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Pathways Toward Harmonization of Math and Science
Page 1 Curriculum in the East African Community, Final Report
A Regional Exploration of Pathways
Toward Harmonization of
Math & Science Curriculum in
the East African Community
Ministerial Forum Summary Report
October 2011
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Pathways Toward Harmonization of Math and Science
Page 2 Curriculum in the East African Community, Final Report
The East African Community (EAC) Partner States of the Republics of Kenya, Uganda,
Rwanda, Burundi, and the United Republic of Tanzania, identified the ―harmonization
of the education curricula, standards, assessment, and evaluation of education
programs as a priority issue‖ in the EAC treaty (2007). In an effort to support this
regional harmonization effort, the World Bank sponsored a Ministerial-level
workshop, entitled ―A Regional Exploration of Pathways Toward Harmonization of
Math and Science Curriculum in the East African Community‖ on 21-23 September
2011 in Arusha, Tanzania. Math and science provide an excellent starting point
toward achieving this goal as the subject matter content already is more harmonized
than culturally dependent disciplines such as language and history. An exploration
into these topical areas also offers EAC Partner States an opportunity to strengthen
science and mathematics capacity throughout the region, thereby accelerating their
transformation into knowledge economies.
The workshop was designed to allow for discussion on the steps needed to achieve
regional math and science curriculum reform and harmonization. Understanding
that enhanced science and mathematics curriculum is but one ingredient required to
boost learning outcomes, the workshop also explored opportunities for wider
systemic improvements in the areas of policy and governance, teaching and
learning resources, teacher training, and evaluation of learning outcomes.
The World Bank team devised a holistic, multi-pronged approach to research,
analysis, and design to support Member States’ cooperation in advance of, during,
and after the Ministerial Forum. Using the EAC’s definition of harmonization and
focus on labor market mobility, a research team took an innovation systems-based
approach to understanding the following questions:
(1) How might we optimize the output of the secondary education system (e.g.,
skilled, employable individuals) such that it contributes meaningfully to
enhancing desired outcomes of the national and regional innovation system
(e.g., development, adding value to economic growth, labor market
mobility)?
(2) How might we understand how the inputs to secondary math and science
(M&S) education can be aligned and enhanced through knowledge
production processes to deliver optimized outputs and outcomes?
I. Background on ―A Regional Exploration of
Pathways Toward Harmonization of Math &
Science Curriculum in the East African
Community‖
Pathways Toward Harmonization of Math and Science
Page 3 Curriculum in the East African Community, Final Report
Five interrelated "pillars" for analysis and synthesis offered a comprehensive
portrayal of the factors to consider in approaching secondary math and science
education harmonization:
Pillar I: Policy and governance of secondary math and science education
Pillar II: Secondary math and science curricular content
Pillar III: Teaching and learning resources for secondary math and
science education
Pillar IV: Teacher training, professional development, and pedagogy for
secondary math and science education
Pillar V: Evaluation of secondary math and science learning outcomes
Using this pillar framework, a team of research and education specialists from the
Global Knowledge Initiative visited each EAC country to collect data and insights on
secondary math and science education. The six-person team elicited some 600
pages of transcripts through in-person interviews with more than 120 in-country
experts from curriculum developers and reviewers to teachers, students, scientists,
and industrialists across the five Member States. The workshop was designed
around a five-pillar structure to orient the World Bank’s exploration of curriculum
harmonization and enable decision makers to grapple with the critical issues
common across systems. The pillar structure buttresses the discussion paper
written for Forum participants as well as the design of three days of interactive
sessions—two for technical experts and a third for Education Ministers and
Permanent Secretaries—held on 21-23 September 2011 in Arusha, Tanzania.
An overview of the Ministerial Forum and its key findings follow.
Days One and Two of the Ministerial Forum concentrated on facilitated discussions
among the technical delegations nominated by their respective governments.
The delegations included policy makers, education advisors, teachers, evaluation
officers, and other technical experts. The participants represented a wealth of
content and process knowledge on secondary math and science education from
across the region and beyond (an expert in math curriculum and pedagogy from
Singapore’s National Institute of Education was invited). For this reason, the
workshop facilitators devised a dynamic, participatory agenda that maximized input
II. Description of the Technical Workshop
(Days One and Two) in advance of the
Ministerial Forum (Day Three)
Pathways Toward Harmonization of Math and Science
Page 4 Curriculum in the East African Community, Final Report
from the delegates. The program sought to enable participants to identify best
practice within the five Member States and discern opportunities for regional
leadership to take forward strategic pillars.
Over the course of the Forum participants performed a number of roles, offering
provocations, serving as session chairs and rapporteurs, and presenting preliminary
findings and observations to the Ministers and Permanent Secretaries on Day Three.
With vibrant participation from all the delegates, the Forum proved a fruitful
incubator for brainstorming and discussion of possibilities for regional knowledge
sharing and collaboration.
The organization of the technical discussions followed the five-pillar structure
underpinning the research performed in advance of the forum. Two concurrent
working groups focused on complementary aspects of each pillar, allowing the
participants to confer on a wide breadth of topics in a compressed amount of time.
Session overviews posed a series of questions on each sub-topic that emphasized potential action and recommendations over description. See Appendix I for a table
of the working group sub-topics, guiding questions, and preliminary
recommendations from the technical delegation.
In addition to the working group discussions, country representatives participated in
two skill-building sessions aimed at enhancing their capacity for regional
collaboration and problem-solving. The first skill building session introduced
―Challenge Mapping‖ as a tool to build regional consensus. Used by the Global
Knowledge Initiative to gauge the potential for collaborative innovation, Challenge
Mapping offers a process to clarify the relationship between high-level, complex
challenges and those with a narrower scope. The Challenge Map helps diverse,
specialized communities to (1) see how their work relates to the work of others in
solving a shared challenge or goal, (2) identify opportunities for collaboration
around shared problem spaces, and (3) visualize critical barriers for progress so
that they can be addressed early in the collaborative process. In the exercise,
participants mapped sub-components of the challenge: ―How might we optimize the
outcomes of secondary math and science education in East Africa?‖
The second skills building session presented a tool to catalogue critical resources in
math and science at regional level – the THICK methodology, published by the
World Bank in 2011 (see full study here: http://bit.ly/m3zBXg). The THICK
methodology defines five sub-groups of resources – technology, human,
institutional, collaboration / communication, knowledge-based – needed to address
development challenges pertinent to STI. In breakout-groups, participants
considered which THICK resources were needed to optimize secondary math and
science teaching and learning outcomes in East Africa. Through a facilitated group
exercise, participants learned which resources to tackle math and science education
challenges already exist within their countries and which are available in the region.
The skill building session enabled Member States’ to deepen their appreciation of
opportunities for knowledge-sharing and leadership within the regional context.
Pathways Toward Harmonization of Math and Science
Page 5 Curriculum in the East African Community, Final Report
On Day Three, Honorable Ministers and Permanent Secretaries from across the EAC
attended the Ministerial Forum – ―A Regional Exploration of Pathways Toward
Harmonization of Math and Science Curriculum in the EAC.‖ Those in attendance
included:
Severin Buzingo, Minister for Basic and Secondary Education, Vocational
Training and Literacy, Burundi
Prof Samson Ongeri, Minister of Education, Kenya
Shukuru Kawambwa, Minister for Education and Vocational Training, Tanzania
Jessica Alupo, Minister of Education and Sports, Uganda
F.X.K Lubanga, Permanent Secretary for Education and Sports, Uganda
Permanent Secretary for Education, Rwanda
The Ministerial Forum opened with
comments from Sukhdeep Brar,
Senior Education Specialist from the
World Bank, who welcomed the
Ministers and provided a brief
overview of the previous days’
discussions. Rapporteurs from
each of the working groups then
presented their preliminary
findings and recommendations to
the Ministers, after which the
Ministers provided comments and
raised questions for further
consideration. Again, see Appendix 1 for the initial
recommendations offered by
working group Rapporteurs.
In comments to the attendees,
Minister Ongeri of Kenya stressed
the importance of ensuring quality
math and science teachers,
We are facing a number of challenges
individually in our countries, and there is
a lot we can benefit from to bring our
efforts together and aspire to a brighter
future. Individually we will continue to
grapple in the dark and we will not be
able to take advantage of the expertise in
other countries…I hope these findings
and recommendations will be
incorporated into the EAC proceedings
and the Ministers will take them up with
vigor as we work to develop a
harmonized curriculum for math and
science.
- Shukuru Kawambwa, Honorable
Minister for Education and Vocational Training, Tanzania
III. Description of the Ministerial Forum
(Day Three) and Preliminary
Recommendations
Pathways Toward Harmonization of Math and Science
Page 6 Curriculum in the East African Community, Final Report
especially through pedagogical training. Minister Alupo from Uganda validated the
subject matter of the forum, stating ―all of the EAC countries need to capture in our
children an interest in math and science.‖ She noted the biggest education
challenge facing Partner States is transitioning students into useful citizen. Uganda’s
Permanent Secretary for Education and Sports reiterated the timeliness of the
workshop. He also pointed out the importance of a regional qualifications
framework in terms of achieving the EAC objective of labor market mobility.
Minister Kawambwa of Tanzania raised the issue of ―mass failures‖ in math and
science at secondary level in Tanzania, asking where responsibility lies for such
systemic failures. Minister Buzingo of Burundi commented on his personal
experience as a chemistry teacher, observing the difficulties he faced teaching
practical lessons due to the scarcity of laboratory equipment and consumables.
Five workshop participants presented their singular, top recommendation for
consideration in a regional harmonization agenda during the session entitled ―A
Future Worth Innovating: A Panel Discussion of Opportunities in Math and Science
Education Harmonization.‖ A Principal Education Officer at the Ministry of Education
and Vocational Training of Tanzania, for example, offered the following
recommendation to the Ministers:
As a science teacher, I appeal and recommend practical affirmative action
to address women involved in math and science at all levels –
recruitment, training, employment, deployment.
With the priority recommendations from the select participants as a backdrop, Sara
Farley, Chief Operating Officer of the Global Knowledge Initiative and lead
researcher and facilitator for the Ministerial Forum, presented a composite picture of
recommendations and interventions that emerged over the two-day technical
discussions. Beyond interventions within a singular pillar, such as teacher training
and pedagogy or curriculum, Farley argued that numerous recommendations
emerging from the participants sit at the intersection of two or more pillars.
The following schematic provides a visual overview of the integrated nature of a few
of these cross-cutting recommendations (indicated by multiple pillar (P) references)
and those that are more discrete (residing in only one pillar). Such synthetic
analysis emphasizes the innovation systems approach to harmonization, and points
to interventions that may prove most transformative in terms of systemic
improvement.
Pathways Toward Harmonization of Math and Science
Page 7 Curriculum in the East African Community, Final Report
Farley’s presentation closed with questions for the EAC Partner States to consider as
the harmonization effort moves forward:
Which recommendations constitute crucial immediate needs (short-term)
versus subsequent ones (amenable to action in the medium-term)?
Which recommendations offer ―quick wins‖ and which merit investment over
the longer term?
How do we carry the spirit of collaboration here from ideation through to
implementation?
At the close of the presentation, the floor opened again for final comments and
feedback from the Ministers and Permanent Secretaries. Helen Craig, Human
Development Cluster Leader for the World Bank, also offered closing remarks.
She stressed the need for more opportunities to ―bring to life collaboration and
networking‖ among regional stakeholders, as well as benchmarking competencies
across the EAC. The tenor was positive as the meeting closed, with the high-level
representatives expressing support for a regional harmonization initiative focused
on math and science education. Such was the sentiment of Jessica Alupo, Minister of
Education and Sports from Uganda, who stated in her closing remarks:
From Sara Farley, The Global Knowledge Initiative, presentation of synthesis of the recommendations from
participants; delivered on 23 September 2011 to ―A Regional Exploration of Pathways toward Harmonization
of Math and Science Curriculum in the EAC‖ Ministerial Forum
Pathways Toward Harmonization of Math and Science
Page 8 Curriculum in the East African Community, Final Report
“As the EAC, we have no choice but to
come together. We must share the
knowledge and ideas that we have.
So, I’d like to thank the World Bank
and encourage them to continue
inviting us. I also want to thank the
outcomes of the working groups.
You’ve done much for us. But, we have
much more to do.”
--Jessica Alupo, Minister of Education
and Sports, Uganda
“I hope the output [of this
Ministerial Forum] will lead to
policy-making in the
community.”
-- Severin Buzingo, Minister
for Basic and Secondary
Education, Vocational
Training and Literacy,
Burundi
Pathways Toward Harmonization of Math and Science
Page 9 Curriculum in the East African Community, Final Report
APPENDIX I: TABLE OF WORKING GROUP SUB-TOPICS, GUIDING QUESTIONS, AND
PRELIMINARY RECOMMENDATIONS FROM THE TWO-DAY TECHNICAL DIALOGUE AT THE
MATH AND SCIENCE CURRICULUM HARMONIZATION MINISTERIAL FORUM:
For each of the five thematic pillars used to orient discussion of options for math and
science curriculum harmonization, the participants split into two working groups.
Each working group followed a pre-prepared session ―script‖ with a series of
guiding questions, simulations, practicals, and other interactive exercises, designed
by the Global Knowledge Initiative’s facilitators. The guiding questions used in the
working groups offered complementary perspectives on the pillar addressed, such
that once the two working groups re-convened following a break-out session, their
insights and findings could be meshed together to offer a comprehensive treatment
of a particular pillar’s theme.
Prior to dividing into working groups, each session began with a Provocation offered
by a participant selected by the organizers for her or his expertise and experience
addressing a particular dimension of math and science education germane to that
pillar. Provocateur’s remarks served as a jumping off point for the guided inquiries
afforded by the working group’s facilitated and interactive format.
PILLAR I: SECONDARY MATH AND SCIENCE EDUCATION POLICIES AND GOVERNANCE
Working Group 1: Balancing National Priorities, Governance Approaches, and Regional
Harmonization: Policies and Pathways
Guiding Question: How might regional efforts to harmonize secondary math and science (M&S)
education balance national priorities while accounting for differences in country-based governance
structures and processes for stakeholder engagement?
Short-term priorities:
1. Encourage regional grade equivalencies and curriculum harmonization in M&S among EAC
Partner States, including teaching materials
2. Harmonize pre-service and in-service M&S training curriculum
3. Make compulsory key M&S subjects: Math, Science (physics/chemistry/biology), and information
and communication technology (ICT)
4. Create a common threshold for M&S teacher incentives to increase retention
Long-term priorities:
1. Harmonize M&S teacher qualifications at regional level
2. Establish M&S Centers of Excellence (to promote sharing of regional best practice)
3. Design a Regional Qualifications Framework for each level
4. Launch technical institutions for innovation and improvisation in M&S education
Working Group 2: Feedback and Reform: Optimizing Policy to Enable Integration of
Innovation and Education Systems
Guiding Question(s): 1.What, if any, recommendations should be taken to increase the relevance of
M&S education policy to national and regional development objectives? 2. What recommendations
can the group offer to ensure greater inclusivity of voices becomes standardized in the policy
planning process for secondary M&S education at regional level?
Pathways Toward Harmonization of Math and Science
Page 10 Curriculum in the East African Community, Final Report
Recommendations to increase relevance of M&S policy to national and regional goals:
1. Make M&S scholarships available to students for both public/private universities with a goal of
gender parity
2. Create a network of regional centers of excellence that offers a repository of best
practice/sharable resources for M&S—syllabi, math questions, science kits, lesson plans—and
encourage national and regional sharing
3. Assess M&S skills needs required to attain national and regional goals with the objective of
setting common standards (like minimum number of labs/school)
Recommendations to ensure greater inclusivity of stakeholder voices in M&S education:
1. Establish a participatory policy setting and implementation approach
2. Institutionalize and regularize annual wide stakeholder outreach for M&S teaching and learning
3. Establish national technical working groups on M&S education with diverse stakeholders—
students, industry, teacher training institutions, unions, etc.—and annually convene at national
and regional level
4. Use independent annual stakeholder survey to measure stakeholders’ satisfaction of measures to
achieve inclusivity of voices in policy
PILLAR II: SECONDARY MATH AND SCIENCE EDUCATION CURRICULUM CONTENT
Working Group 1: Relevant, Resourced & Rewarding: Cultivating 21st Century M&S
Curriculum in the EAC
Guiding Question: How might the East African Community promote a 21st Century math and science
(M&S) curriculum that is relevant, inquiry-based, and rewarding?
1.Complementary characteristics of the 3 ideal qualities (e.g., relevant, inquiry-based and
rewarding) of M&S curriculum:
develop students’ life skills, enable personal / community-based problem solving
2.Stakeholders needed to realize the 3 qualities:
There is consistency among communities with role to play in ensuring these 3 ideal qualities
of M&S curriculum
These include but are not limited to: learners, teachers, parents, policymakers, education
officers, private sector, development partners, universities, scientific community, NGOs, etc.
3. Recommended Processes to Ensure Ideal Qualities of M&S Curriculum:
Relevant: a) Needs assessment (inc. industry, national / regional dev goals, learners,
communities through consultations), b) Dissemination of findings for comment by
stakeholders, c) Develop curricula (pilot, orient, etc.)
Inquiry-based: a) Enhance capacity of M&S curriculum developers, b) Sensitize M&S teachers
to integrate project-based work into classroom (e.g., technological development projects),
c) Assess learners’ achievement at end of exercise
Rewarding to students: a) Assess community needs (e.g., for students to develop solutions),
b) Capture students’ perceptions of M&S and reasons behind perceptions through survey,
c) Integrate findings into curriculum
Working Group 2: From the Ministry to the Classroom: EAC Math and Science Curriculum
in Concept and Practice
Guiding Question: How might the intended M&S curriculum be brought into closer alignment with the
implemented & attained curriculum?
Disconnects that merit attention:
1. Between availability of M&S teaching resources & those needed to implement competency based
curriculum
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Page 11 Curriculum in the East African Community, Final Report
2. Between M&S learner needs/interests & curricular content
3. Between existing curriculum and that which stimulates student interest / positive attitudes
towards M&S
4. Between national / regional needs and M&S curriculum / examination content
5. Between current assessment methods used and the range of those assessment methods available
(e.g., practical assessment)
6. Between standardized minimum performance thresholds & assessment of M&S-based
competence across region
Recommendations:
1. Infuse creativity into M&S teaching/learning process to make the subjects interesting (e.g., bring
local knowledge into practical demonstrations)
2. Make available adequate instructional materials to support M&S teachers (e.g., ICT scripts)
3. Regularize M&S teacher training through well-designed in-service programs (e.g., sharing
knowledge through peer support)
4. Institute broader teacher incentives / motivation (e.g., tie promotion to skills upgrading)
PILLAR III: TEACHING AND LEARNING RESOURCES
Working Group 1: Beakers and Books: Filling the Teaching and Learning Resource Gap for
Optimized M&S Teacher Satisfaction
Guiding Question: What teaching and learning resources are required to boost math and science
teacher satisfaction?
Near-term resource needs to boost M&S teacher satisfaction:
1. Critical Technological Resources:
Enhance ICT facilities
Provide equipment to prepare lessons
2. Critical Human Resources:
Mainstream experiences for mentoring and knowledge sharing among M&S teachers
Multiply competent M&S teacher trainers
3. Critical Infrastructure/Institutional Resources:
Establish/strengthen teacher resource centers
Offer non-monetary teacher incentives
4. Critical Collaboration/Communication Resources:
Forge opportunities to share knowledge
Mainstream peer review at teacher training colleges
5. Critical Knowledge Resources:
Increase M&S textbooks and teacher guides
Provide in-class management tools (e.g., teacher calendar)
Working Group 2: Prioritizing Essential Teaching and Learning Resources for Regional
Improvements in Math and Science Learning Outcomes
Guiding Question: What teaching and learning resources are required to boost math and science
learning outcomes?
Near-term resource needs to boost M&S learning outcomes:
1. Critical Technological Resources
Increase lab equipment and availability of apparatuses
Enhance availability of computers
2. Critical Human Resources
Multiply number of lab technicians and opportunities for their training
Pathways Toward Harmonization of Math and Science
Page 12 Curriculum in the East African Community, Final Report
Increase number of M&S teachers and training opportunities—in-service and pre-service
3. Critical Infrastructure/Institutional Resources
Provide electricity
Construct adequate buildings
4. Critical Collaboration/Communication Resources
Dedicate M&S education instructional TV
Launch national science fairs/symposia
5. Critical Knowledge Resources
Boost availability of M&S textbooks
Design M&S instructional CDs for teachers
Three Innovative recommendations to optimize national and regional resources for M&S education:
1. The EAC Math and Science Olympiad congruent with EAC Games
2. A regional network of national math and science education data, including manpower needs
surveys to connect labor needs to curriculum and exam design
3. Network of math and science teacher resource centers inclusive of e-syllabi, pedagogical
tools, teaching resources to enable regional/national sharing
PILLAR IV: TEACHER TRAINING, PROFESSIONAL DEVELOPMENT AND PEDAGOGY Working Group 1: The Role Model Roster: Recruiting and Retaining Inspired and Innovative
M&S Teachers
Guiding Question: What incentives are needed and what bottlenecks must be addressed to achieve a
common, optimized process of recruiting and retaining inspired, innovative math and science teachers?
1. Characteristics:
Competent / up-to-date knowledge
Willing to implement good practices to which exposed during training
Innovative / improvising
2. Incentives:
Clear procedure for promotion
In-service M&S teacher training policies
Competitive, clear benefits
3. Bottlenecks:
M&S curriculum not aligned with curriculum taught at training institutions
Examination-driven M&S curriculum
Inflexible M&S curriculum
Recommendations for Regional Collaboration:
1. Harmonize curriculum in M&S at training institutions and at school level
2. Increase Partner States’ understanding of free movement of M&S teachers within the EAC
3. Establish common pathways of training M&S teachers
Working Group 2: Pathways to Practice: Examining Different Approaches to Math and
Science Teacher Training in the EAC
Guiding Question: What are the characteristics of an optimized teacher-training pathway? How might
regional harmonization help smooth the transition to this approach?
Optimized M&S teacher training pathways:
1. Develop pedagogical content knowledge in all teacher training programs
2. Introduce minimum standards for school practice (i.e., teacher trainees in real classrooms,
Pathways Toward Harmonization of Math and Science
Page 13 Curriculum in the East African Community, Final Report
performing all roles)
3. Encourage life-long learning through continuous professional development opportunities
Priorities / Recommendations for Optimized Teacher Training:
1. Role of Regional Harmonization
Generate an upgraded standard for countries that may be lagging behind such that through
sharing resources, best practices, educational policies can improve
2.Recommendations
Produce a manual for good practice / standards to achieve optimal pathway of teacher
training (TT) throughout the EAC
Mainstream optimal TT pathways across EAC to facilitate EAC teacher qualifications
framework
Improve teacher incentives to foster retention to attract students to M&S teaching profession
PILLAR V: EVALUATION OF LEARNING OUTCOMES Working Group 1: Changing Perceptions, Improving Outcomes: Engaging Students in Math and
Science
Guiding Question: What are the most effective approaches to boost student perceptions of math and
science?
Observations for boosting student perceptions of M&S through enhanced stakeholder engagement:
1. Diverse set of actors plays a role in enhancing student perceptions of/outcomes in M&S
(e.g., policymakers, teachers, communities, students, private sector, teachers)
2. Critical but missing opportunities to enhance student perceptions include:
Involving the private sector
Offering chances to apply M&S learning in real life
3. Encouraging awareness, tackling stereotypes (with parents, with industry) are key needs
Opportunities to boost student perceptions of M&S through regional collaboration:
1. Construct a regional body to enhance collaboration on M&S education and training issues
2. Create a knowledge-sharing system on M&S training best practice
3. Develop more opportunities for M&S student and teacher exposure: to universities, technical
facilities, attachment to professors, Centers of Excellence
Working Group 2: Teaching to the Test: Rethinking the Relationship Between Teachers,
Examinations, and Resources
Guiding Question: How might the vicious cycle of math and science teaching-testing-and-outcomes be
replaced with a virtuous circle?
A number of components bear on learning outcomes; each must interact to ensure optimal system
functioning
Broken link #1: between M&S content and evaluations
Broken link #2: between teacher training and teaching/learning
Broken link #3: between teaching/learning and the outcomes of M&S education
Recommendations to repair the missing feedback loops required to create a virtuous cycle:
Broken link #1: between M&S content and evaluations
Recommendation: Standardize competence-based evaluation in the region
Broken link #2: between teacher training and teaching/learning
Recommendation: Post-graduation mentorship with employer during probationary period
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Broken link #3: between teaching/learning and the outcomes of M&S education
Recommendation: Create multi-stakeholder feedback forum to gauge consumers’ satisfaction
annually
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ANNEX 2: PARTICIPANTS BY COUNTRY AND DESIGNATION
NAME TITLE ORGANIZATION EMAIL
Burundi
Felix MPOZERINIGA Advisor Ministry of Education [email protected]
Donatien MURYANGO Inspector Ministry of Education [email protected]
Sylvere CAMBARA Advisor Ministry of Education [email protected]
Severin BUZINGO Minister Ministry of Basic and Secondary Education
Kenya
Samson ONGERI Minister for Education - Kenya
Ministry of Education [email protected]
Ernest NGENY Head of Department Centre for Mathematics, Science and Technology Education in Africa
James Kiarie NGUGI Assistant Director Technical Accreditation & Quality Assurance
Ministry of Higher Education Science and Technology
Lois NDEGWA Teacher/Dean of Studies Nairobi School [email protected]
Peter MWANGI Research Officer Kenya National Examinations Council
Samuel Njunguna MUCHIRI
Assistant Director Kenya Institute of Education [email protected]
Rwanda F. Johnson NTAGARAMBA
Head of Teacher Management and Staffing Department
Rwanda Education Board [email protected]
Joseph RUTAKAMIZE Director of Sciences Curriculum Unit
Rwanda Education Board [email protected]
Aloys KAYINAMURA Mathematics Curriculum Developer
Rwanda Education Board [email protected]
Antoine MUTSINZI Math and Science Teacher Training and Developement Officer
Rwanda Education Board
Jean Pierre NSENGIMANA
Mathematics Examiner Rwanda Education Board [email protected]
Tanzania
Halima MWINSHEHE Curriculum Developer Tanzania Institute of Education
Suleiman AME Director, Zanzibar Institute of Education
Ministry of Education and Vocational Training Zanzibar
Sara KHAMIS Assistant Lecturer State University of Zanzibar [email protected]
Rayha ABDULLA Tutor Zanzibar Muslim Academy [email protected]
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Page 16 Curriculum in the East African Community, Final Report
Samuel MAKUNDI Education and Training Officer
Ministry of Education and Vocational Training
Magreth NJAU Examination Officer National Examination Council of Tanzania
Shukuru Jumanne KAWAMBWA
Minister Ministry of Education and Vocational Training
Hamisi Omar DIHENGA Permanent Secretary Ministry of Education and Vocational Training
Uganda
Jessica Rose Epel ALUPO Cabinet Minister Ministry of Education and Sports
Francis Xavier Kiwanuka LUBANGA
Permanent Secretary Ministry of Education and Sports
Elicard Web NDYABAHIKA
Assistant Commissioner Ministry of Education and Sports
Remedious Sentumwa BAALE
Senior Curriculum Specialist National Curriculum Development Centre
Guests Swee Fong NG Associate Professor National Institute of
Education [email protected]
Samuel Kibe KIMANI Education Consultant Japan International Cooperation Agency (JICA)
Dorothy Aidan MWALUKO Principal Education Officer Ministry of Education and Vocational Training
Allen BABUGURA Professor Kabale University [email protected]
World Bank/Global Knowledge Initiative Sukhdeep BRAR Senior Education Specialist World Bank [email protected]
Innocent MULINDWA Education Specialist World Bank [email protected]
Agnes KAYE Program Assistant World Bank [email protected]
Douglas SUMERFIELD Operations Officer World Bank [email protected]
Helen CRAIG HD Sector Leader World Bank [email protected]
Kaboko Mathus NKAHIGA Consultant World Bank [email protected]
Sara FARLEY Chief Operating Officer Global Knowledge Initiative [email protected]
Amanda ROSE Program Officer Global Knowledge Initiative [email protected]