Grade 10-12 Maths and Science Lead Teacher Training Report - KwaZulu Natal, Eastern Cape and Limpopo : Final Draft

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dc.date.accessioned2024-05-27T08:04:25Z
dc.date.available2024-05-27T08:04:25Z
dc.date.issued2016-03
dc.description.abstractThe National Education Collaboration Trust (NECT) is a public benefit organization with one of its primary objectives being to improve the quality of schooling as guided by the Education Collaboration Framework, a blueprint partnership between government and other social partners. One of the most critical programmes in improving the quality of schooling is a District Intervention Programme which seeks to build capacity in districts aimed at improving learning outcomes in schools. It is in this context that the teacher training in mathematics and science was mooted that we are reporting here. The NECT’s work in maths and science complements a wide range of policies, programmes and strategic initiatives that are being undertaken nationally and in provincial education departments and education districts. In this regard, the NECT has taken cognizance of the work done by the Teacher Development and Curriculum Management Committee of HEDCOM on interventions to improve learner performance in Maths, Science and Technology. In response, NECT submitted a successful proposal to the ETDP SETA aimed improving the quality of classroom practice in a sample of schools. To achieve the above objective, the NECT appointed as service provider the Centre for Advancement of Science and Mathematics Education (CASME) from KwaZulu-Natal. CASME developed the content of the Train-the- Trainers (ToT) segment, of the materials for mathematics and science, and of pre-test/post-test evaluation instruments. CASME, together with NECT and district officials from uThungulu and Pinetown (KZN) and Libode and Mt Frere (Eastern Cape), arranged and completed three 3-day (weekend) workshops, while Vhembe and Waterberg (Limpopo) arranged and completed two 3-day workshops. CASME also completed one 2-day and two 3-day train-the-trainer sessions. This ETDP SETA Short Course Program involved 472 teachers, only 28 short of the targeted 500, with 147 teachers from EC, 147 from KZN and 178 from Limpopo. CASME also completed one 2-day and two 3-day Train-the-Trainer sessions. These sessions were very successful, giving an opportunity for the trainers to share their knowledge and plan for the subsequent training. It was also very couraging to see that the district officials from EC and Limpopo who attended Train-the-Trainers went back to their districts and assisted with the training. The NECT Monitoring and Quality Assurance (MQA) team provided support throughout the programme. They attended all the Train-the-Trainer sessions and gave feedback which CASME and the facilitators used to improve their training sessions. The materials were also quality assured and feedback was given to CASME, which used the information for further improvements. The MQA team also attended all the training sessions in all the provinces and was able to give constructive feedback to the facilitators, who appreciated the input. The training of the teachers went very well. The sessions were well attended – probably due to the residential nature of the course, which was especially helpful for those teachers who had long distances to travel. The evaluations done by the teachers emphasized how much they felt that they had benefited – as can also be seen in the improvements from pre-test to post-test. Teachers enjoyed the inclusion and use of ICT. Many said that this was completely new to them and that they would use it in their classes. The two ICT software programs used were GeoGebra and ChemSketch, and teachers were shown how they could generate learner tests using these programs. Positive response could also be seen in the Portfolios of Evidence. This executive summary attempts to capture the most salient points arising from analysis of the mathematics and science pre-test results and an the post-test result. The primary level of analysis for both mathematics and science was level attained per topic and per subject. The most significant finding in this evaluation was that attainment levels were disturbingly low across all districts. The pre-test results for both mathematics and science were a concern, as reflected in the quantitative analysis section of this report.
dc.identifier.urihttps://nect.org.za/publications/technical-reports/grade-10-12-maths-and-science-lead-teacher-training-report-kwazulu-natal-eastern-cape-and-limpopo/view
dc.identifier.urihttp://lhg.cput.ac.za//handle/123456789/337
dc.language.isoen
dc.publisherNational Education Collaboration Trust, South Africa
dc.subjectMathematics
dc.subjectScience
dc.subjectTechnology
dc.subjectGrades 10-12
dc.subjectTeacher training
dc.subjectKwaZulu Natal
dc.subjectEastern Cape
dc.subjectLimpopo
dc.subjectSouth Africa
dc.subjectTeaching and learning
dc.subjectTeacher development
dc.titleGrade 10-12 Maths and Science Lead Teacher Training Report - KwaZulu Natal, Eastern Cape and Limpopo : Final Draft
dc.typeTechnical Report
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