A Regional Exploration of Pathways Toward Harmonization of …€¦ · Pillar III: Teaching and...

Pathways Toward Harmonization of Math and Science

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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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‖



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)



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.



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



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.



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



“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



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?



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



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



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,



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



Broken link #3: between teaching/learning and the outcomes of M&S education

Recommendation: Create multi-stakeholder feedback forum to gauge consumers’ satisfaction

annually



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

[email protected]

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

[email protected]

James Kiarie NGUGI Assistant Director Technical Accreditation & Quality Assurance

Ministry of Higher Education Science and Technology

[email protected]

Lois NDEGWA Teacher/Dean of Studies Nairobi School [email protected]

Peter MWANGI Research Officer Kenya National Examinations Council

[email protected]

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


Aloys KAYINAMURA Mathematics Curriculum Developer


Antoine MUTSINZI Math and Science Teacher Training and Developement Officer

Rwanda Education Board

[email protected]

Jean Pierre NSENGIMANA

Mathematics Examiner Rwanda Education Board [email protected]

Tanzania

Halima MWINSHEHE Curriculum Developer Tanzania Institute of Education

[email protected]

Suleiman AME Director, Zanzibar Institute of Education

Ministry of Education and Vocational Training Zanzibar

[email protected]

Sara KHAMIS Assistant Lecturer State University of Zanzibar [email protected]

Rayha ABDULLA Tutor Zanzibar Muslim Academy [email protected]



Samuel MAKUNDI Education and Training Officer

Ministry of Education and Vocational Training

[email protected]

Magreth NJAU Examination Officer National Examination Council of Tanzania

[email protected]

Shukuru Jumanne KAWAMBWA

Minister Ministry of Education and Vocational Training

[email protected]

Hamisi Omar DIHENGA Permanent Secretary Ministry of Education and Vocational Training

[email protected]

Uganda

Jessica Rose Epel ALUPO Cabinet Minister Ministry of Education and Sports

[email protected]

Francis Xavier Kiwanuka LUBANGA

Permanent Secretary Ministry of Education and Sports

[email protected]

Elicard Web NDYABAHIKA

Assistant Commissioner Ministry of Education and Sports

[email protected]

Remedious Sentumwa BAALE

Senior Curriculum Specialist National Curriculum Development Centre

[email protected]

Guests Swee Fong NG Associate Professor National Institute of

Education [email protected]

Samuel Kibe KIMANI Education Consultant Japan International Cooperation Agency (JICA)

[email protected]

Dorothy Aidan MWALUKO Principal Education Officer Ministry of Education and Vocational Training

[email protected]

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]

mailto:[email protected]





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