Background of the Problem
To
monitor is to observe, check, test or record an event in order to determine the
extent to which the event complies with a predetermined plan. It is an
important device that produces data for evaluation.
In
the education sector, monitoring is an important evaluation instrument. It aids
policymakers and other education stakeholders to ensure that education programs
are implemented according to the predetermined objectives. It also helps to
ensure that programs conceived at the top level and is still on-going are
executed according to specifications. Based
on the above, purposes for conducting monitoring in Education. The purpose
which the data that will be generated will serve will determine the type of
monitoring that will be carried out. For instance, a monitoring may be
conducted in order to determine the particular new educational programme that
well be introduced. One can also monitor to determine how well an on-going
programme is being carried out; or one still monitor to determine how
successful or effective a completed educational programme was implemented.
Therefore the purpose for which the use of the data from monitoring will be put
determines the type of monitoring that will be carried out in education.
But
the obvious fact is that irrespective of the purpose for monitoring in
education, it is an important education tool for ensuring that education
programs are successful. Indeed, without monitoring, it will be difficult to
determine whether education standard is maintained. Secondly, without
monitoring evaluation in education cannot be carried out. Moreso, if the people
who are charged with the task of executing education programms are not
monitored, implementation will be haphazard, since each person will implement
the same program according to how he/she wishes, after all there is no one to
check whatever he/she has done.
Therefore,
given the above stated obvious reasons for monitoring in education, one can
state categorically that for any educational programme to succeed, the policy
makers must make provision for periodic monitoring of the programme. This is to
enable them make any necessary adjustment in education program implementation
as the need may arise. This will help to correct any lapse that may be observed
in the course of the implementation. Without a planned and well organized monitoring
exercise that will be systematic and sequential, funds committed into the
implementation of educational programs can hardly bear any result. This is the
reason why this proposal on a 3-day monitoring of cluster level train of SBTD
is being packaged in order to enable the Board monitor the cluster level
training of teachers by the master trainers who had earlier been trained at the
various local Government levels in the three cash grant scheme (CGS) L.G.As in
Ebonyi State.
Statement of the Problem
Recently
UNICEF and Ebonyi State universal Basic Education Board conducted the training
of master trainers on school based teacher development (SBTD) in the three cash
Grant local governments in of Izzi, Ikwo and Afikpo South Ebonyi State. The
trained master trainers were drawn from different clusters in their local
governments, the master trainers were charged to train teachers in the schools
within the cluster where they were drawn from. The reasons for introducing the school based
teacher development program is the absence of a cordinated teacher training
program in Ebonyi State UBE program implementation. The existing teacher
training programs are weak, atomistic and not continuous worst still, there is
no provision for evaluating the efficiency of the training program. Moreover,
there is no provision in the existing program to ensure that the few benefited
teachers apply the knowledge and skills acquired from the training in the
classroom and to further improve themselves. The training also does not reach
all the teachers, rather those who benefited are the few privileged teachers
whose friends or relative recommend to the organizers of the training. This
therefore creates a lot of gaps which hinder effects made in ensuring delivery
of quality education in the state.
To
address those lapses in the implementation of Basic Education, UNICEF
introduced the SBTD program. The SbTD is school based and encouraged teachers
to seek through self and colleagues ways of remedying their capacity gaps. It
encouraged co-operative learning and seeking of alternative means of
professional development.
Although
much efforts and funds were committed into the training of the master trainer,
the worry is that there is no guarantee that if these master trainers are left
without close monitoring that they will actually train the teachers of the
schools in their clusters. Furthermore, it is also not guaranteed that, these
master trainers will conduct the training according to guidelines.
These are the major reasons why this
monitoring is being proposed. It will ensure that the fund and other efforts
committed into the program will bear the desired fruits. This monitoring visit
is a follow-up to the initial SbTD master trainers’ training and helps to keep
faith with activities contained in the proposal.
Planned Results
- Teachers
in the three CGS LGAs acquire the SBTD techniques in accordance with the
program objectives.
- Improved
teacher capacity development in the three CGS which will be continuous and
systematic.
- Improved quality instructional
delivery in place
- Institutionalizing
continuous and systematic teacher capacity development which is wholistic in
the system.
Target Audience
The
target audience for this monitoring are the teachers and the master trainers.
They will be monitored to ensure that they are conducting the cluster training
in line with the guidelines specified in the program blue print.
Participants
The
participants in the monitoring and Evaluation of UBEB and two other senior monitoring officers in the Board.
Methodology:
The
monitoring visit will involve the monitors visiting the clusters to supervise
the master trainers conduct the training in the clusters.
The
monitors at the end will hold meetings with the master trainers, during which the
master trainers, during which they will advice them on things to do, to improve
the training skills for the purpose of making the SbTD to succeed.
EXPECTED OUTCOME:
- Lapses
in the conducted of the cluster training will be identified and corrected.
- Obstacles
impeding the cluster training will be identified for possible solution.
- Meetings
will be held with education secretaries and other major Education stakeholders
in the LGAs for their maximum co-operation in implementing the program.
- The
visit will motivate the master trainers to put in their best efforts since they
will know that they are being monitored.
Follow-up Plan
After
this crucial cluster training monitoring, the next thing will be to monitor the
teachers in their various schools to ensure that they practice what they will
learn from the training activity. Moreover, the Local government and cluster
meetings by the cluster leaders and L.G.A leaders will be strictly supervised
to ensure that problems identified at the school levels are tackled and
solutions proffered. That if done is the only way to ensure the success of the
program.
Sustainability: The monitoring
of the next level will be sustained as it will be built into the monitoring
plan of the Board. Moreso, the state planning commission will be eager to
support the monitoring, if UNICEF expresses interest in the need for SPC to
support the monitoring.
People
involved in the monitoring
- Desk officers of SUBEB and SMOE
- SPC Monitoring officers
- HOD M & E SUBEB
- HOD SSM – SUBEB
- Support Staff.
Duration - Nine
(9) days
Date - 2nd
week of December 2014
Evaluation Instrument:
The
training manual will guide the monitors to evaluate the quality of training the
master trainers are impacting to the teachers.
- Budget - see
attached