Teacher Development Program (TDP)

Background and Situation Analysis

Ethiopia’s primary school net enrolment rate increased from 25% in the early 1990sto 91.8% in
2006/7. This increase is feeding through into secondary schools. This pace of increase has had a
detrimental impact in the quality of education. Partly this is systemic, as teacher student ratios
have risen. Partly, it is the legacy of a lack of investment in teacher quality in the past. While
previous Education Sector Development Programs (ESDPs) emphasized increasing access to
education, the ESDP III currently in force places an equal weight on improving quality of
education.
The Teacher Development Program (TDP II) is focuses on continued improvement of quality
teaching and learning through targeted interventions which bring about lasting systemic change.
It aims to improve the quality of instruction and therefore student learning by enhancing the
capacity of teachers in primary and secondary education. This component builds on the
experience of an earlier, four-year Teacher Development Program (TDP I), which ended in EFY
2000. This aimed to improve the quality of teacher educators at Teacher Education Institutions,
especially through
reformed practicum and selection processes, as well as improving and expanding in service
teacher professional development activities. It also supported more generally he teacher
education system, training for school leaders and management, and the uality of English
language teaching. Whilst demonstrating success in many areas, TDP I had the following general
problems with implementation (specific issues are dealt with in the sub-component descriptions):
• The key indicators were too ambitious;
• Staffing capacity was insufficient to implement the program;
• Monitoring and evaluation was not sufficient, and did not relate sufficiently to baseline data;
• Limited effect on improved pedagogy in the classroom;
• Inadequate attention to institutional incentives.
TDP II represents a shift from a system implementation design to a quality improvement design.
This affords a greater focus on increasing teacher effectiveness in the classroom. A changed
structure allows a greater focus on this goal. TDP II comprises 2 mutually reinforcing Priority
Programs; Pre-Service Teacher Education Quality Improvement, and In-service Teacher
Education Quality Improvement.
TDP Approach and Scope
TDP II will be managed by the Education Programs and Teacher Education Department
(EPTED) of the Ministry of Education (MOE). It will be implemented in Teacher Education
Institutes (TEIs), which comprise universities for secondary teacher education and Colleges of
Teacher Education (CTEs) for primary teacher education, and by Regional Education Bureaus
(REBs), with many activities taking place in schools. The MOE English Language Improvement
Department (ELID) will handle day-to-day oversight and support of the pre- and in-service
English language improvement sub-components. TDP II is an integral part of GEQIP. It will be
implemented in collaboration with the Curriculum, Textbooks and Assessment (CTA), School
Grants/School Improvement Program, and Management and Administration Program (MAP).
This gives TDP II the opportunity to be supported by the types of capacity, institutional, and
curriculum activities that will increase the potential impact of the TDP II program on teachers
and the teacher education system. Consequently there is a strong focus on linkages both among
TDP sub-components and among GEQIP pillars.
The Practicum, Module Development, Higher Diploma Program (HDP), Alternative Basic
Education (ABE), Continuous Professional Development (CPD) and English Language Quality
Improvement Program (ELQIP) sub-components are all dependent on the revision of the general
curriculum undertaken as a basis for the CTA pillar. This revision will guide a new teacher
education curriculum, which in turn will shape the teacher education modules. HDP, ABE, CPD,
and ELQIP will all align with both
the general and teacher education curricula. Additionally, the practicum and selection guidelines
to be revised as part of the program will align with the teacher education curricula. A general
curriculum which emphasizes active learning and continuous assessment will support both pre-
and in-service teacher development activities, resulting in an integrated and holistic approach.
Similarly, ABE program management
will be shared with the MOE Gender and Equity Department (GED), which, as well as ensuring
appropriate expertise and the proper integration of equity into teacher education, will reduce the
management burden on EPTED. Close collaboration between EPTED and the MOE ESDP
Planning and Policy Analysis Department will be necessary to relate teacher production to need
and EPTED will make good use of the improvements to be made under MAP to theEducation
Management Information System, particularly in building teacher
projections in a more focused way than previously, looking at attrition rate, subject demand,
grade demand and teacher qualification in addition to teacher :pupil ratios. Close integration
between sub-components allows for efficiencies to be built into program implementation. For
example, TEIs will be encouraged to undertake the HDP school placement activity, which places
HDP candidate teacher educators in schools to undertake action research, at the same time as the
TEIs’ practicum for regular student teachers, to reduce transport costs. Similarly, material
developed for pre-service teacher education modules can be adapted for use in in-service CPD
manuals. Much was learnt about program management from TDP I. Reporting to appropriate
standards, in terms of both timeliness and detail, was not always completed satisfactorily, and
there was insufficient capacity at a number of levels, including EPTED, to provide sufficiently
close and focused attention to implementation and evaluation. The program began to respond to
this learning during its lifetime, but time was not sufficient for many programs to deliver on the
improvements made. TDP II’s
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Indicators are more realistically set than TDP I’s, based on current institutional capacity,
resource availability, and past experience. That said, TDP II remains an intentionally ambitious
program of institutional and pedagogical improvement. Capacity building for all implementing
agencies will be an important focus throughout TDP II, with an especially strong emphasis in its
earlier stages. In response to the staffing issues identified in TDP I, EPTED staff numbers will
increase from 17 fulltime equivalents under TDP I to 26. This includes a total of four full-time
consultants, two of whom will specialize in M&E. Greater use will be made of embedded
technical assistance, which will have capacity building built into its terms of operation, as will
the consultants’. Specific workshops on long term planning and budgeting, contingency planning
and reporting will be held to support budget entities to deliver accurate and timely reporting.
Site-based monitoring and evaluation will be undertaken by M&E experts employed specifically
for the purpose of ensuring program quality and reporting to appropriate standards. Following
the alignment of GEQIP M&E plans with those being developed for TDP, three specific research
activities will be accomplished to provide the basis for the first year of M&E of TDP II. i)
EPTED/TDP M&E consultants will analyze budget entity performance in TDP I to identify
regional and university performance with respect to goals achieved/exceeded, level of
programmatic outcomes attained,
and the timely and productive use of available resources. ii) The EPTED/TDP M&E consultants
will then carefully scrutinize the results of TDP I Impact Studies in order to isolate issues and
concerns that may have been identified as a result of those inquiries. iii) Finally, The
EPTED/TDP M&E consultants will carefully examine the TDP II Design document, Results
Framework and GANTT/PERT charts for obligations made regarding M&E, critical
dependencies and dates assigned for critical activities and production of documents, and any
other milestone events germane to the success of the TDP II effort. Once all of this information
has been amalgamated and once again in conjunction with the GEQIP pillar Program
Coordination, the first year of M&E activities will be created. Procurement will be centralized
for most goods to reduce costs and simplify procedures. An incentive program managed by
EPTED will formally recognize those institutions which meet or exceed published targets. A
major, independent study of the implementation and impact of TDP II, with a particular focus on
the impact on students’ learning as a result of improved teacher practice, will be undertaken in
the final year of Phase I. Undertaken by consultancy, this will make recommendations for
improving the level of impact in Phase II. A number of activities are planned for the final year,
such as study findings dissemination workshops for stakeholders, which will ensure that the
impact study findings are fully integrated into the planning for Phase II.
Program Components
Program Management
Overall Objective:
• Increased teacher effectiveness
Overall Indicator:
• 40% of TDP-trained teachers employing improved teaching methods 50% or more of the time
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Program management activities aim to provide:
(i) Close, quality-oriented management and capacity-building-oriented monitoring and
evaluation (M&E) of the TDP II program; (ii) timely and accurate reporting of TDP II; and (iii)
cost-effective procurement for TDP II. TDP II will:
a. Procure sufficient equipment and materials to enable every TDP entity to implement the
program effectively:
− MOE will in Year 1 procure major items of equipment centrally to reduce costs and increase
efficiency.
b. Build the capacity of staff, particularly in EPTED, to refine, implement, monitor,
evaluate and report on the program:
− EPTED will arrange for an external trainer to train its staff for 8 weeks each year in the ICT
skills necessary for sound project management, especially training for experts in spreadsheet and
word processing skills so that they can in turn build capacity in other entities.
− EPTED will hire an international consultant for 45 days in Year 2 to assist in establishing
quality assurance systems for TDP.
− EPTED will recruit an international TDP consultant and a national TDP consultant (funded
under GEQIP program coordination pillar) and up to 8 international volunteers to provide
technical assistance and build capacity.
− EPTED will produce a training plan for TDP II, with a focus on building the skills across
entities necessary for success.
c. Improve the quality and consistency of reporting:
− EPTED will recruit 2 M&E consultants (funded under GEQIP program coordination pillar) to
oversee central M&E and to build capacity in the regions.
− EPTED will facilitate a total of 5 national workshops over 3 years for budget entities on
program coordination, reporting and planning, to ensure that reports are timely, accurate and
contain the correct information.
− EPTED staff will undertake M&E in 5 teams of 3 for a minimum of 40 days per person each
year, visiting all implementing institutions to check implementation standards and provide
support where necessary.
d. Institutionalize success through official recognition:
− Each year, EPTED will officially, publically recognize those implementing agencies that meet
or exceed their targets, and require those who do not to produce action plans for meeting targets.
e. Enhance understanding of the impact of the program:
− EPTED will manage a consultancy in Year 3 to assess the implementation and impact of every
sub-component of TDP II, with a particular emphasis on students’ learning in the classroom.
Priority Program 1 – Pre-service Teacher Education Quality Improvement
Key Development Objective:
• To develop the knowledge, skills and attitudes of teacher candidates
Key Indicators:
• 12% of G1-4 teachers qualified (with Diploma)
• 60% of G5-8 teachers qualified (with Diploma)
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• 70% of G9-12 teachers qualified (with Degree)
Selection
Objective: Improved quality and equity of the CTE pre-service teacher training selection process
Indicator 1: 90% of teacher candidates assessed based on new selection criteria using
examinations and interviews
Indicator 2: 50% of teacher candidates are female, 55% of teacher candidates arefrom rural
areas, 65% of teacher candidates are indigenous The teaching profession is still not attracting
high-calibre entrants who wish to remain in teaching; nor are there sufficient numbers of females
and candidates from remote areas and linguistic minorities graduating as teachers. TDP I
attempted to tackle this by introducing a selection process to CTEs based on new examinations,
interviewing, and affirmative action policies. Although this was partially successful, more needs
to be done, as not all CTEs implemented the new selection process and CTE instructors require
more training on competency-based examining and interviewing. Each Regional Education
Bureau (REB) will monitor teacher attrition and make projections of requirements for 1st and
2nd cycle primary and 1st and 2nd cycle secondary education on a subject by subject basis.
These projections will be used toadjust intake into the TEIs annually, in order to provide the
appropriate number of students in each course and subject specialism. The selection system for
the primary diploma will be adjusted to increase the intake of students who are interested in
teaching as a career, female students, students from rural areas and linguistic and ethnic
minorities. The selection will be based on a combination of an admission test and an interview.
Testing will be carried out in multiple secondary schools, both to increase access for those in
remote areas, and increase awareness of the profession. From those who reach an acceptable
score, selection will be made by interview, allowing affirmative action policies which will favour
those motivated to teach, female students, and students from rural areas and linguistic and ethnic
minorities. The project will support (i) development of a regional question bank in each region,
and specific tests for each CTE; and (ii) administration of tests and interviews at a range of
schools with geographical spread to about 60,000 grade 10 students annually. TDP II will:
a. Enhance the use of evidence to manage teacher numbers and utilization:
− REBs will annually compile projections of teacher requirements in regions, taking account of
teacher attrition, and calculating the number of teachers required at each grade level and subject
specialization. EMIS data collection will be upgraded to include teacher, grade, subject and
qualification, and attrition by the criteria. Based on these data the REB will make projections of
teacher requirements for the following 5 years. This projection will be i) used to adjust the
numbers entering the CTEs in each subject and level; and ii) reported to EPTED to be used in
compiling national projections, and in adjusting numbers in university teacher training courses.
b. Improve the quality of teacher candidate exams:
− EPTED will in Year 1 give training to REBs on competency-based assessment for teacher
candidates and produce revised guidelines for selection, which will be validated by a
stakeholders’ workshop before implementation.
− REBs will each year develop and deliver training for exam setters at CTEs and manage the
creation of an item bank for examinations (a stock of questions to be used in future
examinations).
− CTEs will each year send fieldworkers to areas of disadvantage to administer examinations.
c. Increase the number of potential teacher candidates interviewed:
− REBs will in Year 1 develop and review interview guidelines and train fieldworkers.
− CTEs will each year send fieldworkers to areas of disadvantage to and conduct interviews and
to promote the teaching profession as a career.
d. Enhance recruitment of girls and prospective teacher candidates from rural
and indigenous populations:
− EPTED in Year 1 will manage a consultancy which will undertake a gender and equity needs
assessment and produce policy recommendations to meet these needs.
− REBs will provide training on gender sensitivity each year to teacher educators and
fieldworkers.
e. Enhance understanding of the impact of the selection program:
− EPTED will in Year 3 manage activities to integrate the findings of the TDP Impact Study into
the development of the selection program, focusing particularly on the results of the affirmative
action policy, teacher motivation and retention, and the effect in the classroom of an improved
cadre of teachers.
Practicum
Objective: Improved quality and relevance of the practicum experience for teacher candidates
Indicator 1: 22,000 CTE teacher candidates experiencing all four practicum stages
Indicator 2: 16,000 university teacher candidates experiencing all four practicum stages
Historically, student teachers were not given much meaningful practice in the classroom before
they became teachers, which led to a low quality of teaching. TDP I attempted to address this by
bringing in a new practicum. Despite the acknowledged importance of a period of structured and
supervised teaching practice during preservice training, still not all TEIs have a full practicum
program, and opportunities for practical experience are severely constrained by the absence of
suitable transport. Practicum is now a four-stage (in-out, in-out, in-out, in-out,) teaching practice
program conducted over three years of teacher education in schools appropriate to the level of
study. It will be improved during TDP II, being undertaken in more TEIs and according to
revised guidelines which will provide more consistent and relevant assessment of teacher
candidates’ teaching practice. Practicum itself will be expanded and the preparation of
supervisors, mentor teachers and teacher candidates will be strengthened. (A curriculum for 4-
stage practicum will be developed under the Module Development sub-component.) This will
enable student teachers to undertake progressively embedded classroom observation and
experience so that they are adequately prepared with appropriate teaching techniques to
facilitate effective learning in the Ethiopian context, and build careerlong action research skills
which equip them to take responsibility for their own ongoing professional development This
sub-component will support the (i) development of guidelines for practicum, and training of
supervisors and mentors; (ii) provision of vehicles to TEIs to facilitate transport of teacher
candidates and supervising lecturers to schools; and (iii) cost of travel and subsistence of teacher
candidates and their supervisors while on school placement for about 25,000 students each year.
TDP II will:
a. Improve the quality and relevance of the practicum:
− The EPTED pre-service coordinator will in Year 1 manage a consultancy which will produce
revised guidelines for practicum M&E; and another to rewrite and update the 4 stage practicum
curriculum.
− EPTED and REBs will manage the distribution of the new curriculum and
guidelines in Year 1.
− EPTED will in Year 1 procure vehicles to transport student teachers to school placements and
to enable instructors to supervise students in placement.
− TEIs will be equipped in Year 1 with practicum offices to better organize school placements
and supervision/M&E and with student teacher ICT resource centres.
− TEIs will each year provide basic necessities to student teachers to undertake teaching practice.
b. Increase the number of TEI administrators, teacher educators and mentor
teachers trained on the implementation of the practicum:
− REBs will each year manage short training programs on practicum implementation for
administrators and teacher educators (delivered in CTEs by consultants; by instructors in
universities)
− TEIs will each year train mentor teachers, focusing on practical, supportive, reflective skill-
building, and instructors, focusing on supervision.
− TEIs will each year deliver practicum awareness training for woreda educationofficers,
supervisors and school principals to ensure compliance with the national standards.
c. Enhance understanding of the impact of the practicum program:
− EPTED will in Year 3 manage activities to integrate the findings of the TDP Impact Study into
the development of the practicum program, focusing particularly on the effect the revised
practicum has on the teaching practices of teacher graduates.
Module Development
Objective: Improved quality and reduced cost of producing professional studies
and supervisor related modules
Indicator 1: Quality guidelines for module development will be created
Indicator 2: 117 modules will be written (22 of these will be in the finalreview/revision process
when Phase I ends, so 95 modules will have been produced [written/revised, quality checked,
and distributed to TEIs around the country]) High quality teaching materials are necessary for
high quality teacher education. TDP
I improved the quality of teacher education modules, but, with each TEI responsible for
developing its own modules based on the teacher education curriculum, qualityvaried and
efficiency was compromised. Producing modules nationally will result in higher, more uniform
quality and lower costs.With the transition to a three year diploma for first cycle primary
teachers, the shift to a 3+1 year modality for degree (the ‘add-on’ modality), and the revision of
the entire primary and secondary curricula, there is a need for development and adaptation of the
content and materials for the primary and secondary teacher and supervisory training courses.
The curriculum for the teacher education diploma courses (for first and second cycles of primary
education) will be revised, as will the curriculum for degree courses. Modules covering the major
components of the teacher education curriculum will be developed and distributed. These
modules are expected to guide the teaching at TEIs, and provide study material for teacher
candidates. Forty-seven modules will be delivered in the first round, 48 in the second, and 22 in
the third. Three TEIs will be selected through a World Bank-approved formal bid process to
coordinate the production of modules. One TEI will be responsible for diploma modules; the
second for degree modules, and the last for supervisory modules. Each contract will cover the
full three rounds of module production. Once selected, the coordinating TEIs will have the
option of sub-commissioning the writing of modules to other TEIs, which the coordinating TEIs
will manage. Further contracts will be issued to a TEI to undertake an external quality review,
and for printing and distribution. The project will support (i) management and quality control for
the module development process; (ii) development of modules for the primary teacher education
diplomas, secondary teacher education degrees, and courses for supervisors and directors; (iii)
reproduction of these modules for about 55,000 trainees for primary schools and 15,000 for
secondary schools, a total of 191,550 copies. TDP II will:
a. Improve the integration between general education curricula, teacher
education curricula and course modules:
− EPTED, in collaboration with GECFDD, will manage the development of teacher education
curricula aligned with the new general education curricula through a workshop process, and
facilitate a Year 1 workshop to validate the supervision curriculum.
− EPTED will hold a Year 3 workshop to review the use of modules in practice, ascertain the
need for further module revision and to finalize the life expectancy of the modules created in the
three rounds.
b. Improve the quality of module development at TEI level:
− EPTED will manage a competitive bidding process for: i) three TEIs to coordinate module
development creation, revision and internal quality review;
ii) one TEI to undertake external quality review of all modules; and
iii) one contract for printing and distribution of all modules.
− Each coordinating TEI will in turn facilitate one annual national capacity building workshop
each for any sub-commissioned TEIs to ensure compliance with standards.
− EPTED will facilitate workshops in Years 2 and 3 to evaluate the module development process
and outputs.
c. Enhance the quality standards for new and revised modules:
− The commissioned QR TEI will develop a set of draft quality standards to be finalized and
validated by all TEIs in a Year 1 workshop.
d. Improve the relationship between coordinating TEI and sub-commissioned
TEIs:
− Where applicable, the coordinating TEIs will create TOR with minimum expectations for
module development, guidelines for quality, delivery schedules and revision arrangements,
liaising closely with each sub-commissioned TEI to monitor progress and offer support where
necessary.
e. Enhance ownership of newly produced modules:
− The stakeholder workshops facilitated by EPTED and four different institutions,
along with ongoing M&E by EPTED and coordinating TEIs, will ensure a
commonly-owned product.
f. Enhance understanding of the impact of the module development program:
− The TDP II impact study in Year 3 will evaluate the quality and impact of the revised module
development process, as well as suggest strategies for incorporating the lessons learned.
Higher Diploma Program
Objective: To improve the quality of pedagogy in TEIs as indicated by teacher educators’ use of
improved teaching skills
Indicator: 754 teachers qualified with a higher diploma each year
The Higher Diploma Program (HDP) was established to enhance the quality of teacher education
in both CTEs and universities by developing the pedagogical skills
of teacher educators. It is a one-year part time course delivered at the TEIs, and includes modules
on active learning, continuous assessment, a school placement, and an action research project. It
trained a high percentage of teacher educators during TDP I. However, some graduates of the
course are not always using the methods learnt to the degree expected as the methods are not
always appropriate to the Ethiopian context. There is a need to refine the course to meet the
demands of local contexts, to build and institutionalize a locally-managed, sustainable quality
assurance mechanism, and to begin to build a framework for post-HDP CPD support for teacher
educators. HDP will be expanded to reach the majority of teacher educators. Seven moderating
universities will check standards and provide support to satellite TEIs in their region. They will
also cross-moderate other moderating university(ies). The HDP curriculum will be updated to
align with the new teacher education curricula. Support will particularly be given for the action
research and school placement components of the course, to address the practical difficulties
candidates have shown in applying methods. Activities and courses will be developed by new
Higher Education CPD Advisers in pilot TEIs to complement HDP and explore the development
of HDP from a standalone year-long program to one integrated component in a wider framework
for longer-term CPD for teacher educators. This will be monitored centrally and best practice
recorded for possible national roll out in Phase II. This subcomponent will support (i) the
revision of the HDP curriculum and development of teaching materials; (ii) development of a
network of moderating universities, each assigned to a cluster of TEIs to maintain the quality of
HDP; and (iii) the delivery of the HDP in each of the relevant TEIs. TDP II will:
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a. Improve the quality and proximity of HDP management and coordination:
− EPTED will facilitate one quality assurance workshop per year to check moderation standards;
to update HDP moderators, coordinators, course leaders and tutors with the latest in international
best practice; to orientate them to the revised curriculum; and to orientate new HDP facilitators
to the program. − Moderating universities will undertake biannual visits to satellite TEIs to check
standards, and hold annual workshops on moderation standards for their satellites. − Moderation
universities will undertake biannual visits to one or two (depending on region) other moderating
universities to check standards. − Pilot TEIs (mainly the moderating universities) will develop
CPD programs which integrate with HDP (Years 1 and 2), and support their roll-out to satellite
TEIs (Years 2 and 3)
b. Enhance the quality of the HDP curriculum:
− EPTED will facilitate annual handbook review workshops to revise the program to reflect the
new curriculum, incorporate developments in international best practice, and to continue to
adjust it to the Ethiopian context. − Activities and courses will be developed by pilot TEIs to
adapt HDP from a stand-alone year-long program to one integrated component in a wider
framework for longer-term CPD for teacher educators. − EPTED will monitor and evaluate the
delivery of HDP and the work of the Higher Education CPD Advisers. − HDP facilitators will be
re-trained based on the new curriculum (at the annual quality assurance workshop)
c. Improve the relationship between HDP and the classroom:
− There will be a greater focus on the action research component of HDP, with action research
workshops at TEIs enabling candidates to share the learning from their school placements.
d. Enhance understanding of the impact of the higher diploma program:
− The TDP Impact Study will focus on the implementation of the revised HDP program and the
impact it has on teacher educator methodology, on their student teachers, and in the classrooms
of the student teachers (which will be observable during their practicum).
English Language Improvement Centres
Objective: To enhance the quality of pre-service training and education, with particular respect
to the production of effective English teachers and teachers of core subjects taught in English
such as Mathematics and Science
Indicator 1: 75% of TEIs have established an ELIC in their institution
Indicator 2: 50% of established ELICs regionally networked
Indicator 3: 25% of established ELICs expanded
Recognizing the difficulties caused by a low standard of English amongst teacher candidates,
English Language Improvement Centres (ELICs) were established at some TEIs during TDP I.
These were facilities with resources for English language teaching, staffed by teacher educators
(sometimes with additional support from VSO personnel), providing courses for students and
teacher educators in need of additional English language and methodology training. There
remains a strong need for training interventions and resources which improve the quality of
teacher educators’ and student teachers’ English language. TDP 2 will support
(i) establishment of new ELICs as required in TEIs currently without centres,
(ii) upgrading of the equipment and facilities in the existing ELICs, and (iii) technical
support to REB and TEI ELIC coordinators to regionally network ELICs and enhance
the quality of language teaching and training courses provided through the ELICs. TDP
II will:
a. Increase and strengthen ELICs:
− By the end of Phase I, the majority of TEIs will have a functioning ELIC in their institution.
− Each existing and new ELIC will be provided with sufficient equipment and material support
to enable them to provide a functioning resource centre and for training, including computers
(with publishing software), printer, scanner, PC table, LCD projector and screen, copier or
duplicator, laminator, CD/cassette player, satellite radio and head sets, TV/VCR, PA system, flip
chart stand, whiteboard, reference books and a small collection of key English Language
Teaching texts.
− ELID will produce and distribute revised guidelines for ELICs to ensure that
new ELICs meet national standards.
b. Network ELICs:
− ELID will design a network model and REBs will network ELICs regionally.
− ELID will produce a quarterly ELICs newsletter to share experience and communicate
developments.
− ELID will facilitate an annual 3 day national meeting for REB ELIC coordinators and
international volunteer advisers to design and review ELIC M&E tools.
− ELID will facilitate an annual 3 day conference for ELIC advisers.
− ELID will facilitate a 5 day annual consultative meeting for ELIC coordinators, targeted at new
and existing ELIC coordinators and advisers, and involving training in expectations, procedures
(especially for reporting and the M&E framework) and language teaching methodology.
− ELIC coordinators will undertake experience sharing visits, particularly so that new ELICs can
learn from established.
− ELID will undertake twice yearly TA/consultations with REBs & TEI ELICs to identify &
resolve problems of implementation & build capacity.
c. Deliver specialist and supportive pre-service English improvement courses:
− ELICs’ pre-service engagement will be expanded across 5 training and support areas:
i) general English and/or English for academic purposes (EAP) classes for teacher trainees;
ii) study skills and ‘learning to learn’ tuition/ workshops;
iii) updating teacher educators’ ELT skills and knowledge;
iv) providing self-access materials for students and staff;
v) organizing extra curricular events that promote wider use of English.
Alternative Basic Education
Objective: To increase the provision of qualified alternative basic education
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facilitators
Indicator: 4,000 facilitators qualified to 3 month certificate level by Year 3Although nationally
Ethiopia is heading towards meeting the Millennium Development Goals and Education for All
goals, some regions are a long way from Universal Primary Education. Alternative Basic
Education (ABE) is an effective way of reaching the pastoralists, in Afar and Somalia especially,
whose children are not yet being educated. Most of the ABE facilitators are untrained, and others
have had a variety of training offered through government or NGO channels. A three-month
certificate course for ABE facilitators is now being provided. In addition, opportunities will be
provided for facilitators who have not completed general secondary education (i.e. who have not
reached Grade 10) to complete to Grade 10. Continued provision of training by NGOs will be
encouraged, and where possible recognized as equivalent to the certificate course. In the first
year, good practices in ABE and comparable activities will be examined, and a set of minimum
standards will be developed. The TDP 2 program will support (i) expansion of the ABE
facilitator training to more CTEs; (ii) revision of curriculum and materials; (iii) capacity building
for tutors delivering the course; and (iv) delivery of the course to about half the ABE facilitators
in Afar and Somali. TDP II will:
a. Enhance understanding of the demand for ABE:
− EPTED/GED will arrange for a Year 1 external consultancy which will:
i) perform needs and capacity assessments for ABE;
ii) research international ABE standards (final standards will be translated into local languages);
iii) design follow-up steps based on the EFY 2000 ABE study;
iv) gather and report on the existing NGO knowledge base and research findings, particularly as
they pertain to attendance and curricula-oriented needs assessments.
− EPTED/GED will arrange for a Year 2 external consultancy which will
undertake a mid-term evaluation of the ABE facilitators’ program, the results of which will be
disseminated.
− EPTED/GED will arrange for a Year 3 external consultancy which will analyze regional
curricula, assess what works, and revise the national ABE curriculum to align with the minimum
standards; this will be validated at a national stakeholder workshop.
b. Improve strategic planning for a flexible approach to ABE facilitator
provision:
− Year 1 will be used to plan, organize and develop a flexible strategy to address the efficient
and effective provision of facilitators.
− EPTED/GED will throughout the program particularly target Somali and Afar regions for
supportive M&E.
c. Enhance the relationship between NGO and government provision of ABE
facilitators:
− EPTED/GED and Afar and Somali REBs will increase collaboration with NGOs in order to
share experience and to reduce gaps and duplication in the provision of ABE, through the means
of a Year 1 ABE coordination workshop and a memorandum of understanding.
− Afar and Somali REBs will work with NGOs to create a standard for facilitator professional
development and to provide government recognized certificates to facilitators.
d. Enhance understanding of the impact of the ABE facilitator program:
− The TDP II Impact Study will address the implementation of the revised ABE facilitator
training program.
PP2 – In-service Teacher Education Quality Improvement
Key Development Objectives:
• To update and upgrade practicing teachers’ knowledge, skills and attitudes
Key Indicators:
• 50% of G1-8 teachers effectively using revised curriculum and textbooks
• 30% of G9-12 teachers effectively using revised curriculum and textbooks
• Total number of enrolees undergoing upgrading from certificate to diploma will
be 21,147 by Year 3
Continuous Professional Development
Objective: To increase children’s learning through more teachers using better teaching practices
Indicator 1: 80% of all newly deployed teachers will be enrolled in the formal induction
program by the end of Year 3
Indicator 2: 60% of all teachers will enrolled in CPD by the end of Year 3
Under TDP 1, continuing professional development for teachers was introduced in most schools,
employing weekly sessions, drawing on either school-based, cluster or district-level expertise.
CPD was traditionally based on ineffective cascade models of training. TDP I tried to address
this through the cluster system, but not all regions have applied this yet. Where it has been
applied, teachers are not using improved teaching methods as expected. This is partly due to
variations in the level of supervisor support to teachers; partly due to only centrally produced
CPD manuals, written in English, being available, with little or none regionally produced; and
partly due to inappropriate didactic methods of CPD facilitation. Based on this experience, the 3
existing CPD manuals will be revised and enhanced to incorporate the new general and teacher
education curricula and their impact on CPD content and pedagogy. Locally and regionally
produced manuals in the local language will be developed and distributed. A separate track,
including the use of an experienced mentor, will be provided for newly deployed teachers.
EPTED will produce 13 new, competency-based manuals, translated into Amharic from English,
moving towards a goal of there being one generic, and two subject specific (one to update
subject knowledge and the other to improve teachers’ methodology) for each of six stages in the
teacher career ladder. A consultancy will produce a CPD manual for HIV/AIDS and School
Health and Nutrition (SHN). TDP II will support
(i) development, printing and distribution of CPD manuals at the federal and regional
levels;
(ii) (ii) awareness raising to facilitate the expansion of the program to reach 60 percent of
teachers within 4 years; and (iii) capacity building for CPD tutors at the local level.
TDP II will:
a. Enhance the relevance of CPD and its integration into the evolving teacher
ladder structure, making CPD a truly continuous professional development
exercise:
− A needs assessment will be administered by EPTED in Year 1 to determine the status of CPD
administration and delivery across regions.
− CPD curriculum revision and expansion will incorporate best practices and strategies observed
in particularly strong Ethiopian teachers’ classrooms.
− EPTED will align the CPD manuals to the six stages in the teacher career
ladder.
− REBs will oversee a stronger relationship between CRC and CPD systems by each year
facilitating awareness raising workshops for education officials.
− In Year 3 a consultancy, managed by EPTED, will advise on the future course
of CPD with regard to higher education.
b. Improve the quality of the professional development provided under CPD:
− ELID will host a yearly workshop for CPD facilitators, REB education officers,
representatives of TEIs, and some zonal and woreda officers with CPD
experience to review existing practices, agree material for regional workshops
and M&E formats, input to manuals under production and be orientated to new
manuals.
− Each year, REBS will provide training of trainers for improved CPD delivery
through the cluster system.
− REBs will hold workshops for woreda and zonal officers, CRC staff and school
principals to share experiences, motivate CPD providers, provide ideas for
content, and disseminate monitoring formats.
− Each year, EPTED will provide national manuals (translated into Amharic), and
REBs will supply national and regional CPD materials translated into local
languages, to every primary school.
− In the first year, EPTED will update the three existing manuals and produce
three new generic manuals:
i) Professional Ethics, Counselling and Mentoring Using Active Learning
Methodology (revised)
ii) Gender and HIV/Aids Issues; Continuous Assessment and Planning
Approaches to Individual Subject Areas in the Context of Large Class Sizes
(revised)
iii) Rural Development, Civics and Methodology (revised)
iv) Skills for Mentoring
v) Skills for Compilation and Use of the Teacher’s CPD Portfolio
vi) The Nature of CPD – Skills for becoming a Better Teacher
− In the second year, EPTED will produce one new generic manual and four new
subject-specific manuals:
i) The Self-Contained Classroom
ii) Languages Pedagogy
iii) Natural Science Pedagogy
iv) Environmental Science Pedagogy
v) Mathematics Pedagogy
− In the third year, EPTED will produce one new generic manual and four new
subject-specific manuals:
i) Inclusion, Mixed Ability and Multigrade Classes
ii) Languages Content Updating
iii) Natural Science Content Updating
iv) Environmental Science Content Updating
v) Mathematics Content Updating
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− The development of the mathematics manuals will be supported by a Year 1
workshop of mathematics teachers and CPD users.
− In the third year, EPTED will facilitate a stakeholder workshop to review the
revised and new modules.
− EPTED will manage a 25 day consultancy to develop HIV/AIDS and SHN
manuals for inclusion in CPD and in pre-service teacher training.
c. Enhance understanding of the impact of CPD:
− The TDP Impact Study will focus on the pedagogical improvement due to the
revised CPD program.
English Language Quality Improvement Program
Objective: To improve the quality of English language teaching and teaching of
core subjects in English
Indicator 1: 9,100 G1-12 English teachers undertake English Language Teaching
(ELT) methodology training via English Language Teaching
Improvement Program (ELTIP)
Indicator 2: 2,995 G1-12 English teachers undertake School-Based English
Mentoring (SBEM) training
Indicator 3: 1 CLIL (Content and Language Integrated Learning) module prepared
for the training of EMTOS (English medium teachers of other subjects)
in Phase 2
This sub-component provides opportunities for English teachers to improve their
English through face-to-face training and for these and other teachers to be
supported by school-based English mentors. The target groups for ELQIP are
specialized English teachers and English medium teachers of other subjects. The
English Language Teaching Improvement Program (ELTIP) training is designed as
120 hours of contact time to be taught during one 4-week session in the summer.
The School Based English Mentoring (SBEM) training is 120 hours of contact time
plus reflective action tasks to be undertaken over 3 sessions during a 14-month
period. Training will be done by specialist ELTIP and SBEM trainers, some of whom
may be recruited from existing teachers or trainers known as Key English Language
Training Advisors and Key English Language Trainers; and coordinated by
designated staff in the REBs.
This component will include three main activities, (i) ELTIP training for 9,100 English
Language teachers in primary and secondary schools, (ii) SBEM training for 2,995
experienced English teachers in primary and secondary schools, and (iii) trainer
training for 530 ELTIP and 230 SBEM trainers who deliver the training at local level.
An English Medium Teaching Improvement Program (EMTIP) course will also be
designed in preparation for EMTIP training, scheduled to start in Phase 2. TDP II will:
a. Improve the quality of English teaching in Ethiopian schools by devising
and implementing an English Language Teaching Improvement Program:
− ELID will in Year 1 engage a 29 day consultancy to design the ELTIP
framework and assist with manual development and training of trainers of
trainers (ToTs) workshops.
− ELID will hold a 5 day workshop for manual development and 15 days of
training of ToTs for ELTIP, each for 30 participants.
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− REBs will be responsible for organizing training, including sourcing/deploying
trainers, in summer vacation and semester breaks, from Year 2 on.
b. Increase the impact of ELTIP training through a School Based English
Mentor intervention:
− ELID will in Year 2 engage a 29 day consultancy to design the SBEM
framework and assist with manual development and training of ToTs
workshops.
− ELID will hold a 5 day workshop for manual development and 15 days of
training of trainers of trainers for SBEM, each for 25 participants.
− REBs will be responsible for organizing training, including sourcing/deploying
trainers, in summer vacation and semester breaks, from Year 3 on.
c. Improve the quality of teaching of core subjects in English by devising and
preparing for implementation an English Medium Teaching Improvement
Program:
− ELID will in Year 3 engage a 29 day consultancy to design the EMTIP
framework and assist with manual development and training of ToTs
workshops.
− ELID will hold a 5 day workshop for manual development and 15 days of
training of trainers of trainers for SBEM, each for 30 participants.
d. Build capacity in ELID and the regions to implement programs with
maximum effect:
− ELID will hold yearly 3 day stakeholder workshops for an average of 60 REB
staff, trainers and English teachers to consult on the new ELTIP program;
motivate participants and disseminate information.
− In Years 2 and 3, ELID will facilitate 3 day training workshops for 44 REB staff
(training coordinators, and ELTIP and SBEM trainers) in managing ELQIP,
focusing on organizing and implementing training.
− A series of three 12 month international TA consultancies based in ELID
(funded by GEQIP management) will provide training on program
management, English and communicative teaching methodology for ELID staff
and other pillars in GEQIP, and will assist in designing M&E tools.
− ELID staff will make short visits to follow up REBs’ training to assure quality
and provide field support on ELTIP/SBEM implementation, M&E and reporting
Upgrading and Teacher Licensing and Re-licensing
Objective: To improve the quality of pedagogy through upgrading teachers’
qualifications
Indicator 1: 12% of G1-4 teachers qualified (diploma)
Indicator 2: 60% of G5-8 teachers qualified (diploma)
The recent decisions to cease the one year certificate for primary teachers, and to
require all teachers to be qualified to a minimum of diploma level, mean that there
are a significant number of teachers who need to be upgraded. Primary teachers with
a certificate qualification will be offered the opportunity to upgrade to a diploma
qualification through a 3 year in-service program, using self study modules, 2 threeday
tutorials per year and a 6-week residential training in CTEs during each of the 3
summer vacations of the course. TDP II will support (i) the provision of the modules
and course materials; and (ii) the cost of travel and subsistence for the residential
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courses for the over 20,000 teachers who will participate in this course each year.
In order to enhance standards and provide incentives for teachers to develop their
skills and performance, a teacher licensing and re-licensing system will be
developed. This will include setting in place performance criteria for promoting
teachers to different levels in the system. A similar system will also be developed for
head teacher and cluster supervisor positions. This system will be aligned with CPD
and with teacher upgrading. It is anticipated that this revised career structure will be
implemented in the second phase of GEQIP. In the current phase, TDP will support
(i) the development of processes, standards and guidelines; and (ii) activities to build
awareness and support for the introduction of the licensing and re-licensing system
at the regional levels. TDP II will:
a. Improve the relevance of the upgrading program:
− The upgrading curriculum will be revised in Year 1 to fit the new general and
teacher education curricula.
− CTEs will deliver the revised upgrading course, covering the costs of teachers’
meals and accommodation while in the period of residential training.
b. Enhance the M&E of the quality and impact of the upgrading program:
− M&E by EPTED of the upgrading program will be a significant focus in Phase 1
in order to assess its impact on student learning outcomes and teacher
behaviour.
− REBs will share findings with CTEs during validation workshops, with concrete
action steps recommended for local CTEs.
− Each year, CTE Instructors will travel to schools to undertake biannual face-toface
tutorials with upgrading teachers and assess their self-study assignments.
c. Improve the quality of the action research elements of upgrading:
− The revised curriculum and M&E support visits will be focused on improving the
scope and depth of upgrading teachers’ action research activities.
d. Enhance understanding of the impact of the upgrading program:
− The Year 3 TDP Impact Study will include an investigation into the cost
effectiveness of the upgrading program, taking into account the cost of salary
increases resulting from upgrading and the benefit of improved teaching
practice.
e. Create awareness of the new teacher licensing and re-licensing system:
− EPTED will in Year 1 facilitate a 3 day consultative workshop for 120
participants on the proposed new teacher licensing system and career
structure.
− REBs will in Year 1 facilitate awareness raising workshops, preparing teachers
for the introduction of the new licensing system.