
-
Can manipulate information presented on tables, graphs, charts, atlases.
-
Develops knowledge base in various aspects
c) Demonstrates creative and Critical Thinking
-
Analyses, identifies, and defines problems –causes and solutions
-
Thinks in abstract terms into big pictures to establish how things work together
-
Creates ideas, processes, experiments, objects/prototypes,
-
Designs and ties out
-
Constructs and uses knowledge
d) Effectively demonstrates Interpersonal skills
-
Effectively and sincerely relates in harmony with others and environment.
-
Supportive and altruistic
-
Develops and exhibits tendencies to eliminate discrimination, prejudice, violence,
harassment, racism in the community etc.
-
Resists to do socially unacceptable values i.e. Corruption, Gay Marriage, Stealing,
Loitering etc.
-
Manages self in view of interests, regulation and knows ones limitation.
-
Acts and survives appropriately under different conditions and situations.
e) Self-learning or independent learning
12
-
Identifies new areas and ideas of learning
-
Is self directed and motivated in learning
-
Developed values, attitudes, knowledge, and skills necessary to make them responsible
decisions and take action in their education and in life
Managing and delivering mechanism of Competence Based Teaching/Learning.
The areas you are supposed to work with are;
a) Promote construction and deconstruction of knowledge (there is no given knowledge – let
Tanzanians start being creators of knowledge and stop being consumers/apers-copy citizens).
TASK FOUR: How would you establish a CBTL environment in your classroom? Use the
following clues!
-
Pose a question
-
Develop a case study
-
Design an longer term activity
-
Suggest a problem that gives rise to many sub issues and products/activity
b) Start implementing the teaching and learning process from a new and different perspectives
(paradigm shift/constructivism – teacher to student roles )
c) Engage students right from the start in each activities (cooperative learning) in the curriculum
assignment in front of them, through experiments, research projects, field trips, drama,
discussion, class discussions, film/video interactions,
d) Talk LESS and promote hands on activities. Your role should be to model, coach and scaffold
e) Start the responsibility of continuously assessing of the learning process (CBA) of your students
and eventually ask yourself if you fairly well can describe the abilities and capacity of each of
your student.
f) Track outcomes/outputs i.e. Knowledge, Attitude, Practice & Behavior (KAP & B).
13
TASK FIVE Explain what the group understands by the following CBA strategies of a CBTL
lesson
3.1 Oral Discussion
3.2 KWL & H
3.3 Mind mapping
3.4 hands on activities
3.5 pre testing
TASK SIX: What are the challenges facing the implementation of CBTL and CBA? As a teacher, how
can you address them?
APPENDIX B: EVALUATION OF THE SEMINAR
After the two day seminar, the 24 participants present assessed the training against 9 aspects. The first
six asked them to rate training as 1 for very bad to 5 for excellent while the rest three required them to
provide point of views.
ASPECTS A - F
RATINGS
1 Very bad
2 Bad
3 Good
ASPECTS
Tall
y
%
Tally
%
Tally
A. Presentation and
discussion of “The
Teaching Profession and
Teacher Professional
Development.
0
0
0
0
8
14
3
B. Presentation and
discussion of
Competence Based
Teaching and Learning
0
0
0
0
5
10
9
C. Presentation and
discussion of
0
0
0
0
5
16
3
14
%
4 Very Good
5 Excellent
Tally
Tally
%
%
Competence Based
Assessment
D. Adherence to seminar 2
time table
E. How do you rate
group activities during
the seminar?
9
13
0
0
0
0
1
8
10
5
F. How do you generally 0
rate the whole two day
seminar
0
1
6
10
5
ASPECT:G. ONE THING THAT INTERESTED MOST YOU DURING THE SEMINAR.
 Facilitators were cooperative and friendly to participants(2 responses)
 Participants were competent in their strategies of presentation (8 responses)
 I now understand how to apply competence related techniques in teaching and learning.
 The amount of knowledge we were given
 The topic on competence
 Teaching demonstration for nursery, primary and secondary school level peer lessons (3
responses)
 Competence teaching presentation made by second facilitator
 Seminar was/good wonderful (3 responses).
 CBA
 showed great ability in their work
 I was exposed to better teaching and construction of lesson plan
 Communication was very good
15
 Application of KAP & B and KWL concepts further understanding of competence teaching
approaches.
ASPECT: H. ONE THING THEY DID NOT LIKE (But respondents gave more than one response)

Group discussions were not cooperative

Poor punctuality and time management

The two days were not enough (4 responses)

Late coming to sessions
 Lack of seriousness and disturbances
concentration (3 responses)
from some participants as others needed more

There was no respect to timetable by some participants (5 responses)

Not all teachers attended the seminars

Nothing was disliked during the seminar (8 responses)
ASPECT: I. SUGGESTIONS REGARDING THIS SEMINAR OR FUTURE SEMINARS

These facilitators could be invited next time for another training seminars/workshops (4
responses) but for more days.

Similar seminar next time should be planned for more than two days i.e. to 4 days, 1 to 2 weeks
(6 responses).

School should organize such seminars at least twice a year (4 responses) that be organized in
each term for improvement of teachers in teaching.

More such seminars be planned e.g. 2 seminars ( 4 seminars).

We need more experience for our school, country and the world.

I would to be taught more things next time that were during this seminar.
16

To continue with such training from this school, to all schools in Zanzibar and all over the
United Republic of Tanzania.

More days (6 responses)

Participants be given allowances (2 responses)

Coming seminars should be organized to involve teaching staff at subject levels.

Next seminars to involve us more on preparation of schemes of work, lesson plans and lesson
notes.
APPENDIX C: LIST OF PARTICIPANTS.
C1: Facilitators cum - Expert Team.
Fred D.Sichizya
Stephen M.M.Mwinuka
C2: Organizers & Secretariat
Rev. Sr.Imelda Mushi
Rev.Sr.Pascalina Hugholini
C3: LIST OF PARTICIPANTS
SN
NAME
LEVEL
PHONE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Abdalla Saleh Adam
Balbina Pius Mwancheka
Baraka Nestory Frances
Barnabas Nyandwi
Cordular Alexander Mushi
Dionise Sebugwayo Leonard
Elia Joseph Samson
Erick Nyamle Wilhem
Fainess Kassote Mwasote
Frank Pastory Kansapa
Gonzaga Leonard Mwenda
Haridi Laddi Issa
Herve Bearna Buru
Joanitha Francis Jovin
Secondary
Secondary
Secondary
Primary
Secondary
Secondary
Primary
Primary
Primary
Secondary
Primary
Primary
Nursery
0776512709
0715439205
0788092827
0717651870
0697383844
0718180918
0766157730
0756024189
0655060068
0782829334
0777392995
0792405091
0657689643
17
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Lucy Patrik Hokororo
Mawazo Libalyo Lussagama
Patricia Fabian Likoko
Paulina Lucas Nyimbo
Philip Mbusule Makomango
Poncian Nollas Luvanda
Rose Gallos Nyimbo
Rosemary Onesphory Nkwao
Suleiman Amour Faki
Sr. Flora Nyambo
Sr. Imelda Izaak Mushi
Sr.Paskalina Hugholini Thesia
Wales Ally Suleiman
William Justin Malaki
Winfridy Milanzi
Justine William
Frt. Milanzi
Sr.Flora Furaha Nyambo
Consolata Longinus Nyoni
Fred D.Sichizya
Stephen M.Mwinuka
Primary
Secondary
Nursery
Primary
Secondary
Nursery
Primary
Primary
Primary
HOS
Primary
Primary
Secondary
Primary
Nursery
ED-IMPROVE
ED-IMPROVE
0656926733
0655311668
0717414946
0717028626
0713684007
0717510996
0754460693
0777450933
0757726315
0652079767
0763713698
0712044944
0787759933
0757726315
0714992940
0768401789
APPENDIX D: SEMINAR TIMETABLE
TIME
DAY ONE
TASK
7th
RESPONSIBLE
June, 2013
09-00-09.30
Registration & introduction
Organizers & ED_IMPROVE
09.30-010.30
1st Facilitator
10.30-11.00
Teacher Professional
Development
Group Tasks
11.00 -11.30
Health break
All
11.30-12.20
Presentation
Participants
12.20-13.00
Competence Based
Teaching /Learning
2nd facilitator
Participants
18
(CBT/L)
13.00-14.00
Group Tasks
Participants
14.00-14.40
Health Break
All
14.40-15.30
Feed Back
Participants
15.30 – 16.00
Competence Based
Assessment (CBA)
2nd facilitator
DAY TWO 8th June, 2013
TIME
TASK
RESPONSIBLE
09-00-09.30
Recap
Secretariat
09.30-010.30
Competence Based
Assessment
2nd Facilitator
10.30-11.00
HEALTH BREAK
Chair & All
11.00 -11.30
Peer Teaching
Preparations
Three Groups –Nursery, Primary &
Secondary levels.
11.30-12.20
TASK 1- PEER
TEACHING –
NURSERY
Nursery school Teacher
12.20-13.00
TASK 2- PEER
TEACHING –
PRIMARY
Primary school Teacher
13.00-14.00
LUNCH BREAK
Chair & All
14.00-14.40
TASK 3- PEER
TEACHING SECONDARY
Secondary school Teacher
14.40-15.30
General summary,
Feedback
Chair & Facilitators
15.30 – 16.00
CLOSING
HOS & Facilitators
19
APPENDIX E: SECOND
ASSESSMENT (CBA)
PAPER
ON
UNDERSTANDING
COMPETENCE
BASED
Understanding Competence Based Assessment (CBA)
During Curriculum Implementation - By Stehpen M.M.Mwinuka
1.0 Introduction
In this discussion, we share ideas on current the debate on what we refer to as competence based
assessment – CBA. In order to maintain the coherence of curriculum delivery in the classroom, we shall
be obliged to make some touches on both competence based teaching and learning before going to
focal theme: understanding the meaning competence based assessment. This the former has been
made clarified in the previous paper.
2.0 Objective
a) To start braving ourselves for moving away from conventional curriculum practice to the
current ways of pedagogy that appeals to practical skills by both the teacher and the student
b) To ask ourselves if we the education we provide starts by understanding what the local and
international labour markets want.
c) To check out if the instructions we provide in the classroom work.
d) Get a clearer concept of competence assessment and start applying it in our day to day
classroom interactions?
3.0 Contextualizing assessment and competence.
In order to shift our mind sets about out previous knowledge on assessment, we have to get the feel of
what people do in their daily life in order to survive. What do people do in rural areas for this purpose?
And what do you do in urban areas for the same? What happens if we do not to the reprimands for
these actions and preoccupations to succeed?
Clue:
Go to any RURAL AND URBAN social setting and name PRACTICAL things people do for their
survival.
Why
did Mwalimu Nyerere come up with the concept of Self Reliance?
In both
establishworld
how much
dothis
people
do through
speaking/verbatim/theorization/bla-bla?
And
whycontexts,
does the western
refer to
as Survival
Strategies?
20
Or through actual activity/practical /doing production/artifacts realization/effecting into tangibles
What is a New World Order and do we understand what these things mean to us and how we should
start responding to these through our education?
Tasks:
Let do some brain storming about the following in groups. We will share the outcomes and
assess ourselves.
1. Teachers have to start developing a habit of linking classroom observation, monitoring
process, knowledge acquisition and to the ongoing instruction for more successful classes.
2. There is a need for teachers to change colonial mindset to what we want as a country
(Education has tremendously changed there to have.
3. If our countries and therefore our schools have good who are working for alternative ways of
assessing students, there shall be no need to have examinations especially internal exams.
4. The role of HOS, school managers, owners, academic masters and mistresses, HODs and
subject teachers should be more of SEEDING and less of LEADING.
5.
And success in our teaching profession will take place when each teacher starts struggling
with an INNER SELF towards the vision to change and initiate that change.
So what is competence Based Assessment?
 Assessment has been variably defined as a process of finding out Judging how much
knowledge, skills and attitude a student has acquired.
 Assessment in education can also be thought of as occurring wherever one person in some kind
if interaction, direct or indirect, with one another is conscious of obtaining and interpreting
information about the knowledge and understanding or abilities and attitudes of the other
person.
 To one extent or another, it is an attempt to know that person. (Ronthree, D. London Keagan
Page, 1987 – Assessing students: How shall we know them?)
 See if there is any link between the term assessment and measurements? Evaluation?
Performance? Examining?
 Criticism on our practice of assessment – what do we do in assessing our students today?
What do we do?
21
But the common approach teachers use to show that they grasp the meaning of assessment as the use
of measurements for making decision on individual traits, ones potential and actual performance. The
tests, check lists and scales are also used.
See: This practice of getting feedback tends to encourage teachers to wait
until at the end of the topic, end of the term/year or end of the programme
for assessment to be made. These activities are biased in that they are part
of testing and examining while leaving out the critical place of assessment.
This assessment practice, therefore,
“This denies the teacher the opportunity to always track the student
progress when teaching and learning is going on. When we are teaching, we
want to give the student an opportunity to exhibit what she/he has achieved
in a pattern that is meaningful to him or her”
Brimfield (1988) compliments this problem when he correctly asserts what we
deny students;
“The practice that allows students to exhibit actively what they know in ways
which are meaningful to them and reflects the richness of the LIVED
EXPERIENCES …in varied context”
During the teaching we do, we are reprimanded therefore, to be those types of teachers who are
empowered teachers and,
“can reflect on what we teach and on what is happening in the
classroom situation continuously”
What we gather in the process should be a useful information to shape what happens with student
learning and later in life; therefore today in our nation.
“assessment is the domain where all the pressures of schooling come to roost”
What this assertion means is that for a student, every aspect of his/her life is likely to be framed and
shaped by the demands of assessment hence causing formidable tensions. This means examinations
22
and assessment are now causing all types of tensions in our country and elsewhere. There are economic
tensions, political tensions, religious tensions, social tension and what have you.
The message we should draw from these developments is that we need to be more serious with all
practices of assessment whether we are at the MOEVT, at NECTA, in a government school or in a
partner school like the DACASSA School; we have to be extremely wary about it.
Now, what is competence in education?
As critics of the Tanzania education system, we are seriously concerned about the growing in-ability
of school leavers to engage not only in complex problem solving tasks but also in applying school
knowledge and skills in real-life-problem settings.
It is common to hear people saying that these graduates are incompetent in many things when they
what to say that they are not able to do this or that aspect in their life.
Competence is understood differently by different people. When we are grappling with the meaning of
competence, keep track of the terms in the box below:
Important related terms:
Active learning, participatory leaning, cooperative learning, learner centered teaching/learning, out
come based learning (OBE)< an ability, constructive teaching/learning, paradigm shift, teacher’s
professionalism, application of multiple intelligences, reflections,
I reckon that if Tanzania is to survive in the 21st century, our graduates should be demonstrate their
ability to think effectively and critically, solve problems, collaborate and communicate clearly and
hence participate in social life. In order to come to terms with these challenges, the school has a duty to
teach and provide and assess education in new ways.
In this concern therefore
Competence based assessment refers to the ability of doing things and
making continuous judgment of the student in new learning and life
contexts with minimum support from the teacher or other people.
4.0 The Purpose of CBA
As we had said earlier on, if classroom assessment practice was adhered to, no other more modes of
assessment would be required. Since not everything is not going well we reckon that assessment has to
ensure that the following are achieved:
 Diagnosing and Monitoring learners’ progress
23
 Stratifying and grading students along ability levels.
 Selecting students for further courses
 Certifying and promoting students across levels
 Attainment of precision
 Evaluating students.
5.0 Processing CBA
a) Performance assessment – Make follow up and judge how students are engaged into practical
activities.
b) Product assessment – Establish if there is a tangible product realized.
c) Portfolio assessment- when the record you and your student have established can tell you
more about the student.
d) Oral assessment – When the ability of the student to spontaneous questions can be observed.
6.0 Review of Instruments for Assessment
a) Forms/approaches of assessment determined by the teacher and the learner. Related to
over 160 CBTL techniques are many CBA instruments which include:
Rubrics (before, during, after), profiles, portfolio, peer review, self assessment,
reflection, discussions, debate, jigsaw, brain storming, expert groups,
experiments, problem solving tasks, feedback guides, assessment steps etc.
b) Forms/approaches determined by others such as academic deans, HOS, TAHOSSA,
TAMONGCO, MOEVT, NECTA (Conventional instruments) include:
End of lesson quizzes, weekly tests, terminal examinations, end of year
examinations, end of course examination etc.
7.0 The challenges Facing CBTL and CBA
a) Teachers will need rigorous training
b) Investors in education and training will need to invest in INSET.
c) Different types of T/L resources will need to availed
24
d) Class sizes will need to be restricted restrict to manageable populations.
e) The overloaded curriculum will have to be trimmed and made teachable.
f) The dominance of Mock, TAHOSSA, Inter school and National Examinations will need
to be weakened.
g) Mindsets will need to be changed from teaching to let them pass to teaching and let them
to learn for living.
h) There will need to be a national re-definition and adaption of CBTL & CBA from preprimary education to Universities of all learnings.
References
1. Huba, M.E and Freed J.E (2000) Learner Centeres assessment on College Campuses:
Shifting the Focus from Teaching to Learning. Needham Heights, M.A. Allyn and Bacon.
2. Coombe, C. and
Teaching. UK.
Kimey J. (1999) Learner Centered Learning Assessment English
3. Shemmelekwa R. (2008) The Effectiveness of Adoption of Competence Based Education in
Teaching Mathematics in Tanzania. Unpublished Mathematics Thesis, UDSM.
4. Gribbs G, Habershaw S, Habershaw T, 53 Interesting Ways to Assess Your Students.
Technical and Educational services Ltd, UK.
5. Cropley A.J (2001) Creativity in Education Learning : A Guide for Teachers and
Educators. London: Kogan Page
6. Freire P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin Books.
7. TIE (2008) Report on Evaluation of Advanced Level Secondary Education, Dar Es Salaam.
8. Nyerere Julius K. (1968) Ujamaa: Essays on Socialism. Oxford University Press, Dar Es
Salaam.
9. Bloom B.S (ed) (1956) Taxonomy of Educational Objectives: The Classification of
education Goals. Susan Faner Company, Inc.
10. Rychen D.S and Tiana A (2004) Developing Key Competences in Education: Some lessons
from International and National Experiences. Paris (UNESCO).
25
APPENDIX F: The Golden Rules for a Competent Teacher
1. .Learners are never passive and empty vessels to be filled with knowledge.
2. Do not leave any child behind
3. Teacher are not infallible know all.
4. A teacher is a provider of learning tools
5. Teacher skills should maximize performance of students.
26