LUDEWA TEACHERS TRAINED ON THE 3R COMPETENCIES

LUDEWA TEACHERS TRAINED ON THE 3R COMPETENCIES

27 teachers from Madope, Lubonde, Milo, Mlangali, Mawengi and Luana wards benefited from the residential INSET on pedagogical competencies linked to the new syllabus on reading, writing and arithmetic. The training was conducted at SHIPO from 7th June 2021 through 16th June 2021. A total of 24 primary schools were involved in the training that was honored by Mr Joseph Lupogo who represented the Regional Education Officer.

The objective of the training that was facilitated by Vikindu Teachers College was to improve the learning outcomes of pupils in the project schools; thus a need to help teachers to:

  • Improve their capacity to teach the trained reading, writing and arithmetic topics
  • Identify, prepare and use teaching aids or tools relevant to topic and environment and capacitate other teachers who did not attend the training on these skills and techniques.
  • Prepare and capacitate other teachers who did not attend the training on how to teach the trained reading, writing and arithmetic topics and how to prepare lesson plan for their daily teaching/learning process.
  • Use different books (text books, supplementary and teachers’ guide) when preparing lesson notes in class and capacitate other teachers on the same

Upon returning to their working stations, the benefiting teachers will use the prepared schedule to apply the newly acquired knowledge and practices.

Both government employed and community hired teachers were regarded during the training. Out of the invited 28, 27(96.43%) participated. They were very grateful for the opportunity and calls for the government and stakeholders to ensure good teaching and learning environment via their collective efforts. Doing so would advance education provision and consequently improve the general school academic performance


BORESHA ELIMU MBOZI project 2020 updates

Boresha Elimu Mbozi project is centered on improvement of parents’ and community engagement in education process of the children; improvement of teaching quality in target schools; increase of school attendance among boys and girls; and improving performance of school management. What follows is a summary of the main results achieved during the last year.

Children protection committees training

5 Child protection committees at ward level and 19 child protection committees were formed and trained through the project support at village level (covering 20 primary schools). Currently 13 (68 %) child protection committees are functional.

Children’s clubs formation and training

Formation and training:

  • 20 health and environment clubs (200 boys and 200 girls) formed and received the training on health and environment
  • 20 child rights/protection clubs (200 b and 200 g) formed and received the training on child rights/protection
  • 20 girls clubs (280 girls) formed and got trained about menstrual hygiene management.

On average 3 meetings were conducted in 20 schools within the project coverage. All 20 clubs undertaken the meetings as follows:

  • 7 schools’ clubs conducted meetings only once
  • 6 schools’ clubs conducted meetings twice
  • 1 school’ clubs conducted meetings three times
  • 3 schools’ clubs conducted meetings four times
  • 2 schools’ clubs conducted meetings six times
  • 1 school clubs conducted meetings seven times.

Improvement of water facilities

Due to the current situation where children fetch water from the downstream, water facilities will be improved.

Teachers training on 3Rs and Improvisation

50 teachers (14 male and 36 female) involved on 3Rs and improvisation training (application of competences of curriculum), capacitated on how to identify, prepare, and use teaching aids or tools relevant to topic and environment. 10 (50%) of schools started/managed to prepare and use teaching aids/tools relevant to the topic and environment.

Training of school committees

171 (99.4%) out of 172 expected committees’ members [118(69%) male and 53 (31%) female] were capacitated on the important issues related to school management and leadership, structure and responsibilities of school management committees (SMCs) and gender mainstreaming for effective and efficient management of the schools. Specifically the training enabled SMCs’ members to acquire knowledge and skills on school management and supervision; perform duties and responsibilities as stipulated in the circular No.1 of 2018; and address challenges associated with cross-cutting issues (specifically gender mainstreaming) in schools.