M&E Report SEAL 2012

VVOB Cambodia SEAL Programme M&E Report 2012

SEAL Programme: M&E report 2012 2/79

Preamble

The Science, Environmental and Agricultural Life Skills (SEAL) programme has been implemented by VVOB Cambodia since mid-2008 and will be phased out by the end of 2013. This document presents an analysis of the Monitoring and Evaluation (M&E) findings based on data collected by the SEAL programme throughout 2012. The M&E process involved observations, logbooks, interviews and focus group discussions with direct and indirect target groups as well as a national M&E workshop held on 6 November 2012 together with strategic and operational partners. This M&E report also serves as input for the peer evaluation of the SEAL programme to be conducted from 17-21 December 2012. The findings of the peer evaluation will in its turn help to identify lessons learned and recommendations for the new programme of VVOB to be started as of 2014. We hope that this document provides adequate information for the above purposes.

The VVOB Cambodia team


TableofContents

Preamble _________________________________________________________________________ 1

Table of Contents ___________________________________________________________________ 2

List of tables and figures _____________________________________________________________ 5 Tables .............................................................................................................................................. 5 Figures ............................................................................................................................................. 5

List with abbreviations _______________________________________________________________ 7

1. Introduction ___________________________________________________________________ 8

2. Overview Indicators MYP2 ______________________________________________________ 10

3. Overall Objective: Learning outcomes of pupils in basic education improve as a result of more relevant and effective teaching and learning ____________________________________________ 12

3.1 Indicators .......................................................................................................................... 12 3.2 Means of Verification ....................................................................................................... 12 3.3 Results .............................................................................................................................. 13 3.4 Conclusion ........................................................................................................................ 16

4. Specific Objective 1: The percentage of graduate teachers with a sufficient level of understanding on how to integrate technological, pedagogical and content knowledge in science and life skills teaching __________________________________________________________________ 17

4.1 Indicators .......................................................................................................................... 17 4.2 TPACK Concept ................................................................................................................. 17 4.3 Means of Verification ....................................................................................................... 18 4.4 Results RTTC student teachers ......................................................................................... 20 4.5 Results PTTC student teachers ......................................................................................... 23 4.6 Conclusion ........................................................................................................................ 31

5. Intermediate Result 1 __________________________________________________________ 32 5.1 Indicators .......................................................................................................................... 32 5.2 Objectives ......................................................................................................................... 32 5.3 Means of Verification ....................................................................................................... 32 5.4 Results .............................................................................................................................. 37 5.5 Discussion on effectiveness with partner ........................................................................ 56

6. Intermediate Result 2 __________________________________________________________ 60 6.1 Indicators .......................................................................................................................... 60 6.2 Objectives ......................................................................................................................... 60 6.3 Means of Verification ....................................................................................................... 60 6.4 Results .............................................................................................................................. 65 6.5 Discussion on effectiveness ............................................................................................. 69

7 Intermediate Result 3 __________________________________________________________ 73 7.1 Introduction ..................................................................................................................... 73 7.2 Means of Verification ....................................................................................................... 73 7.3 Results .............................................................................................................................. 73 7.4 Discussion on effectiveness ............................................................................................. 75

Conclusions _______________________________________________________________________ 77

Planning 2013 _____________________________________________________________________ 77


Annexes _________________________________________________________________________ 79 Annex 1a: Lesson observation form – version 1 ........................................................................... 79 Annex 1b: Lesson observation form – version 2 ........................................................................... 79 Annex 2: M&E Protocol for field trips ........................................................................................... 79 Annex 3: Evaluation Rubric for Lesson Observations .................................................................... 79 Annex 4: Survey for teacher trainers on Agricultural and Environmental Life Skills Teaching ..... 79 Annex 5: Survey teacher trainers RTTCs ....................................................................................... 79 Annex 6: Logbook page outline ..................................................................................................... 79 Annex 7a: Guide Focus Group with Teacher Trainers ................................................................... 79 Annex 7b: Guide focus Group with life skills teacher trainers ...................................................... 79 Annex 8: Interview protocol for interviews with graduated teachers .......................................... 79 Annex 9: Individual lesson observation scores teacher trainers ................................................... 79 Annex 10: Overview Teaching Resources ..................................................................................... 79 Annex 11a: Report Monitoring Visit RTTCs (March 2012) ............................................................ 79 Annex 11b: Report Monitoring Visit RTTCs (June 2012) ............................................................... 79 Annex 11c: Report Monitoring Visit RTTCs (November 2012) ...................................................... 79

References _______________________________________________________________________ 79


Listoftablesandfigures

Tables

Table 1 M&E in MYP2 .............................................................................................................................. 9 Table 2 M&E toolkit in MYP2 (2012) ........................................................................................................ 9 Table 3 Planned and Achieved Indicator Values .................................................................................... 11 Table 4 Overview lesson plans collected per subject (data 2012) ........................................................ 18 Table 5 Overview lesson plans per RTTC ............................................................................................... 18 Table 6 Summary interviews with PTTC student teachers ................................................................... 24 Table 7 Lesson Observations in 2012 per subject .................................................................................. 34 Table 8 Lesson Observations in 2012 per RTTC ..................................................................................... 34 Table 9: Overview of target population, method and timing of surveys ............................................... 35 Table 10: Composition of teacher trainer population per subject per survey ...................................... 36 Table 11: Percentage of curriculum topics teacher trainers have problems with understanding the content ................................................................................................................................................... 37 Table 12: Percentage of curriculum topics teachers from practice schools in Kandal have problems with in understanding ............................................................................................................................ 38 Table 13: Percentage of curriculum topics teacher trainers from RTTC Kandal have methodological problems with ........................................................................................................................................ 39 Table 14: Percentage of curriculum topics practice school teachers (Kandal) have methodological problems with ........................................................................................................................................ 39 Table 15 Student‐Centred Approaches included in training teacher trainers ....................................... 40 Table 16 Share of science curriculum topics with approved learning resource developed by VVOB ... 43 Table 17 Overview approved learning resources per subject and type ................................................ 43 Table 18 Average scores for lesson observations per RTTC in March and June 2012 .......................... 51 Table 19 Challenges for integrating TPACK by teacher trainers, per RTTC in 2011 (n = 75) ................. 54 Table 20 Challenges for integrating TPACK by teacher trainers, per RTTC in 2012 (n = 62) ................. 54 Table 21 Assumptions and Mitigation Strategies for IR3 (MYP2, p.59) ................................................ 76

Figures

Figure 1 Student‐centred approaches applied by student teachers during their teaching practice during school year 2011 – 2012 (n = 400) ............................................................................................. 21 Figure 2 Technologies applied by student teachers during their teaching practice (n = 400).............. 21 Figure 3 Use of extra didactical materials by student teachers at RTTC Kandal during their practicum in 2008 and 2010 ................................................................................................................................... 23 Figure 4 Frequency of applying SCA by science teacher trainers at RTTCs (n = 61) ............................. 41 Figure 5 Reported frequency of use of various student‐centred approaches by science teacher trainers (n=62) ....................................................................................................................................... 41 Figure 6 Frequency of applying teaching aids for SCA by science teacher trainers at RTTCs (n = 61) .. 43 Figure 7 Reported use of teaching aids by RTTC science teacher trainers (n = 62) ............................... 44 Figure 8 Use of school garden (left) and waste management system (right) by RTTC earth science & biology teacher trainers (n = 25) ............................................................................................................ 45


Figure 9: Number of users of projectors per college ............................................................................. 46 Figure 10: Average projector use per teacher trainer ........................................................................... 47 Figure 11 Support provided by teacher trainers to student teachers during practicum (data baseline study 2008) ............................................................................................................................................ 48 Figure 12 Need for help by teacher trainers in providing methodological support to student teachers during practicum (data baseline study 2008) ........................................................................................ 48 Figure 13 Need for help by teachers of practice schools in providing methodological support to student teachers during practicum (data baseline study 2008) ............................................................ 49 Figure 14 Support provided by science teacher trainers during practicum (2011 – 2012) (n = 57) ...... 49 Figure 15 Comparison lesson observation scores for RTTC teacher trainers in March and June 2012. 50 Figure 16 Reported use of SCA by science teacher trainers per RTTC ................................................... 51 Figure 17 Challenges reported by science teacher trainers for integrating TPACK in 2011 (n = 75) and 2012 (n=62) ............................................................................................................................................ 53


Listwithabbreviations

ADB Asian Development Bank BIO Biology CHE Chemistry DCD Department of Curriculum Development (of MoEYS) DP Development Partner EEQP Enhancing Education Quality Project ES Earth Science ESDP3 Third Education Sector Development Program GSED General Secondary Education Department (of MoEYS) IBL Inquiry‐based lessons/learning IR Intermediate Result LF Logical Framework LS Life Skills JICA Japan Overseas Cooperation Agency MoEYS Ministry of Education, Youth and Sport PED Primary Education Department (of MoEYS) PHY Physics POE Provincial Office of Education PTTC Provincial Teacher Training Centre RTTC Regional Teacher Training Centre SCA Student‐Centred Approach SEAL Science, Environmental and Agricultural Life skills (programme) SO Specific Objective STEPSAM2 2nd Strengthening Teacher Education Project for Science and Mathematics (of JICA) TDAP Teacher Development Action Plan TPACK Technological, Pedagogical and Content Knowledge TIMMS Trends in International Mathematics and Science Study ToT Trainer of Trainers TTC Teacher Training Centre TTD Teacher Training Department (of MoEYS)


1. Introduction

As in 2011 this M&E report follows the structure of the logical framework. Per objective (overall and specific) and result (IR1, IR2 and IR3), indicators, means of verification, results and conclusions are presented.

The table below gives an overview of the various M&E instruments deployed in the MYP2 per level in the logical framework (LF) and specifies what outputs, outcomes and impact are intended.

Level capacity building

LF Level Activity Output Outcome Impact

Institutional level MoEYS Intermediate

Result Meetings

Workshops

Conferences

Working groups

Revised curriculum

Approved teaching aids & manuals Updated templates for reporting

Application of curriculum, teaching aids and manuals

RTTCs report on management science & life skills infrastructure

Behaviour and attitude change w.r.t. student‐centred approaches, science & life skills education

Organisational level RTTCs & PTTCs Intermediate

Result Identification and selection Procurement

Distribution

Training

Lab, Resource Room, equipped library

Usage

Commitment to maintenance and improvement

Structures in place for CPD for teacher trainers

Individual level Teacher trainers Intermediate

Result Workshops

Lesson observations

Material development

Lesson plans More knowledge and skills

Usage of teaching materials and manuals

Behaviour and attitude change Teachers

Student teachers Specific / /


Objective

Pupils Overall Objective

/ / Experience more relevant and effective teaching and learning

Higher motivation, involvement and satisfaction.

Improved learning outcomes.

Table 1 M&E in MYP2

The table below gives an overview of the M&E tools applied in 2012.

LF Level Outcome

Knowledge and skills Usage of materials

Impact

Behaviour and attitude change Higher motivation and satisfaction. Improved learning outcomes (pupils)

Institutional level

(MoEYS)

Interviews with MoEYS officials

Interviews with MoEYS officials

Plans (TDAP, ICT Master plan)

Organisational level (TTCs)

Logbooks

Reports to MoEYS

Checklist Life Skills Activities

Interviews with RTTC and PTTC Management

Individual level

Teacher trainers Intermediate Result

Logbooks

Lesson Observations

Survey

Focus Group discussion

Interviews with teacher trainers

Teachers Intermediate Result

Lesson Observations In‐depth interviews young teachers

Student teachers Specific Objective

Lesson Observations duringpracticum

Lesson plan analysis

Interviews with student teachers

Interviews with young teachers

Pupils Overall Objective

Lesson observations in schools

Table 2 M&E toolkit in MYP2 (2012)


Compared with 2011 following changes were made to the toolkit:

1. The TPACK survey was replaced by smaller survey. 2. Form for lesson observations was revised 3. A rubric for scoring lesson observations was introduced. 4. A representative sample of lesson plans from student teachers, made during their

practicum, was collected.

2. OverviewIndicatorsMYP2

LF level Indicator description

Baseline2010

Value end 2012

Value end 2013

Overall objective

The average percentage of pupils showing active involvement in learning science and life skills in practice schools NA NA

80%

The percentage of pupils passing tests on science subjects including problem solving and life skills in practice schools NA NA

80%

Specific Objective

The percentage of graduating student teachers with a sufficient level of understanding on how to integrate technological, pedagogical and content knowledge in science and life skills teaching.

0% 50%

70%

The percentage of student teachers that integrate technological, pedagogical and content knowledge in science and life skills during their teaching practice.

0% 50%

70%

Intermediate Result 1

Teacher trainers’ understanding on how to integrate technological, pedagogical and content knowledge in science and life skills teaching.

15% 70%

85%

Teacher trainers’ application in their lessons of how to integrate technological, pedagogical and content knowledge in science and life skills teaching.

15% 60%

70%

Teacher trainers’ coaching of student teachers in how to integrate technological, pedagogical and content knowledge in science and life skills teaching during the teaching practice.

10% 50%

60%



The percentage of PTTC teacher trainers with a sufficient level of understanding on how to integrate technological, pedagogical and content knowledge in life skills teaching.

0% 65%

85%

The percentage of PTTC teacher trainers that integrate technological, pedagogical and content knowledge in their life skills teaching. 0% 65%

70%

The percentage of PTTC teacher trainers that systematically provide guidance during students' teaching practice on how to integrate technological, pedagogical and content knowledge in science and life skills teaching

0 % 65%

> 50%


Educational materials (including manuals, posters, a DVD box and digital learning objects) to support 4 science subjects and life skills teaching are approved and disseminated (in print or on‐line) by TTD

RTTC: 0

PTTC: 0

RTTC:6

PTTC:4

RTTC: 6 PTTC: 4

80 % of developed educational material (printed and audio‐visual) integrated into TTD's professional development programs and the national teacher training curricula

Printed: 0

Audio‐Visual: 0

Printed: >50%

Audio‐Visual: >50%

The integration of technological, pedagogical and content knowledge framework into the M&E processes of TTD

Not integrated

Partly integrated

Integrated

Table 3 Planned and Achieved Indicator Values


3. Overall Objective: Learning outcomes of pupils in basiceducation improve as a result ofmore relevant and effectiveteachingandlearning

3.1 Indicators

The target group of the overall objective are pupils in basic education (grades 1 – 9). The way we aim to make classes more effective is by making sure that new teachers who graduate are better equipped to teach science, environmental and agricultural life skills at primary and secondary schools.

A success rate of 80% by 2013 is considered appropriate and feasible (MYP2, p.60). Success can be described as: ‐ The lesson is positively evaluated by the observers. ‐ Pupils indicate a positive change in teaching style. ‐ Teachers indicate satisfaction and motivation to apply SCA.

Following indicators were identified in MYP2 ‐ The average percentage of pupils showing active involvement in learning science and life skills in

practice schools ‐ The percentage of pupils passing tests on science subjects including problem solving and life

skills in practice schools

Note that the population are the pupils from the 36 practice schools, affiliated to 6 (out of 6) RTTCs and the 24 practice schools, affiliated to 4 (out of 18) PTTCs.

3.2 MeansofVerification

3.2.1. LessonObservations&Interviewswithpupils(plannedin2013)

Pupils from primary schools and pupils from grades 7 – 9 will be interviewed before and after lesson observations. Lessons will be observed at 6 schools, one per RTTC in 2013. Schools will be selected from the 36 practice schools. The impact on pupils from non‐practice schools is assumed from observations at the practice schools.

For RTTC: Four lessons per school will be observed and 4 pupils per lesson invited for a short interview, resulting in 96 interviews.

For PTTC: Lessons will be observed at 4 schools, 1 practice school of each of the 4 target PTTCs. Schools will be selected from 24 practice schools. Also lessons will be observed at 2 practice schools of 2 non‐target PTTCs as there are no baseline data for the PTTC level.

The objectives of the interviews are to learn: ‐ What are pupils’ descriptions of a “normal” lesson? ‐ How do pupils perceive the lesson compared with a “normal” lesson?


‐ What are pupils’ emotions when confronted with a student‐centred teaching approach? ‐ Did pupils feel that they learned more with this approach? ‐ What would pupils change to the teaching?

3.2.2. In‐depthinterviewswithrecentlygraduatedstudents(akayoungteachers)

During interviews with young teachers, we asked some questions about pupils’ reactions when applying student‐centred techniques and technologies, and about any evolution in pupils’ learning outcomes. (See a more detailed description of the tool under 3.2.2)

3.3 Results

3.3.1 RTTC

There is a time lag between programme activities and a noticeable impact with the target group. Training activities with teacher trainers in Kandal started in earnest in 2009 and application of SCA and ICT by teacher trainers at the pilot institution (RTTC Kandal) wasn’t in full swing until 2010. This implies that the student cohort graduating in July 2011 was the first cohort that could have experienced a more student‐centred teaching approach by teacher trainers. This means they are the first group of graduated teachers who can reasonably be expected to teach in a more student‐centred way. For the other RTTCs trainings started at the end of 2011 and continued throughout 2012. For RTTCs outside Kandal students graduating in 2014 will be the first group to have experienced student‐centred approaches. The impact in the RTTCs outside Kandal will therefore largely take place beyond the lifetime of the programme.

Some indications of the impact of the programme can be obtained from anecdotal evidence and informal dynamics. For example, draft versions of manuals, posters and experiment descriptions have been repeatedly requested and copied by students. POE Kandal has requested copies of posters to distribute to schools and many student teachers have been using our YouTube videos of experiments to prepare their practice lessons (23.041 views on VVOBCambodia YouTube Channel on November 12, 2012).

Recently graduated teachers indicate that they are quickly made head of subject, often after a few months of teaching. Lesson observations convince school directors of the stronger capacity of newly graduated teachers. This could be because directors are aware of recent policies to promote the use of SCA in schools. As head of subject they can lead monthly technical subject meetings and is in a position to introduce SCA to their colleagues.

“The first monthly technical meeting takes place tomorrow, in total, 8 teachers from physics and chemistry teaching G7 to G12 attend the meeting. Last year, our agenda discussion focused on lesson content for example electrostatic, the use of chemical periodic table etc. The discussion on teaching methodology was also in our agenda. In the meeting I mentioned the number of techniques of SCA I learned during my training program at RTTC Kandal, I indicated the name of techniques, but not really show them the procedure and how to apply those techniques yet. I plan to introduce them in the next meeting because the agenda for tomorrow is fully covered on other issues. When I applied SCA in my lesson, most teachers


showed their interested and requested me to share with them someday. My director also satisfied my lesson when applying SCA, because he can compare my good lesson to the lesson without SCA integration, students are more active and have a good discussion and interaction”. (Young Teacher A)

In a student‐centred classroom also students need to come along. Stories from young teachers show that some pupils find it difficult to be active and think for themselves. Some pupils reportedly have low literacy skills, making it difficult to apply student‐centred approaches.

“SCA is seen as challenges to apply in every lesson. Most students in my class have low ability to read and write, they are familiar with the approach to just copy the text from the board into their notebook, and not able write independently or with their own words. I can conclude that one reason is the quality of their primary education is not high. Another reason is that teachers are afraid to not finish the curriculum by the end of the school year, so the lesson went fast and students find it difficult to follow. In my lesson last year, I spent more time lecturing than involving students in the discussion, I hope in this school year, the student prior knowledge is better and stimulate to apply SCA more frequently”. (Young Teacher

The main barrier for young teachers to apply SCA in their schools is time. Many teachers have a second job to complement their income. In school they teach more than one subject or teach in upper secondary classes as well. More teaching hours leaves them little time to prepare their lessons.

“When I became a teacher at this school I am appointed to teach more than one subject, this had leaded me to have little time preparing my lesson plan, also if I integrate and apply SCA in every lesson, I will not able to finish all topics in the curriculum at the end of the school year. Besides the teaching, I also have to support my family in farming to make up for the income”.

Time also relates to the pressure to finish the curriculum in time. All young teachers found that the curriculum is too extended. In order to cover all the topics they tend to resort to lecturing and other teacher‐centred approaches.

“Applying SCA more frequently can slow down my lesson. Sometimes lecturing is a good choice rather than encouraging student in the discussion”.

3.3.2 PTTC

As mentioned above also for the life skills programme for PTTCs there is a time lag between programme activities and a noticeable impact with the target group. Teacher trainers from PTTC Siem Reap have been doing try‐out lessons at PTTC Siem Reap during the school year 2010‐2011. The first group of students that could have benefitted from the new approaches in the subjects Agriculture and Environment graduated in June 2011. From this group 8 students have been interviewed then, and again in October 2012. This means they are the first group of graduated teachers who can reasonably be expected to teach in a more student‐centred way. The interviews of


October 2012 show that they have been using SCA and are experimenting and trying to improve themselves.

Training activities for teacher trainers of all 18 PTTCs started in early 2011 and improvements in the environment and agriculture lessons and application of SCA by teacher trainers there only fully started with the school year 2011‐2012. The student cohort graduating in 2012 was the first cohort that could have experienced a more student‐centred teaching approach in the life skills lessons by teacher trainers. The impact in the PTTCs outside Siem Reap will therefore largely take place beyond the lifetime of the programme.

Some indications of the impact of the programme can be obtained from anecdotal evidence and informal dynamics. Students mention the change in their attitude towards keeping the school grounds at PTTC Siem Reap clean and seeing the benefits of segregating waste. When they came back from their teaching practice they notice there was no waste segregation system in their practice schools and they are planning to implement this in their schools. They also mention that they do get support from their school directors to implement SCA in the lessons.

“My director completely supports applying SCA and helps with finding or producing teaching aids.”

The main barrier for young teachers to apply SCA is lack of teaching aids they mention. The school has some budget but it is not enough. They do try and make teaching aids themselves and use easy to find real life objects in their lessons or ask pupils to bring materials from home.

Pupils often are not used to different student centred techniques.

“Students have not seen some methods before, like the questioning game, they are scared to play it or afraid to answer questions.”

Pupils’ reactions

During the follow up visit to PTTC Banteay Meanchey and PTTC Battambang in May 2012 pupils were invited to answer some questions. A group of 3 pupils from grade 6 at the practice school in Battambang said:

“Yes, my teacher gives a nice lesson. He leads us to play educational games and teaches about reading. I know that environment is everything around us such as school premises, toilets, etc. I have learned the meaning of 3 colours bins. We have learned how to collect the waste, clean the classroom and school ground, plant and water the flowers. Sometimes we have a lesson outside and the teacher asks us to collect the waste and put it in the bins. We have learnt how to grow vegetables such as cabbage and morning glory, but we did not learn how to raise both chicken and fish yet. We have practice at outside very often.”

Quotes from a group of 4 pupils from grade 6 at the practice school Battambang:

“Yes, I like going to school. The teacher gives nice lessons such as sports, agriculture, telling tales and joke stories. Environment means everything around us such as tree, chair, swing, teachers, students, water, rain, wind, soil and so on. We have learnt about waste disposal. The teacher explains me about the role of each colour waste bin. We now collect the waste


around the school ground, classroom and put them in the right waste bins. I learn how to grow vegetables at school. I learn how to roof the chicken cage, and we have learned about doing vaccination and making chicken food. Also we learn the theory of digging the hole for a fish pond. What I like best is growing chili, digging the soil, water the vegetables.”

3.4 Conclusion

Measuring impact is challenging due to the time lag and the difficulty to link changes in behaviour causally to programme activities. There is anecdotal evidence that graduated teachers are using student centred approaches in their schools, but this needs to be confirmed by lesson observations and more interviews with pupils in 2013. The graduated teachers who were interviewed did not report resistance by elder teachers and the management as an important barrier. Conversely, some have been made head of subject already. Instead, time often presented the main challenge as they have multiple jobs, teach various subjects and get classes in upper secondary school assigned.


4. SpecificObjective1:Thepercentageofgraduateteacherswithasufficient level of understanding on how to integratetechnological, pedagogical and content knowledge in scienceandlifeskillsteaching

4.1 Indicators

Two indicators were defined for SO1: ‐ The percentage of graduate teachers (graduated student teachers) with a sufficient level of

understanding on how to integrate technological, pedagogical and content knowledge in science and life skills teaching.

‐ The percentage of student teachers that integrate technological, pedagogical and content knowledge in science and life skills during their teaching practice.

Target values for 2013 were determined. ‐ The target value for 2013 for both indicators is an impact on 70% of all student teachers in an

effective way. The baseline value in 2011 is 15% as only student teachers in Kandal can be expected to be impacted by the programme (Table 3).

4.2 TPACKConcept

Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).

Figure 1 TPACK Concept (Source: http://tpack.org/)


A central element in the TPACK concept is that applying a student‐centred approach or technology in itself is not sufficient. There is only an improvement in teaching if there is a negotiated balance between content knowledge, pedagogy and technology, whereby technology is not limited to digital technologies. Indeed, in the Cambodian context, non‐digital technologies such as posters, cartoons and games arguably play a more important role than digital technologies.


4.3.1 Analysislessonplansfromteachingpractice

Lesson plans developed during teaching practice were collected from a random sample of student teachers from the 6 RTTCs. Table 2 and

Subject Number of student teachers Number of lesson plans Kandal 9 82 Phnom Penh 9 51 Takeo 9 32Prey Veng 9 113Kampong Cham 9 65 Battambang 9 80 Total 54 423 Table 5 provide an overview of the sample characteristics.

Subject

Number of student teachers

Number of lesson plans

Math‐Physics 15 60

Physics‐Chemistry 18 178

Biology‐Earth Science 17 185

Table 4 Overview lesson plans collected per subject (data 2012)

Subject Number of student teachers Number of lesson plans Kandal 9 82 Phnom Penh 9 51 Takeo 9 32Prey Veng 9 113Kampong Cham 9 65 Battambang 9 80 Total 54 423 Table 5 Overview lesson plans per RTTC

Misinterpretation of instructions caused the low number of lesson plans from RTTC Takeo.


Student teachers prepare lesson plans for the 2 subjects of their specialisation (mathematics‐physics, physics‐chemistry or biology‐earth science). The subject listed first is the major subject and student teachers are required to prepare more lesson plans for their major subject. Chemistry and earth science can only be studied as the second subject, which explains the lower number of lesson plans for these subjects.

4.3.2 Interviewswithstudentteachers

Interviews with small groups of student teachers were systematically done during follow‐up visits to the 5 RTTCs in March, June and November. Per RTTC 3 or 4 student teachers were interviewed per visit, resulting in a total of 60 interviews.

In March and May 2012 interviews were done with student teachers from the 3 target PTTCs (Banteay Meanchey, Battambang and Kandal). In total 12 student teachers took part in the interviews.

4.3.3 Lessonobservations(duringteachingpractice)

20 Lesson observations were carried out at the practice schools of RTTC Kandal during the practicum of 2nd year students in the period February– April 2012.

As for practice schools of PTTC Siem Reap the teacher trainer responsible for collecting lesson observation forms during teaching practice is at the moment processing the collected data. The results will be integrated in the next version of this report.

Objectives of the lesson observations are: ‐ To asses student teachers’ awareness of SCA and their capability to successfully integrate SCA

into their lessons. ‐ To provide feedback to student teachers about the integration of SCA into their lessons. ‐ To assess the suitability of learning materials developed by the SEAL programme in a local

classroom context.

4.3.4 In‐depthinterviewswithrecentlygraduatedstudents(akayoungteachers)

We selected in‐depth interviews as a research methodology as we wanted to obtain insights in deeper motives of participants. Since we would like to discuss barriers and challenges encountered during their teacher training, we considered individual interviews more appropriate in this context than focus group interviews.

In‐depth interviewing is a qualitative research technique that involves conducting intensive individual interviews with a small number of respondents to explore their perspectives on a particular idea, program, or situation (Boyce and Neale, 2006). We selected the subjects for the in‐depth interviews with purposive sampling. This means that we deliberately selected participants according to preselected criteria relevant to our research question. When the same stories, themes, issues, and topics emerge from the interviewees, a sufficient sample size has been reached (Boyce and Neale, 2006).

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one experiment during their teaching practice (Figure 2). Posters include mainly copies of textbook pictures, self‐made posters and (in Kandal) posters developed by VVOB, which are available for borrowing by the students. Distribution of posters to other RTTCs took place after the practicum (February – April), so that usage figures are expected to rise in 2013.

Most SCA were applied by student teachers from RTTC Kandal, except for IBL. Nevertheless, in some RTTCs, notably Takeo, lesson plans contain SCA and experiments introduced by VVOB in 2012. These data are confirmed by interviews with student teachers. For example, students physics and chemistry at RTTC Kampong Cham indicate to do at least one experiment per week. Earth science and biology students report that posters are frequently used by their teacher trainers, and plan to use them in their practicum.

Interviews revealed that student teachers appreciate that their teacher trainers apply SCA. Following reasons were mentioned:

‐ Lessons are more enjoyable, increasing their motivation “SCAs lead to a better learning environment. I feel more motivated to come to class. Later in my school I want to create the same feeling with my pupils.” (Student Teacher RTTC Kampong Cham, March 2011).

‐ They get a better understanding of the content “I am not from science subject, but when received cascade trainings from colleagues and have applied with STs, I found that student teachers like the lessons and learn better.” (Pedagogy teacher trainer RTTC Kampong Cham)

‐ Materials are relevant for them, saving them the cost to buy materials themselves. “For science posters, student teachers like them. With the A3 format of periodic table, some student teachers do not need to buy personal pocket periodic table anymore.” (Teacher trainer chemistry, RTTC Prey Veng)

‐ They get inspiration to apply SCA in their teaching, thus becoming better teachers. Student teachers discuss with each other which techniques and materials could be useful for their own teaching. “I liked the lesson on the Sun and the Moon. First we watched a video, and then the teacher used a poster to explain about the solar eclipse. Then we used [concept] cartoons to discuss about the reason of solar eclipse. In my school I cannot use the video, but I can use the cartoon to let my students discuss about the solar eclipse.” (Student teacher RTTC Prey Veng, March 2011)

Data are difficult to compare with baseline values, collected in 2008 and 2010, as these were based on self‐assessment data, and not on analysis of lesson plans and were limited to RTTC Kandal. Data in 2010 showed a strong rise of the use of didactical materials in RTTC Kandal by student teachers during their practicum (Figure 5).


Figure 5 Use of extra didactical materials by student teachers at RTTC Kandal during their practicum in 2008 and 2010

Up to now, only model teachers from practice schools from RTTC Kandal are acquainted with SCA and the supply of teaching aids. Training activities for model teachers from other RTTCs are planned in early 2013. This is important as lesson observations by teacher trainers are very limited during the practicum, and usually only during the final lesson.

Data don’t give information about the quality of the applied technique. Experiments, for example, are often used to ‘prove’ the theory taught before, rather than as a tool to encourage student thinking.

4.5 ResultsPTTCstudentteachers

In‐depth interviews with student teachers in 2011

In July 2011 a number of 8 graduate student teachers were asked to participate in an in‐depth interview. The student teachers were chosen randomly, 4 female and 4 male student teachers. The questions of the interview (Annex 8) are follow up questions related to the TPACK questionnaire to find out more about student teachers understanding of aspects of teaching and learning, especially the Student Centred Approach.

Below is a summary of the interviews:

M/F Scale Can explain SCA concept and its usefulness

Nr.of SCA approaches mentioned during interview

How often did you use it/when?

Important? TTs showed SCA?

Expected difficulties in future school

1 M

7 ++ 8 During teaching practice, maths example

Strongly believe it’s important

Sometimes, also learn by myself

Lack of teaching aids


2 M

8 + 8 Example of maths.

Strongly believe Yes a lot Lack of teaching aids, absence of students

3 M

7 ++ 12 Often, maths example

Yes Encouraged me Low capacity of teachers, lack of teaching aids

4 M

7 ++ 9 Maths example Yes vital Often and lots Low capacity of teachers, lack of teaching aids, bad management

5 F

7.5 +++ 10 During teaching pract. Maths example.

Yes, experienced that it helps

Showed good examples and encouraged during teaching practice

Lack of teaching aids, lack of participation of students but SCA can help with that

6 F

8 + 7 In the Nat.educ. program so I have to, used in teaching pract.

Yes, it saves time, st.help each other, share ideas

Yes they helped Making teaching aids takes a lot of time, students are noisy and lazy in group discussion

7 F

8 ++ 12 During teaching pract., soc.study example.

I experienced it helps so yes, and poor research skills in students need to be improved

70% of them yes I have to do more self-study on SCA, prepare good lesson plans,

8 F

8 + 11 Math.example. and during teaching pract

Vital and good expl.why

Yes they give ideas

Too many students in one class, producing teaching aids is time consuming,

Av 7.56 Table 6 Summary interviews with PTTC student teachers

On understanding the concept of SCA female students rated themselves a little bit higher than the male students (7.9 against 7.3 for the male students) on a scale from 1 to 10. When asked to explain what SCA is and how useful it is, 1 girl gave a very good explanation, 2 gave a sufficient explanation and the 4th female student teacher’s explanation was a bit under average but still showed some understanding. Out of the 4 male students 3 were able to give a complete and thorough explanation. All 8 students were able to give a good variety of examples of teaching approaches (average nearly 10 examples per student). 2 of the 8 student teachers mention spontaneously they are familiar with the list of 36 SCA activities.

All student teachers mention that they used SCA activities during their teaching practice and they were encouraged to do so by the teacher trainers. When asked to give an example of using SCA in their own teaching most students (6 out of 8) gave an example related to Mathematics.

The biggest problem they expect to encounter when they start teaching in their future schools is a lack of teaching aids. Some mention that they can address that challenge by making teaching aids themselves or use real life teaching aids that do not take much time to prepare.


In‐depth interviews 2012 with 4 primary school teachers (graduated and interviewed in 2011)

In October 2012 an interview was held with 4 of the 8 above mentioned student teachers, now primary school teachers. Most questions are the same as last year. Some questions were added about their experience with SCA after 1 year of teaching and some questions about their school. The 4 primary school teachers were chosen randomly from the total of the 8 above mentioned student teachers that were interviewed in July 2011. This is a summary of their answers.

M/F

Scale

Explain SCA concept and its usefulness

Examples given

Why do you use it?

Challenges Would you consider using more or other SCA?

Characteristics of a good teacher

1 F 9 More activities for students, student are confident and learn independently and clearly understand, they work together and learn cooperatively.

Educational games, experiments, group work, practice, questioning, brainstorm, observations outside the classroom

Students are able to figure things out and it makes student responsible.

Students are not used to group discussion, they hesitate to show ideas, but now they get used to it because the group discussion can be arranged much faster no.Lack of teaching aids, but use low cost materials.

Yes I am still improving and could do other educational games, painting, thinking‐entertain‐rethinking technique.

Motivation is the most important weather they are in a rural area or in a town

2 F 8.5 It makes students able to find solutions, collaborate and help each other, and they are active

Group work, questioning, experiments

It serves teaching and learning. If during lesson teacher talks a lot, students get bored and lose attention, with SCA they stay interested, they can share ideas

Lack of resources, example giving: a lesson on electricity

Is still use it and try other methodologies which makes it easier for students to they want to learn

Strongly respects the school discipline and make students understand and follow, solving problems for the students

3 F 5 Students are more active than the teacher, it makes students

Learning games, guided questions,

Because students can express

Students have not seen some methods before, like the

I use SCA once in a while depends on the lesson, I still use it and am

Trying to find new knowledge


more interested brainstorming, analyse, discuss in pairs

their ideas and it is quick for them to remember and they will remember more.

questioning game, they are scared to play it or to answer questions

trying to find out more methods to use.

4 M 7 Students are more active, students can grasp the content of the lesson immediately, and students are able to show their ideas.

Group discussion, search for information as homework, pair discussion, small groups solving maths assignment, pupils present findings demonstration with real life objects, let students draw numbers on the board

Students learn collaboratively and it easier for them to grasp the content.

Difficult to handle the variety of levels in the class.

Some pupils are not so literate and then group discussion is awkward.

Pupils’ ability to SCA evolves. In group discussion, they sometimes don’t understand the content. That is why the lesson should also use other techniques.

Through class discussions or pair discussion pupils at different skill levels can learn.

Try to provide pupils with lessons that they can understand, teach regularly, make a lesson plan and prepare teaching aids.

M/F Meetings in school Do colleagues

apply SCA? Support from director

in applying SCA

Budget to buy materials for life skills and other resources?

Suggestions how to improve the teacher education PTTC to be better prepared?

1 F Once a month, if it is not too busy. Used to show a model lesson and the team gives feedback and share materials used.

Yes, some do I have to demonstrate a lesson 2 or 3 times a year. POE and my director and visitors from Japan and VVOB. My director completely supports applying SCA and helps with finding or producing teaching aids.

Yes, but it is not enough, students shared by bringing brooms and collect a bit of money to buy small bins or bring some wood to make them. I can make copies but the budget is not enough.

To provide even more new techniques and more ideas to make low costs materials/teaching aids. If all student teachers apply SCA in their schools the primary schools will surely be good in the future.

2 F Every month, discussions about good methodology,

Yes Yes, for example when some lessons require additional resources the director helps to facilitate this. During

Yes the school has a budget to support school expenses, but it


M/F Meetings in school Do colleagues apply SCA?

Support from director

in applying SCA

Budget to buy materials for life skills and other resources?

Suggestions how to improve the teacher education PTTC to be better prepared?

cascading methods, sharing ideas on SCA

technical meetings a model lesson is demonstrated and discussed afterwards.

mainly supports the fence, but we can also make copies. I suggested more experimental and teaching resources.

3 F Every month, discussions and trying new teaching methods,

Yes Yes, for example when some lessons require additional resources the director helps to facilitate this. School director observed my lesson.

During technical meetings a model lesson is demonstrated and discussed afterwards.

No budget.

I would like more resources but the school cannot provide it.

Request the teachers to teach regularly. Teacher shows up during agriculture lesson and asks students to try and understand by themselves. Request the students to bring the resources by themselves for the agriculture lesson.

4 M Every month.

Discuss about geometry, measurement unit, dictation, essay writing. If one teacher does not understand the methods well, one another will provide knowledge of this.

Yes, for example group discussion, search for information, assigning tasks and exercises to test students’ ability.

School director helps with materials and methodology to teachers. Giving feedback after a lesson.

Teachers from clustered schools, in‐school teachers have done a lesson observation.

PB Budget, but not so much. I will share some money to buy things but not so much.

If VVOB has new good lesson, manuals or other background information about agriculture and environment, it can help share with student teachers so that they can apply when they are at the future schools. VVOB can distribute some manuals to keep the old teachers that have never been involved with VVOB posted.

Compared to last year 3 out of 4 teachers rate their understanding of SCA higher. The 4th teacher rated herself lower (5) but when asked to explain the concept and its usefulness and to provide examples she was able to do so. She does mention that she is using it once in a while and is trying to find out more methods to use. All 4 teachers can explain why they feel SCA is useful. The 4 teachers can name a total of 13 different SCA techniques that they use. Challenges they mention is that pupils are not used to the new methodology and are sometimes shy to answer questions or participate in a game. They also mention lack of teaching aids. There is a budget to buy materials but it is not enough. All 4 teachers have a monthly meeting at their school with the team where methodologies are shared and model lessons observed. They all feel that their school director is supportive of SCA and tries to help in finding or making teaching aids. After 1 year of teaching the teachers are still motivated to keep teaching. When asked do you plan to keep working as a teacher all 4 primary school teachers answer in a positive way.

“I will keep working as a teacher especially it is useful for young pupils. If the pupils are well‐educated at the basic level, they will be strong at higher levels. It is useful for myself, my family. Due to low salary I sometimes feel demotivated. Anyway I keep doing it enthusiastically. It provides me high honour in society.”


“Yes I will keep working as a teacher. Working as a teacher provides me with high honour and helps people, especially children to escape from illiteracy. Benefits: It provides students with knowledge, as teacher I can provide knowledge and skills. I have a range of techniques to apply to students. And I can development myself. Disadvantages are: Low living standards and the high workload.

In‐depth interviews with 8 student teachers graduated in 2012

In June 2012 an interview was held with a new group of 8 graduate student teachers. The student teachers were chosen randomly, 4 female and 4 male student teachers. The questions of the interview are nearly the same as the questions that were asked to the 8 graduate student teachers last year. The interview contains questions to find out more about student teachers understanding aspects of teaching and learning especially the Student Centred Approach and Life Skills education. This is a summary of their answers.

M/F

Scale Can explain SCA

concept and its usefulness

Example given

How often did you experience SCA at PTTC lessons

Important? TTs showed SCA in Environment lesson

TTs showed SCA in Agriculture lessons

1 F 7.5 ++ Group discussion

Very often Yes, it encourages involvement

The Environmental lessons include the relationship between lives on earth and the natural protected area.

The use of fertilizers and insecticides, soil preparation techniques for crops growing.

2 F 6.5 ++ Group discussion

All lessons Yes, I stimulates pupils to learn by themselves

Outdoor activities, learning games, and songs.

Building beds for growing crops, making composed fertilizer, and using insecticide.

3 F 8 + Group discussion

Not very often Yes, pupils do lots of activities

(Outdoor activities) Biodiversity lesson: Each student is has to find plant’s name.

Outdoor activities. Producing composed fertilizer and dry fertilizer, and building beds for crops growing.

4 F 7 + Group discussion

Very often Yes, pupils can check their won answers

(Outdoor activities) Example: Biodiversity

Outdoor activities: Example: Growing vegetable

5 M 7 ++ Group discussion

Yes, Students learn more

Yes. It encourages pupils to share opinions which enable a better understanding

Group discussion was also accompanied by pictures presentation (e.g. deforestation)

Activities inside and outside the classroom (e.g. compost production)


Yes and I appreciate it

Yes. Pupils like learning this way

Group work (e.g. Ecosystem)

Activities outside classroom (e.g. chicken raising)

7 M 6 ++ Learning game

Sometimes Yes, it make pupils self-

Individual work, example: Recycling.

Outdoor activities: Example: Fish raising and crops growing


confident Plastic water bottles can be used for crafting animals or growing plant.


Very often Yes. All pupils are involved

Groups work, example: Crops growing.

None

Av. 6.88

M/F ICT use Use of SCA in own teaching

What Life Skills activity do you plan to implement in your future school?

Teaching Aids you plan to use and the barriers

1 F I appreciate ICT very much, I like to show my ability

Outdoor activities cleaning the school grounds, role play

I have a plan to set up a life skills garden and lead my students to practice.

The supporting learning materials that I used include: Numbers 1-100 Square Poster, an unnumbered ruler, number cards, word cards. Using these materials helps the students understand the lessons easily. These materials are only available in some schools. For the barriers, I will prepare the materials myself (For instance, there is only one picture of water cycle in the school, some teachers use it for teaching, and I will use the materials that I have invented).

2 F I appreciate ICT very much, plan to us it, but availability in school will be difficult

Outdoor activities: observation and take notes, assign tasks for each group member

Crops growing and fish raising activities provide students with extra skills in addition to what they have learned in the class.

Existing and readily available materials such as straws, stone, self-invented materials, fraction, content, litre measurement, and statistic materials that I asked my students to produce previously. Some of the above-mentioned materials are available in school. The barriers for me include lack of teaching materials in the school but I will produce them immediately for using in my teaching.

3 F I appreciate ICT very much; plan to us it, pictures from internet and it makes teaching easier.

Water Cycle lesson, group discussion

Growing vegetable. Existing and readily available materials include straws and stone. Some of the above-mentioned materials are available in school. The barriers for me include lacking of teaching materials in the school but I will produce them immediately for using in my teaching.

4 F I appreciate ICT, plan to us it, but availability in school will be difficult, but can make pupils progress

Group work activities

Body hygiene, helping with housework and growing vegetable.

Existing and readily available materials include pictures. Using these materials helps students learn lessons more easily. Some of the above-mentioned materials are available in school. The barriers for me include lacking of teaching materials in the school but I can have them [the pictures] photocopied.


M/F ICT use Use of SCA in own teaching

What Life Skills activity do you plan to implement in your future school?

Teaching Aids you plan to use and the barriers

5 M I appreciate ICT very much; plan to us it, if available. It’s easy and saves time.

Group work Environmental pollution and clean environment.

I will use the existing materials and newly made materials as they are important for presenting each lesson. There are some barriers due to insufficient materials, so the school committee should supply them to be available.

6 M Modern techniques attract pupils’ interest in learning.

Research activities, observation of palm trees

Chicken raising and sanitation Word cards, pictures, movable letters, number cards and real objects such as pieces of stone, leaves of tree, etc., are used to enable the students to understand the lesson better. These materials are available in school. The barriers include the use of same materials, materials shortage and non-advanced materials makes the students feel bored. Materials should be created in a more attractive way.

7 M I appreciate ICT, plan to us it, if it is available in school, pupils like to learn more, I will use videos

Outdoor activities, collect things, role play

The use of plastic bags should be reduced; lotus leaves, bowls or boxes should be used instead.

Teaching aids are very important for achieving objectives of a lesson. Teaching aids are also useful for mainstreaming the lesson content and make the students feel want to learn. Without teaching aids, the students will gain only the knowledge but not the skills. These materials are available at school. The barriers to use these materials are that the school does not have sufficient materials but I can tell my students to bring from their house.

8 M I appreciate it very much, plan to use it, ex.slide show of pictures, it make students want to lean

Group discussion, to draw shapes in maths

Crops growing. I will use pictures, real objects, straws, and chopsticks. Using teaching aids helps the students understand the lesson easily. Some materials are readily available.

All 8 students used SCA during their teaching practice and they were encouraged to do so by their teacher trainers. All student teacher claim they will use SCA in their future school. The female students rate themselves a little bit higher than the male students (7.25 for the female students against 6.5 for the male students). This was also the case last year, but when asked to explain the concept and its usefulness the male students are a bit better. All 8 students can provide a sufficient explanation, 6 out of 8 a thorough explanation. When asked to give an example of a Student Centred Approach (SCA) 7 student’s answered group work and 1 said learning game. Also in lesson observations we can find that group work is the number 1 SCA‐technique. Later on in the interview more examples came up. Students mentioned techniques they plan to use in their future schools like outdoor activities, observation and research. Out of 8 students 6 students state that they experienced SCA very often during their lessons from the teacher trainers at the PTTC, 1 student answered “sometimes” and 1 “not very often”. All students were able to mention examples of SCA approach in the Environment and Agriculture lessons they have experienced in their 2 years at the PTTC. Activities mentioned are outdoor activities, learning games, songs, observations, recycling together, working in the garden, producing natural fertilizer and pesticide, practice chicken raising. They all say they appreciate the SCA lessons. Reasons they mention is that SCA encourages pupil’s


involvement and it encourages pupils to learn by themselves, to be active, to share opinions so they understand the lesson better and it makes pupils self‐confident.

All 8 students are very positive about ICT and the use of it in their lessons, and can give examples of how they will use it, but 4 out of 8 students have doubts whether it will be available in their future school.

The 8 students mention a total of 5 different examples of Life Skills activities (crop growing (mentioned 5x), fish raising, hygiene, environmental pollution and clean environment (3x), chicken raising) they plan to implement in their future school which proofs they have experienced a variety of possible life skills activities during their 2 years at the PTTC.

Students have ideas for using different teaching aids in their future teaching like real items, materials for maths (straws, stones, numbers, fractions, measuring materials), posters, word cards, pictures, letter cards. They feel the barrier will be availability of the teaching aids, but they seem positive about using whatever is available, making the teaching aids themselves, asking pupils to make it or bring real items from home, and discuss in the school to purchase more teaching aids.

4.6 Conclusion

Data in this report were collected during the students’ practicum that took place between February and May 2011. Data show that experiments, group work and posters are widely used by student teachers, but that SCA and materials introduced by VVOB haven’t been used yet intensively, except for students at RTTC Kandal. The fact that workshops and material distribution took place during and after this period explains the limited use. Data for the next practicum should indicate higher use.

Interviews with teacher trainers and student teachers that took place after the practicum show that student teachers appreciate it if teacher trainers apply SCA in their lessons. Student teachers plan to use SCA and teaching aids during their practicum and in their schools. Follow‐up interviews with graduated students seem to suggest that teachers succeed in applying SCA in their assigned schools.


5. IntermediateResult1

Intermediate Result (IR) 1 focuses on the services delivered by the teacher trainers (and model teachers from practice schools) to student teachers.

5.1 Indicators

The Intermediate Results are formulated as services or products that the operational partner is delivering to the target group. For IR 1 the operational partners are the 6 RTTCs and their 36 practice schools. The RTTCs deliver services to student teachers who will become teachers in lower‐secondary schools upon graduation from RTTCs. By strengthening the teacher training processes student teachers will benefit and thus ultimately become better teachers.

Three indicators have been selected to assess this IR. The first indicator measures the percentage of RTTC teacher trainers with a sufficient level of understanding on how to integrate technological, pedagogical and content knowledge in science and life skills teaching. A second indicator measures the percentage of RTTC teacher trainers that apply this understanding in their teaching. The third indicator measures improvements in teaching practice of student teachers.

We aim to induce an impact on understanding and behaviour of this target group of respectively 85%, 70% and 60% by the end of 2013 (See Table 3).

5.2 Objectives

‐ To measure the evolution in teacher trainers’ understanding on how to integrate technological, pedagogical and content knowledge in science and life skills teaching.

‐ To track teachers trainers’ application in their lessons of how to integrate technological, pedagogical and content knowledge in science and life skills teaching.

‐ To track teacher trainers’ coaching of student teachers in how to integrate technological, pedagogical and content knowledge in science and life skills teaching during the teaching practice


5.3.1 PersonalLogbooks

At the nation‐wide workshops on student‐centred approaches in January 2012 all science, life skills and general methodology/ pedagogy teacher trainers received a personal logbook and were trained in its use. Teacher trainers were asked to write down their experiences in applying student‐centred approaches:

‐ Which techniques, experiments, multimedia, posters and other teaching aids they use ‐ How successful they assessed their lessons ‐ Which challenges and barriers they encountered ‐ Good practices and tips.


Annex 7 contains an outline of a logbook page.

Logbooks were collected for analysis in June 2012. However, many logbooks were missing or completed irregularly. Following problems in completing the logbooks were encountered: ‐ Time needed to complete (every lesson in which SCA or teaching aids are used, need to be

documented). ‐ No fixed location in college ‐ Insufficient encouragement from RTTC management (RTTC Battambang, RTTC Takeo) ‐ Strained relations between RTTC Management and teacher trainers ‐ Not all management staff fully informed ‐ Reliability of completed logbooks

These barriers and challenges were discussed with TTD and the directors of the TTCs. Despite the unsuccessful outcome both TTD and the management of RTTCs want to go ahead with the use of the logbooks. VVOB will continue working together with the partners in 2013 on this issue.

5.3.2 Focusgroupinterviews

Data from surveys and lesson observations were complemented by a focus group interview with a group of 12 teacher trainers (2 per RTTC) on October 30. Teacher trainers were selected from all RTTCs, taking into account gender, age and subject specialization balance. The same teacher trainers who participated at the focus group in 2011 were invited. It’s important that all participants belong to the same hierarchical level, as strict hierarchy in Cambodian organisations make that lower staff member would never openly share opinions that would put a higher staff member in an embarrassing position (Berkvens et al., 2011).

We refer to the 2011 M&E report for a justification for using the focus group methodology.

The focus group interviews aim at complementing and clarifying preliminary findings. More specifically we are looking for answers to questions such as: ‐ Why are some learning materials and techniques used and some not? ‐ What has been the contribution from VVOB in improving teacher trainers’ science content

knowledge? ‐ What are challenges regarding the integration of TPACK and how can we address these? ‐ How can survey findings be interpreted?

The guide for the focus group discussion is included in Annex 7a: Guide Focus Group with Teacher Trainers.

5.3.3 Lessonobservationsteachertrainers

Regular lesson observations were done at the 6 RTTCs. In 2011, 38 lesson observations were organized, most of them at RTTC Kandal. In 2012 lesson observations were expanded to the other 5 RTTCs. 89 lesson observation visits were organized in March and June and 45 are planned in November. Lessons were observed of 45 different science teacher trainers at the RTTCs. Lesson


observations were done in cooperation with the ToT Team, local POEs and TTD. Visits were as much as possible aligned with the regular monitoring visits of TTD.

Table 7 and Table 8 show the distribution of lesson observations, according to subject and centre.

Table 7 Lesson Observations in 2012 per subject

Table 8 Lesson Observations in 2012 per RTTC

At the start of 2012 a revised lesson observation form (Annex 1a) was introduced, as the previous format, developed with STEPSAM2 and TTD, provided insufficient detail and insight in the integration of TPACK. TTD was involved in the development of the new format and ToT members were trained in its use.

After implementing the form during one semester further modifications were made to the lesson observation format after feedback from ToT members (Annex 1b): ‐ Simplification and reduction of number of items ‐ Improve analytical use through the introduction of a composite evaluation score for content,

technology and methodology with a supporting rubric. Objectives of the lesson observations are: ‐ To asses teacher teachers’ capacity to successfully integrate TPACK into their lessons. ‐ To complement the quantitative information from the surveys and logbooks. ‐ To collect lessons learned and examples about successful strategies regarding the integration of

TPACK into their lessons. ‐ To assess the suitability and use of learning materials developed by the SEAL programme Note on measuring lesson quality Obtaining a reliable definition and assessment of lesson quality is difficult. The lesson observation form reflects the characteristics of what we consider as a good lesson, based upon the TPACK framework. For each lesson observation a composite score was calculated using an observation rubric (See Annex 3: Evaluation Rubric for Lesson Observations). Nine criteria, divided among content, technology and pedagogy, are used to obtain a quality score for the lesson. Each lesson is evaluated by two staff members. If the difference in scores is higher than 4 (on a total of 18 points)

Mar‐12 Jun‐12 Nov‐12

Physics 12 13Chemistry 10 9Biology 13 9Earth Science 11 12

Mar‐12 Jun‐12 Nov‐12

PP 8 9BTB 9 8PV 9 13KC 8 3TAK 12 10KAN 0 0


the lesson plan is discussed by the two assessors and a score is awarded based on consensus. If the difference is lower than 3, the average score is used.

Collecting valid and reliable data on lesson quality is hard. Self‐assessment instruments are notoriously prone to response bias, which in Cambodia is also a cultural bias according to Berkvens et al (2011). This is also the reason why scores given by ToT members were not taken into account in this report. Moreover, we realize that lesson observations don't give a reliable everyday picture of lesson practice. They suffer from the fact that teachers pull out special lessons when visitors appear for announced (or unannounced) visits. Conversely, some teachers tend to tremble and panic when an evaluator walks into their classroom and the lesson becomes a shambles.

Test scores are unsuitable as exams are notoriously prone to cheating and questions focus on recollecting factual knowledge, the opposite of what we want to achieve. A self‐designed test could be a solution, but there's the risk that programme activities will focus more on the test than on improving teaching skills. Student satisfaction scores are prone to the aforementioned confirmation bias. Drop‐out rates are hard to use as well as they are influenced by many interrelated factors such as geography, economic growth and government policy. Ownership by the direct target group on the evaluation is likely to be part of the solution, as well as triangulating data sources. Moreover we confirm the findings from Berkvens et al (2011) that response bias has been lowered by the development of mutual trust over time with the programme team.

5.3.4 Surveywithteachertrainers

A short survey was organized in October 2012 with all science and life skills teacher trainers from the 6 RTTCs. Most questions were taken from the baseline surveys in 2008 and 2010 and from the TPACK survey in 2011. Questions from the baseline surveys were only presented to teacher trainers from RTTC Kandal, in order to ensure comparability (Table 9). Surveys in 2011 and 2012 were distributed to science teacher trainers from all RTTCs (Table 10).

Target Population Baseline

Survey 10/2008

Mid-term Survey 06/2010

TPACK survey 2011

End Evaluation 11/2012

Trainers Teacher RTTC KD

(Earth Science, Chemistry, Physics, Biology)

Current

conditions and inhibitions

Changes in

conditions 2010

Understanding & Challenges of TPACK integration

Achieved

conditions

2013

Teacher trainers RTTCs No survey No survey Understanding & Challenges of TPACK integration

Comparison challenges

Table 9: Overview of target population, method and timing of surveys


Subject specialisation teacher trainers

2008* 2010* 2011 2012

Biology 4 4 15 14

Earth Science 3 3 11 12

Chemistry 4 2 9 8

Physics 3 3 15 14

Pedagogy/ General Methodology 0 0 24 12

Agriculture 2 2 2 2

Total 14 12 76 62

Table 10: Composition of teacher trainer population per subject per survey

* only RTTC Kandal teacher trainers surveyed

5.3.5 LogbooksICTuse

Besides the personal logbooks for each teach trainer, the use of ICT in the classroom was also monitored separately for PTTCs since school year 2010‐2011 and for RTTCs since school year 2011‐2012. The format of the logbook was updated in February 2011 after an internal revision by VVOB, and redistributed to the colleges at that time.

These logbooks are not personal, i.e. one per teacher trainer, but instead accompany the projectors present in the colleges. The objective is to measure the use of digital multimedia applications in the classroom, and as this requires a projector to show the digital materials to students, the use of such a logbook is thought to be an efficient monitoring tool.

The following data were tracked for each use of the logbook: ‐ Name of user ‐ Date ‐ Job position of user (teacher trainer, …) ‐ Context of use (lesson, meeting, …) ‐ Place of use (classroom, science lab, …) ‐ Lesson topic ‐ Multimedia used ‐ Remarks Data for PTTCs were not systematically collected, although entries were discussed during visits to the colleges. For RTTCs, an overview was made of the use for the school year 2011‐2012. All logbooks (2 or 3 per college) were scanned during the monitoring visits of end June 2012, and seemed to have been filled out systematically by the colleges.


5.4 Results

5.4.1 StrengtheningContentKnowledgeIn the baseline study teacher trainers were asked to mark the topics of the RTTC curriculum that they found difficult to understand. Teacher trainers rated the topics of their main subject(s): Chemistry, Physics, Earth Science or Biology. In 2008 more than 50% of curriculum topics posed problems with understanding the content and for physics and chemistry even more than 75% (Table 11). In order to compare with earlier surveys in 2008 and 2010 we used the total percentage of problem topics (code less or equal 3) in understanding their subject as indicator. Although the teacher training curriculum was revised in 2011, we still used the old curriculum in 2012 to allow for comparison.

The baseline study concluded that teacher trainers had good factual knowledge, but scored weak in reasoning and analytical skills, scientifically explaining natural phenomena, and logically drawing rational conclusions from observations. This was confirmed in the STEPSAM2 baseline study: “Cambodian science education gave much emphasis on recalling scientific knowledge and solving simple problems within familiar settings, rather than analysing an unfamiliar problem or phenomenon, and using one’s knowledge to provide a scientific explanation for it” (JICA et al, 2012, 3‐1). Many teacher trainers are uncertain to teach a significant part of the curriculum, in particular topics from grades 10‐12 and for physics and chemistry. A lack of content knowledge has been a strong barrier for adopting a more‐student centred approach. With insufficient content knowledge teacher trainers feel insecure and tend to adhere strictly to the book, avoiding practical activities and discouraging critical questions from students.

Teacher trainers from all subjects experienced fewer problems in understanding the content of the topics of the curriculum in 2010 (Table 11). The evolution is similar for teachers of the practice schools in Kandal (Table 12).

Subject Topics Baseline 2008 Survey 2010 Survey 2012 # % # % ES Problem topics 59 34 44 17 Non Problem topics 115 66 217 83 Total scored topics1 174 100 261 100 BIO Problem topics 183 73 72 29 Non Problem topics 69 27 176 71 Total scored topics 252 100 248 100 CHE Problem topics 170 85 20 16 Non Problem topics 30 15 107 84 Total scored topics 200 100 127 100 PHY Problem topics 161 78 2 1 Non Problem topics 46 22 306 99 Total scored topics 207 100 308 100

Table 11: Percentage of curriculum topics teacher trainers having problems with understanding the content

1 Total scored topics: Topics of the curriculum which received a score by each TT


Subject Topics Baseline 2008 Survey 2010 Survey 2012 # % # %

ES Problem topics 59 23 45 30 Non Problem topics 198 77 106 70 Total scored topics 257 100 151 100 BIO Problem topics 250 41 196 30 Non Problem topics 364 59 465 70 Total scored topics 614 100 661 100 CHE Problem topics 179 50 93 35 Non Problem topics 179 50 175 65 Total scored topics 359 100 268 100 PHY Problem topics 326 46 171 24 Non Problem topics 384 54 538 76 Total scored topics 710 100 709 100

Table 12: Percentage of curriculum topics teachers from practice schools in Kandal having problems with understanding

This sharp decrease is confirmed by the results of a comparative science test based on the Trends in International Mathematics and Science Study (TIMMS) test, reported on in the Stepsam2 end report (JICA et al, 2012).

It’s difficult to determine the impact of the VVOB programme in this, as recently graduated teachers and teacher trainers tend to have stronger content knowledge. The focus group discussion confirmed that the various workshops and instructor’s manuals have contributed greatly to a better understanding of the science curriculum. They appreciated that resources have been developed starting from a demand‐led process of selecting priority topics, which ensured that materials were developed for ‘difficult’ topics. They expect the number of problem topics to decrease further, due to workshops and resources such as multimedia.

5.4.2 UsingStudentCentredApproaches

The baseline study found that teachers and teacher trainers were familiar with the term ‘student centred approaches’, but tended to define it narrowly in terms of ‘students being active’. Most were convinced of their benefit, but felt unsure how to implement them in their teaching. They identified methodological problems with around one third of the curriculum topics, with figures highest for physics and chemistry (Table 13 and Table 14). In 2010 percentages for all subjects except earth science dropped compared to 2008, except for the biology teachers who reported a slight increase. This was due to the fact that there were a few new teachers who hadn’t received any training yet. Percentages for chemistry and physics by teacher trainers dropped to (almost) zero.

In 2012 all science, life skills and pedagogy teacher trainers and student teachers are familiar with SCA. 92 % of teacher trainers could give an acceptable definition. They associate student‐centred approaches mostly with more student activities, group work and increased learner interaction. and. Elements that are less present in their definitions are relating lesson content to students’ daily lives, letting students determine lesson content, adaptability of lesson structure according to students’ progress, class differentiation, use of external learning resources and project‐based learning. They


interpret student‐centred learning firmly within the contours placed by a centrally organized education system (curriculum, textbooks and assessment).

TT Baseline 2008 Survey 2010 Survey 2012

Subject Topics # % # % # %

ES Problem topics 16 31 8 10 BIO Problem topics 26 33 22 28 CHE Problem topics 45 79 0 0 PHY Problem topics 17 35 1 1

Table 13: Percentage of curriculum topics teacher trainers from RTTC Kandal have methodological problems with

Baseline 2008 Survey 2010 Survey 2012

Subject Topics # % # % # %

ES Problem topics 14 19 12 23 BIO Problem topics 68 23 91 26 CHE Problem topics 45 46 26 34 PHY Problem topics 101 50 41 22

Table 14: Percentage of curriculum topics practice school teachers (Kandal) have methodological problems with

Teacher trainers have been trained in 30 techniques of student‐centred approaches that are not topic‐bound and instructor manuals have been distributed (Table 15). In the methodology part of the teacher training curriculum 12 hours of instruction have been assigned to student‐centred approaches and references to the instructor manuals have been included. In the content part of the curriculum references to student‐centred learning materials are included and the MoEYS actively encourages teacher trainers to apply them.

Components

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Critical

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3‐2‐1 sheets Brainstorming Card sorts Cornell note taking Creative writing


Discrepant events Flash cards Jigsaw technique Making observations and inferences Open inquiry Read‐write‐read‐write Thought showers Traffic light cards Odd‐One‐Out 2 minute papers FAR guide to analogies Concept Cartoons Concept Tests (w/ peer discussion) Moral Continuum Fishbowl Experiments Games (Taboo, Bingo, Goose Board, Loop Game)

Student‐generated analogies Role plays Last man standing Donuts Clozed worksheets Agreement Circles Low‐cost models 10‐2 Table 15 Student‐Centred Approaches included in training teacher trainers

Many teacher trainers use various techniques in one lesson. Survey data show that teacher trainers regularly apply a wide variety of SCA. 79% of the teacher trainers use at least one type of SCA per week. 96% uses at least one SCA per month (Figure 6).

More than half of the science teacher trainers use some form of group work per week and 45% does at least one low‐cost experiment per week (Figure 7). Low‐cost experiments, active reading and writing techniques, demonstrations, group work and inquiry‐based learning are applied at least once a month by more than 75% of the teacher trainers (Figure 7).

“They [learning resources] are very useful, for example the concept cartoons. I have used around 30 concept cartoons. I also encouraged STs to use them, but I have not received any feedback yet.” (Physics teacher trainer, RTTC Battambang)

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Traditional barriers or prejudices to apply student‐centred approaches (not enough lesson time, no suitable materials, large classes, too much work to prepare) have been mentioned notably less frequently during interviews with teacher trainers. Teacher trainers consider many of the techniques as a way to ‘make students think’ and ‘to make them more motivated to learn.’

The Concrete‐Schematic‐Abstract (CSA) principle is often a useful structure to make a lesson more student‐centred. The teacher trainer starts with concrete examples (objects, video, pictures), then move to schematic representations (poster, multimedia, cartoon) and finally introduces the abstract level (formula, definitions). In some observed lessons teacher trainers started from the abstract level and then move to present concrete examples to back up the theory.

Despite clear progress there is still room for improvement. Some teacher trainers still struggle with linking techniques with the expected outcomes of the lesson. Sometimes teacher trainers seem to apply SCA ‘because it is the right thing to do’, rather than because it helps them achieving their lesson objectives. In some lessons observed various SCA were used, but without a clear plan of how various techniques fitted into a wider lesson structure. The curriculum and fixed lesson structure (5 steps) make that the lesson flow is often very rigid, with little room for improvisation or adapting depending on whether students understand the lesson or not. For example, teachers apply formative assessment techniques, but fail to use the feedback from students to adapt their teaching.

An area for further improvement is the use of experiments in the classroom. The baseline study highlighted the importance science trainers and teachers assign to experiments. They indicated a lack of low‐cost experiments that students can do during their practice. Most experiments in the textbooks are not simple, low‐cost experiments. Many teacher trainers have been quoting experiments as examples of student‐centred activities they apply in their lessons. While no doubt an improvement vis‐à‐vis the sole lecture‐based approach common before, lessons with experiments are often still a teacher‐centred activity. Often the teacher demonstrates the experiment in front of the class and even if students are allowed to do the experiment themselves, they usually have to follow a strict order of steps in order to obtain the ‘right’ result. Usually, students are not encouraged to ‘experiment’ with various approaches and to think about their results.

However, it’s probably unrealistic to expect a 180 degree switch from teacher‐centred to student‐centred teaching over the course of a few school years. We should have patience and gradually nudge teacher trainers toward more student‐centred lesson activities. We shouldn’t forget as well that students, who have been taught in a student‐centred way for year, need to adapt to new teaching methods, which require them to be actively engaged, to reason and to develop higher order thinking skills.

5.4.3 UseofTeachingAids

Teacher trainers have a variety of manuals and resources at their disposal to help them applying SCA in their teaching (see Annex 10: Overview Teaching Resources). For 87% of the topics in the teacher curriculum a specific learning resource (multimedia, poster, experiment, cartoon, and life skills activity) has been developed and approved by the MoEYS (Table 16). Resources have undergone quality control by Belgian and local experts.

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51/79

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‐ Teacher trainers feel not sufficiently encouraged by management to apply SCA. There is a lack of lesson observations or lesson plan reviews.

‐ Vice‐director plans to ask science teacher trainers to introduce SCA to other teacher trainers during weekly technical/ pedagogical meetings.

‐ Science materials are well managed and maintained. However, the storage room for the projector is far from science labs, discouraging its use in science lessons.

RTTC Battambang ‐ Management of materials is working point. Some materials are stored in the director’s office

and student teachers have no access to some materials, such as posters. ‐ Earth science teacher trainer is particularly passionate. RTTC Takeo ‐ Teacher trainers highly value the SCA, multimedia and materials we provided. However, the

team of teacher trainers seems a bit less motivated than in other RTTCs. ‐ Laptop computers are more difficult to access for science teacher trainers, as they are frequently

in use (by management or teacher trainers from other subjects). RTTC Prey Veng ‐ Motivated teacher trainer team. All science teacher trainers, psychology‐pedagogy teacher

trainers and the director join the lesson observations and subsequent discussions. ‐ Technical meetings are used to inform teacher trainers from other subjects about SCA. The

college has provided copies of manuals to teacher trainers from non‐science subjects such as social studies.

‐ Various teacher trainers seem quite adept with multimedia (see story of change year report 2012). They recognize it can play an important role to teach abstract concepts.

‐ Student teachers have the opportunity to borrow materials to use in their practicum. ‐ Improving access to laptops and LCD projectors is a challenge, as they are not kept in the science

labs. RTTC Phnom Penh ‐ The integration of ICT is usually applied for 2nd year students because the science lab is not used

for 1st year students. ‐ Teacher trainers like the fixed installation of the laptop and LCD projector in the science labs. ‐ The system of organizing posters could be improved, as teacher trainers struggle to find posters.

There is a lack of cupboard and storage space in the RTTC.

5.4.9 Challenges

The programme has achieved important results. Content knowledge has improved and teacher trainers assert that the workshops and manuals, developed by the SEAL programme have contributed to this. SCA are regularly applied by a majority of teacher trainers and the quality of their lessons has steadily improved in the course of 2012.

The most common challenges for teacher trainers to use SCA and related teaching materials are:

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ACK in 2011 (n =

pedagogical a better undand practicm the old to

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have limitedquires an ini

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eed to be codays and prahe curriculum

= 75) and 2012

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educational CT materials derlining the

53/79

d time to itial time

time for

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(n=62)

iews and of what a ase their urriculum

and ICT remains

e need to


Table 19 Challenges for integrating TPACK by teacher trainers, per RTTC in 2011 (n = 75)

Table 20 Challenges for integrating TPACK by teacher trainers, per RTTC in 2012 (n = 62)

There are considerable differences between RTTCs. Table 19 and Table 20 show the scores per RTTC for each challenge in respectively 2011 and 2012. Variation among RTTCs is particularly strong for pedagogical skills (stdev = 0.44), lack of ICT materials (stdev = 0.50) and infrastructure (stdev = 0.45). Interestingly, values are generally lower in the RTTCs of Battambang, Kampong Cham and, to a lesser extent, Kandal.

Values have decreased for all RTTCs, most of all in RTTC Kampong Cham (‐0.78) and RTTC Kandal (‐0.54). In Kandal, language skills, power cuts, pedagogical skills and room infrastructure that were perceived as strong challenges in 2011 have fallen. In Kampong Cham, values for language, pedagogical and ICT skills have come down, as well as values for the availability of materials and internet. Preparation time remains an important challenge, although lesson time seems to be perceived less as a barrier than a year before. This might be due to the successfully dispelling of prejudices that SCA always need to take more time than conventional approaches.

PP KA PV TA BB KC stdevpreparation time 2.68 2.40 2.83 2.14 2.93 2.52 0.26lesson time 2.47 2.55 2.94 2.95 2.85 2.79 0.19pedagogical skills 2.21 2.35 2.65 2.62 2.48 2.42 0.15technological skills 2.63 3.40 3.47 3.09 2.81 3.33 0.31language skills 2.58 3.05 2.82 2.26 2.50 3.23 0.33lack materials 3.11 3.60 3.41 3.35 3.33 3.23 0.15lack ICT 3.26 3.65 3.65 3.43 3.00 3.27 0.23internet 3.05 3.70 3.18 3.00 2.85 3.27 0.27power cuts 2.00 2.05 2.82 2.41 2.15 2.09 0.29infrastructure 2.11 1.90 2.82 2.27 2.41 2.15 0.29technical support 2.74 3.10 3.06 3.09 2.88 2.67 0.17

average 2.6 2.9 3.1 2.8 2.7 2.8

PP KA PV TA BB KC stdevpreparation time 2.75 2.14 2.88 2.67 2.33 2.5 0.25lesson time 2.42 2.14 2.50 2.47 2.22 2.1 0.16pedagogical skills 2.92 1.86 2.75 2.87 2.00 2.1 0.44technological skills 2.33 2.86 2.75 3.40 2.70 2.4 0.35language skills 2.83 2.43 2.88 2.53 2.40 1.8 0.35lack materials 2.58 2.57 2.50 2.47 2.20 1.8 0.28lack ICT materials 2.58 2.57 3.71 3.27 2.20 2.7 0.50internet 2.08 2.29 2.13 1.80 1.75 1.8 0.20power cuts 2.00 2.14 2.38 2.27 1.90 1.5 0.28infrastructure 1.92 2.43 2.75 2.20 2.22 1.3 0.45technical support 2.33 2.57 3.13 3.00 2.78 2.2 0.33

average 2.43 2.36 2.76 2.63 2.25 2.02


Teacher trainers encountered challenges to integrate environmental and agricultural life skills in their colleges. Most challenges seem to relate to the infrastructure, and less to the integration of life skills techniques and materials in their teaching.

“I do not see any progress at my RTTC; I think this is because the management only takes action when there is initiative from VVOB. For example, they build chicken house, but there is no chicken.” (Chemistry teacher trainer, RTTC Takeo)

“Our facility (chicken & fish) are flooded. We see good classification of rubbish, but when truck comes to collect, they are mixed again.” (Chemistry teacher trainer, RTTC Prey Veng)

“We see environmental and agricultural life skill during school season, but usually we lost chicken during school holiday.” (Chemistry teacher trainer, RTTC Kandal)

However, active involvement of the RTTC management helps:

“Rubbish collection at my RTTC is going well, the campus is always clean.” (Physics teacher trainer, RTTC Battambang)

The textbooks haven’t kept up with new insights on environment. Teacher trainers feel hesitant to use materials that are different in content from the MoEYS textbooks (also encountered in earth science):

“From the environmental life skills, I see some differences between those contents and the contents from old MoEYS text books. For this reason, the teacher trainers are hesitant to accept the new contents and feel safer to follow the MoEYS text books.” (Earth & Environmental Science teacher trainer, RTTC Phnom Penh)

5.4.10 Conclusions

The programme has achieved important progress in this result area. Teacher trainers have improved science content knowledge and assert that the workshops and manuals, developed by the SEAL programme have contributed to this. For 87% of the topics in the teacher curriculum for the 4 science subjects a specific learning resource (multimedia, poster, experiment, cartoon, and life skills activity) has been developed and approved by the MoEYS. The multitude of approved learning resources is an important achievement of the programme, but also poses challenges. Not all teacher trainers are aware of all resources and some find it difficult to know whether a resource is available for a specific lesson.

Teacher trainers have been trained in 30 techniques of student‐centred approaches that are not topic‐bound and instructor manuals have been distributed. Almost all science, life skills and pedagogy teacher trainers and student teachers are familiar with SCA. 92 % of teacher trainers could give an acceptable definition. SCA are regularly applied by a large majority of teacher trainers. 79% of the teacher trainers use at least one type of SCA per week. 96% uses at least one SCA per month. Lesson observations showed that the quality of their lessons has steadily improved in the course of 2012 at every RTTC.

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‐ They find that VVOB cooperates well with other DPs. ‐ Teacher trainers pay more attention to their lesson, they are more confident to teach their

subject 5.5.5 Effectoforiginalhypothesesoneffectiveness

• Were the hypothesis and the risks that could have disturbed the course of the programme correctly identified?

• Were the necessary measures in place to monitor and eventually reduce such risks? • Were the basic requirements accomplished to perform the programme? For IR1 the following assumptions were made in MYP2 (p.59):

‐ Leadership of RTTC and practice schools support the implementation processes ‐ Leadership of RTTC and practice schools support the programme by making available

resources accessible (e.g. land for gardens) ‐ Other donors carry out their plans to construct science labs and TTC resource rooms

This question was not discussed by the partner.

The management of RTTCs has been involved in all stages of implementation, such as input and refresher trainings and in monitoring activities. All RTTCs have been supportive to the programme implementation by sending staff to workshops, participating at monitoring activities and in encouraging uptake of student‐centred approaches. However, variation in support and encouragement provided by the management to use resources and SCA and leadership capabilities are frequently mentioned as explanatory factors of differences between RTTCs.

Science labs were built in 2009 at all RTTCs with funds from the Japanese Embassy. Installation of science labs is included in the EEQP programme of ADB, but has been repeatedly delayed. This has reduced opportunities to provide meaningful training on the use of the equipment within the lifetime of the programme (see 6.4.4).


6. IntermediateResult2

6.1 Indicators

For IR 2 the operational partners are 4 out of 18 PTTCs. Students of the PTTCs after graduation will become primary school teachers. In 2013 24 affiliated practice schools will be reached through life skills trainings. As for IR1, three indicators have been selected to assess IR2. The first indicator measures the percentage of PTTC teacher trainers with a sufficient level of understanding on how to integrate technological, pedagogical and content knowledge in environmental and agricultural life skills teaching. A second indicator measures the percentage of PTTC teacher trainers that apply this understanding in their teaching. The third indicator measures improvements in teaching practice of student teachers. We aim to induce an impact on understanding and behaviour of this target group of respectively 85%, 70% and >50% for PTTC by the end of 2013 (See Table 3).

6.2 Objectives

The objectives are similar to the objectives for IR1 with the difference that at PTTC level IR 2 does not focus on science but only agricultural and environmental life skills teaching. ‐ To measure the evolution in teacher trainers’ understanding on how to integrate technological,

pedagogical and content knowledge in life skills teaching. ‐ To track teachers trainers’ application in their lessons of how to integrate technological,

pedagogical and content knowledge in life skills teaching. ‐ To track teacher trainers’ coaching of student teachers in how to integrate technological,

pedagogical and content knowledge in life skills teaching during the teaching practice.


6.3.1 PersonalLogbooks(See paragraph 5.3.1)

Barriers and challenges of the use of this personal logbook by life skills teacher trainers were discussed with TTD and the directors of the TTCs. Despite the difficulties both TTD and the management of RTTCs/PTTCs want to go ahead with the use of the logbooks.

6.3.2 Focusgroupinterviews

The focus group interviews aim at complementing and clarifying preliminary findings. More specifically we are looking for answers to questions such as: ‐ What has been the contribution from VVOB in improving teacher trainers’ environmental and

agriculture life skills content knowledge? ‐ What are challenges regarding the integration of TPACK and how can we address these? ‐ How can findings from surveys be interpreted?

The guide for the focus group discussion is included in Annex 7b: Guide focus Group with life skills teacher trainers. Focus Group discussions were organized with all Life Skills teacher trainers of 4


target PTTCs. Interviews with the school director and student teachers were done to cross check information. This is a summary of the main findings.

PTTC Banteay Meanchey (May 2012) ‐ Training provided by VVOB built more content knowledge and ideas for SCA activities according

to TTs. No challenges in teaching the theory lessons in class were mentioned. The VVOB manuals provide clear information and are easier to follow than the previous MoEYS one, but the practice is a bit difficult because there is not a lot of space at the PTTC.

‐ Student centred approach is known by school director, TTs and student teachers and is thought to be of importance, because it helps students to think and learn by themselves and remember more. Most TTs apply SCA according to the school director.

‐ Student teachers have experienced a variety of SCA activities in their lessons at the PTTC. Some TTs do not allow enough time for group discussion and some too much.

‐ The agriculture TTs have practiced how to build a chicken cage with student teachers, how to make compost fertilizer (theory and practice) and how to install the fish hole (dig and install plastic). Student teachers brought chicken from home, but they were stolen unfortunately. Theory lessons have improved, practice is a bit difficult due to lack of space, but organic gardening and fish raising are taking place at a small scale.

‐ For environment lessons TTs take the students outside of the class more often now than before. Students’ involvement in the environmental awareness changed a lot: they now take care of cleaning the school premises and classrooms and help in waste segregation, this is new. The Environment TTs appreciated the small study trip on water/waste during the nationwide training and requests a study trip on the new topics biodiversity and natural resources to create an even better attitude towards the environment for them and to transfer this to the students.

PTTC Battambang (May 2012) ‐ After training from VVOB the Environment TTs say they have more up to date information on

topics like ecosystems and biodiversity and they have more ideas how to use group discussion, pair work, and educational games and how to do real practice activities.

‐ The Agriculture TTs claim they have more content knowledge now and ideas for teaching methods.

‐ Manuals will be used in a sustainable way according to agriculture TTs because the content is useful. Students are asked to combine their own experience with the new content and skills. After training information is been shared during technical meetings not just the waste system but also sharing ideas on applying SCA.

‐ Student teachers know SCA activities and can name examples of how to apply it. Student teachers are also interested in the manuals, and it would be even better if VVOB can adapt the manuals to Primary school level. 2nd years have not had a chance to practice chicken raising, request to VVOB to provide small booklets with the content of chicken raising so that TT can do a short 3‐days training course just before the holiday starts. (VVOB: done in June 2012)

‐ Student teachers are now more interested in growing vegetables and practice this in different ways and they say they have done a lot a practice in the last few months. Raising chicken is completely new for most of them and they learned about raising fish in a raised pond. Theory is given and practicing just started.


‐ Students are now involved in the waste management system and lessons sometimes take place outside the classroom (waste segregation, biodiversity)

‐ Challenges: Having no manuals for student teachers is difficult. Students need to copy information. Lack of materials is the main challenge, but TTs try to use teaching aids, and bring it from home or outside. (VVOB: Cheap copies for student teachers have been provided and Life skills box distributed in September 2012)

PTTC Kandal (March 2012) ‐ All teacher trainers are implementing SCA, 1 environment TT rates his understanding as an 8

because he has more teaching experience, and the 2 agricultural TTs choose 7 because they feel they still need more training on teaching methods to improve their SCA. At first only a few examples of learning activities were given, but when asked to describe a lesson they recently taught more ideas were given. TTs say they never do any demonstration and experiment due to the fact that most students are farmers’ children so they understand much more for agriculture so experiments are not necessary for them at this time. Later they say experiments will be not difficult if we understand it clearly and have sufficient materials and time.

‐ All teacher trainers agree that just group work and indoor activities are not enough. When the teacher trainer uses different techniques he/she would motivate student’s learning and to improve the quality of teacher training. Challenges for SCA: time‐consuming and lack of materials.

‐ For environmental education the teacher trainer said that the previous curriculum only allowed a few hours to focus on these topics. When we provided a good quality of teacher training by using effective teaching and learning our student teachers will get high standard. Teacher trainers have to prepare well and being a good facilitator during teaching and learning. We don’t only teach student teachers but we help them to learn by doing, thinking, and practice by themselves, he says.

‐ Agriculture TTs learned new techniques from the organic gardening workshop and they are trying this out. They stop use of chemical fertilizer. They feel that they need more training on chicken and fish raising. (This took place in June and September 2012)

‐ Agriculture TTs mention that student teachers are not so motivated to work on life skills activities and they mention lack of support from management.

‐ ICT use in life skills lessons not possible yet, the TTs are waiting for more support. ‐ The college is close to slum area so sometimes things were stolen from the vegetable garden. It

is difficult to collaborate with the local authority for the security.

More training took place in June and September for agriculture TTs and October 2012 for Environment TTs. Although there are indeed difficulties in lack of space and security we have doubts if the school director is really committed and if there is enough support and motivation for the TTs. When asked to organise the World Environment Day on 5 June 2012 at PTTC Kandal with support with ideas from TTs in Siem Reap and some financial support from VVOB no real answer was given and nothing was organised in the end whereas PTTC Siem Reap, Battambang and Banteay Meanchey organised world environment day with activities for student teachers and community. PTTC Battambang and Banteay Meanchey also don’t have a lot of space but they have creative solutions and they take care of security problems. In the meantime the school director of PTTC


Kandal changed and this may hopefully have a positive effect. This will be observed during a follow up visit in November 2012.

PTTC Siem Reap (based on working group sessions during 2012) PTTC Siem Reap is the pilot PTTC. During 2012 Agriculture and Environment working group members (TTs) meet once a month and discuss Life Skills activities with each other and VVOB. Reports of all working group sessions are available.

Some overall points are summarized here: ‐ School director is very committed and supports the Life Skill activities. ‐ Both the Environment and the Agriculture working group have 6 members who have shown

great involvement and commitment in trying out Life Skills activities in the PTTC and in manual development. Their lesson observations also show a good ability in the use of student centred approaches. TTs have been involved in the previous programme on Leaner Centred Methodology.

‐ They have ability to facilitate nationwide trainings and have been helpful installing life skills activities in other target PTTCs.

‐ Clear task assignment for teacher trainers and students who is responsible for the waste segregation system and agriculture activities has been helpful.

‐ The only problem in keeping the school grounds clean and segregating waste is when people from outside are at the PTTC for workshops.

‐ Some difficulties in raising chicken were overcome during this school year by gaining more experience in keeping the chicken healthy by taking better care of the hygiene in the chicken house and improving the quality of food.

‐ Students were able to link theory of fish raising to the real practice and the result was successful.

6.3.3 Lessonobservations(outsideteachingpractice)

Lesson observations were done in cooperation with the ToT Team and TTD. Visits were as much as possible aligned with the regular monitoring visits of TTD. For IR 1 and IR 2 the same lesson observation form was used. (Annex 1a and 1b)

Objectives of the lesson observations are: ‐ To asses teacher teachers’ capacity to successfully integrate TPACK into their lessons. ‐ To complement the quantitative information from the surveys and logbooks. ‐ To collect lessons learned and examples about successful strategies regarding the integration of

TPACK into their lessons. ‐ To assess the suitability and use of learning materials developed by the SEAL programme In March and May 2012 follow up visits with TTD took place. In November TTD and VVOB will jointly do one more round of lesson observations at 5 PTTCs again. By the end of the year all life skills teacher trainers of the 4 original target PTTCs have been observed at least once and some teacher trainers from the new target PTTCs have been observed as well.


2012 Total nr of Agr and Env TTs

Nr of lesson observations March/May 2012

Nr of planned lesson observ. Nov 2012

Total nr of lesson observations

4 PTTCs (BTB/BMC/KD/SR) 24 20 12 32 4 new target PTTCs (K.Thom/K.Cham/St.Treng/Kratie since 2012)

16 Life Skills activities recently started

6 6

1 Practice school BTB 1 Practice school BMC 1 practice school KD

6 teachers involved in VVOB training

3 3 6

3 Pract.schools SR 6 teachers involved in VVOB training

6 6

Total 50 Obtaining a reliable definition and assessment of lesson quality is difficult. The lesson observation form reflects the characteristics of what we consider as a good lesson, based upon the TPACK framework. For each lesson observation a composite score was calculated using an observation rubric (See Annex 3: Evaluation Rubric for Lesson Observations).

Out of the 20 lesson observations done so far, 2 were thought not to be sufficient by the observers, but the other 18 showed appropriate use of SCA and containing sufficient and appropriate content knowledge and practicing skills.

The first round of lesson observations this year show that the teaching methodologies most used are direct instruction and group work. On average each lessons show the use of 2.4 different methods in 1 lesson. In total 11 different methods were demonstrated during the 20 observed lessons.

Methodology and teaching aids Worksheets and matching cards are the teaching aids that were observed most. In average each lesson show the use of 1 or 2 teaching aids.

Methodology # of times applied Teaching aids # of times applied Direct Instruction 14 Work sheet 7 Group Work 12 (Matching) cards 5 Demonstration 6 Flipchart 4 Educational Games 5 Poster 4 Problem solving 3 Waste bins 2

Video 2 Picture 2 Working in the garden 2 Video 2 Matching 1 Garden material 2 Exercises 1 Computer 1 Pair work 1 Projector 1 Brainstorming 1 Example of waste 1 Paper ball 1 Seeds 1 (20) 2.4 per lesson (20) 1.65 per lesson


Strong points and points for improvement

Strong Points Points for improvement

Good preparation/lesson plan 5 Should ask/encourage students more to discuss/explain

6

Sufficient materials 5 Time management 4 Students are actively involved 4 Explanation of educational game 3 Clear conclusion/wrap up of lesson 4 Speak louder / not too fast 3 (2 / 1)Friendly/Positive attitude towards students 4 Use of black board 2 TTs facilitates group discussion well 3 Summarize/conclude 2 Encouragement of students to be actively involved

3 Preparation 1

Variety of activities 3 Use of teaching aids/multimedia 3

SurveywithteachertrainersA short survey was organized in October 2012 among all life skills teacher trainers from the 8 target PTTCs. (Annex 4). Surveys were distributed to 40 TTs in total, 37 surveys were given back in time to be included in this report.

6.4 Results

6.4.1 StrengtheningContentKnowledge

The first question asked TTs what SCA is according to their understanding. Out of 37 TTs 29 TTs (78%) were able to give an average or good explanation on what is SCA.

The question did not ask to give an example so the fact that 13 TTs did not provide an example cannot be held against them and there for we can say that 78.3 % of the TTs has a clear understanding of SCA. 5 % did not answer the question and 16 % provided examples only but no definition. This 16% showed through their answers that they do know what SCA is but they did not describe it.

Q 2 What challenges do you encounter in your teaching to integrate technology, content and pedagogy?

2.8 Lack of language skills 2.4 Lack of technological skills

What is SCA according to your understanding? Nr of TTs % % Accumulated

1 Provided a definition and gave 1 or more examples 14 37.8 37.8 2 Provided a good explanation and no example 8 21.6 59.4 3 Provided an average explanation and no example 7 18.9 78.3 4 Provided examples only, no explanation 6 16.2 94.5 5 Blank 2 5.5 100 Total 37 100%


2.4 Internet connection 2.3 Insufficient preparation time2.3 Lack of ICT materials (computers, software, projector…)2.2 Lack of learning materials (experiment materials, posters etc.)2.2 Lack of technical support 2.1 Insufficient time during lesson (curriculum)2 Accessibility (opening hours, access to materials limited)1.7 Frequent power cuts 1.6 Lack of pedagogical skills 1.6 Infrastructure problems (small classrooms, opening hours …) 1 = relevant

2 = bit relevant 3 = rather relevant 4 = very relevant

The main challenges TTs face to integrate TPACK are lack of language skills to be able to use ICT in a better way, lack of technological skills and internet connections.

6.4.2 UsingStudentCentredApproaches

When asked how often TTs on average use the given types of student‐centred approaches in your teaching group discussion and direct instruction are the 2 methods most mentioned. This result was s also provided through lesson observations.

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1.32 1.58 1.64 1.68 2.49 2.57 2.89 2.97 3.03 3.41 On a scale from 1 to 7 1= several times per week, 2= once a week, 3 = few times per month, 4 = once per month, 5 = less than once per month, 6 = once a year, 7 = never

Teaching methods used once to a few time per week are: group discussion, direct instruction and brainstorm and group work. Educational games, research/survey activities, low cost experiments, matching activities and demonstration are used a few times per month. Role play is used least but still is used at least once a month. No activities scored lower than this which shows that TTs demonstrate a variety of SCA techniques on a regular base.

6.4.3 UseofTeachingAidsandLifeSkillsMaterials

All environment and agriculture TTs were asked how often on average they you use following types of teaching aids in your teaching.

Waste bins School garden materials

Large poster

PowerPoint Video Chicken raising materials

Fish raising

materials

1.8 2.1 2.1 3.8 4.3 4.4 4.6 On a scale from 1 to 7 1= several times per week, 2= once a week, 3 = few times per month, 4 = once per month, 5 = less than once per month, 6 = once a year, 7 = never


The waste bins as a teaching aid are used at least once or several times per week. Organic gardening materials and chicken and fish raising material were only scored among the 19 agriculture TTs. The materials for the garden are used more often (once a week) than the materials for chicken and fish raising (around once per month). Large posters are also used once a week, followed by PowerPoint presentations and videos (around once per month).

6.4.4 Providingguidanceduringteachingpractice

Question6 During the student practicum have you:

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certainly

next year.

Unsure

Actively encouraged students to apply SCA? 34 Actively encouraged students to use posters? 32 1 1 Actively encouraged students to use low‐cost experiments? 33 1 Awarded higher credit to students who apply SCA? 33 1 Shared resources with students such as manuals? 29 2 3 Shown students online resources such as the videos on YouTube? 7 20 7 Have you seen students raising awareness on environmental problems in their practice school?

27 3 4 (all Agr.TTs)

Have you seen students actively involving pupils in Life Skills activities (such as organic gardening, chicken raising, fish raising)?

26 6 3

Out of 37 surveys 3 teacher trainers did not send us back the page with these questions therefore the total number of questionnaires for this question is 34. All teacher trainers say they do encourage students to apply SCA, they encourage the use of posters, low cost experiments and they credit students who apply SCA higher. The vast majority (29 out of 34) also share resources with student teachers. Showing online resources scores lowest. Only 7 out of 34 TTs say they do so, another 7 claim they will do so next year, whereas 20 TTs say they don’t. Out of 34 TTs there are 27 TTs (79 %) that saw student teachers were raising environmental awareness during the teaching practice, 3 say no, and 4 are unsure but these 4 are agriculture teachers so they pay less attention to this. Finally 26 TTs (76 %) say that they have you seen students actively involving pupils in Life Skills activities (such as organic gardening, chicken raising, fish raising), 6 TTs haven’t and 3 are unsure.

6.4.5 IntegratingICTinlifeskillsteaching

During lesson observations we have seen evidence that some teacher trainers use PowerPoint presentations and resources from the internet. The set of 7 DVDs for Agriculture and a set of 7 Environment DVDs have been developed during 2011 and 2012, but were not ready to be distributed yet. The sets of DVDs contain documentary video clips, flash animations, pictures and PowerPoint presentations, and will be delivered to all PTTCs in December 2012. The use of these materials can be assessed in 2013.


6.4.6 FindingsperPTTC

For each follow up visit more extensive reports are written and are available for more details. Below is a summary of the most noticeable observations per PTTC.

PTTC Banteay Meanchey ‐ Lesson observation at PTTC and practice school showed sufficient lessons with use of SCA.

Student centred approach is known by school director, TTs and student teachers. - Students’ involvement in Life Skills activities has grown. They are involved in the waste

segregating system and practice agriculture activities at a small scale. - Organic gardening is taking place. - Chicken raising started during last school year but the chickens were stolen and this security

issue is difficult to solve. Theory of chicken raising can be taught and video clips of the practice will be available in December 2012.

- Fish raising recently started.

PTTC Battambang ‐ A motivated school director and a team of motivated life skills teacher trainers. ‐ Lesson observation at PTTC and practice school showed sufficient lessons with use of SCA.

Student centred approach is known by school director, TTs and student teachers. ‐ Although there is limited space the agriculture teacher trainers have found creative ideas to

implement life skills activities such as growing vegetables in sand bags, cultivating fish in a raised pond to prevent it from flooding.

‐ Students are involved in keeping the environment clean and segregating the waste PTTC Kandal ‐ The environment lesson at the PTTC and at the practice school showed good use of SCA and

were very good. The agriculture lessons observed were not well prepared and lacked quality. ‐ Doubts whether management is motivated to support life skills activities. ‐ The waste segregation system is in place and students are involved. ‐ Organic gardening is practiced at a small scale. ‐ Fish raising is done at the practice school and was said to be shared with the PTTC but this needs

to be checked in November 2012. ‐ Practice chicken raising is difficult for security reasons. PTTC Siem Reap ‐ The school director is very supportive of the life skills activities and assigns clear tasks to teacher

trainers and student teachers. ‐ All teacher trainers show sufficient lessons with a variety of SCA methods. ‐ Student’s attitude towards keeping the environment clean is good. They help in segregating the

waste but also show they care about the environment in a broader way when asked to join in activities like world environment day and drawing competition.

‐ After some practice now fish and chicken raising is successful. Organic gardening has been successful before 2012 already.

‐ Students practice all life skills subjects in and outside the classroom.

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• Were the necessary measures in place to monitor and eventually reduce such risks? • Were the basic requirements accomplished to perform the programme? For IR2 the following assumptions were made in MYP2 (p.59): ‐ Leadership of PTTC and practice schools support the implementation processes ‐ Leadership of PTTC and practice schools support the programme by making available resources

accessible (e.g. land for gardens, electricity for computers) ‐ MoEYS disburses planned funds to schools for extra LLSP hours (local Life Skills Programme)

The management of PTTCs has been involved in all stages of implementation, such as input and refresher trainings and in monitoring activities. All PTTCs have been supportive to the programme implementation by sending staff to workshops, participating at monitoring activities and in encouraging uptake of student‐centred approaches. However, variation in support and encouragement provided by the management to use resources and SCA is frequently mentioned as an important explanatory factor of differences between PTTCs.

MoEYS is working together with other partners (World Education/Kape) to integrate the LLSP in the curriculum of lower secondary and primary schools. Materials and trainings have been delivered to school in target provinces of World Education/Kape. VVOB and World Education/Kape have regular meetings to share information and resources.

6.5.6 Conclusion

The IR has been fully delivered. The first two MYP indicators (teacher trainers show understanding of SCA and apply it in their life skills teaching have been achieved. The third one, better coaching during the student practicum, was assessed through the survey among TTs already but will be further evaluated during the next practicum (February – May 2013).

Still planned Activities and development of resources have focused so far on teacher trainers. Training for practice school teachers of the 24 practice schools from 4 target PTTCs (6 schools x 4 PTTCs), facilitated by PTTC teacher trainers, is planned in the beginning of 2013. They will receive life skills training and adjusted teaching materials. If planning allows we can add 24 more practice schools of the 4 new target PTTCs (Kampong Cham, Kampong Thom, Kratie and Stung Treng) as well. Further activities are planned to increase familiarity with and use of the resources, including communication activities (e.g. lesson competition) and frequent lesson observation and coaching sessions.


7 IntermediateResult3

7.1 Introduction

In IR 3 the Teacher Training Department (TTD) of MoEYS is the operational partner. This IR comprises the printing and distribution of instructor’s manuals and teaching aids approved by TTD in print and through a web‐portal (See Annex 10: Overview Teaching Resources). Furthermore, the integration of TPACK concepts, materials and training programmes in the M&E and professional development processes are assessed in indicators 2 and 3 of this result (see Table 3).


7.2.1 Regularprogressmeetings

During the year 2012 regular meetings with the vice‐director and technical staff of TTD have taken place. Minutes of these meetings are available. Topics during meetings have been to assess the M&E tools and to jointly plan follow up visits and trainings as well as quality assurance of the produced teaching and learning materials.

7.2.2 Groupinterview

A group discussion was organized during the annual M&E meeting on November 6, 2012. The guiding questions for the end evaluation were used as starting point.

7.3 Results

7.3.1 Educationalmaterials

Annex 10: Overview Teaching Resources contains an overview of the learning materials that were approved by MoEYS. These include instructor’s manuals, posters, DVDs with multimedia and videos of low‐cost experiments to support science and life skills teaching. Together these resources cover a major part of the science curriculum for teacher training (See Table 16 and

Table 17).

Therefore we consider the indicator as achieved. Materials have been distributed to the TTCs. TTD has expressed satisfaction with the materials and considers distributing them on a larger scale (to upper secondary schools).

However, following remarks can be made with the development process of the resources:

Subject # experiments # multimedia # cartoons # posters*Physics 115 86 39 9Chemistry 53 40 11 20Earth Science 28 36 14 35Biology 34 57 19 42Total 230 219 83 106* after revision due to copyright issues


‐ The VVOB team took up a stronger coordinating role during the development process than foreseen. The role of the MoEYS has been to ensure compliance with curriculum and quality control, rather than assuming a coordinating role.

‐ The development cycle has taken very long, going through various stages of quality control, and feedback. While undoubtedly contributing to its acceptance by the MoEYS, such a long development cycle has drawbacks as well. There’s little time left for a second edition, and teacher trainers have had to wait long for the resources to be published, reducing short term impact.

7.3.2 IntegrationintoTTD'sprofessionaldevelopmentprogramsandthenational

teachertrainingcurricula

At the moment TTD doesn’t have a systematic programme of continuous professional development for teacher trainers. Monthly technical and pedagogical meetings at the RTTCs and PTTCs are the main source of professional development for teacher trainers. For these meetings VVOB has closely worked together with JICA (Stepsam2) to introduce a regular system of lesson study, a methodology based on an iterative cycle of detailed lesson plan and lesson observation and discussion per subject, focusing both on content, pedagogy and technology.

Lesson study is being adopted as a tool for systematic in‐service training for school teachers. “TTD also started a nationwide INSET programme on LS for upper secondary school teachers. LS and IBL are now widely spreading beyond the coverage of the project owing to the efforts of the Cambodian people” (JICA et al, 2012, p.50). A widespread adoption of lesson study in secondary schools expands the potential impact of the programme to secondary schools, outside the practice schools. The programme will cooperate with Stepsam3, the planned successor of Stepsam 2 to achieve this unexpected result.

VVOB has been an active partner during the revision of the teacher training curriculum for lower secondary education in 2011. This revision can be considered an alignment of the curriculum with intentions, laid down in various policy documents, to move towards a more student‐centred pedagogy. In the revised curriculum, 12 hours in the methodology part (for science) of the curriculum have been reserved for student centred approaches, including explicit references to active reading & writing, reasoning skills, concept cartoons & tests and educational games. In the subject parts of the science curricula references to several experiments from the experiment manuals have been included.

7.3.3 The integration of technological, pedagogical and content knowledgeframeworkintotheM&EprocessesofTTD

The M&E framework has been developed in cooperation with TTD and tools such as surveys, lesson observation forms and logbooks have been subject to their quality control. Staff members from TTD and other departments of MoEYS (GSED, PED, and DCD) participate at observations missions to the RTTCs and PTTCs. Lesson observations and the management of resources are jointly discussed.

However, current monitoring within TTD focuses heavily on compliance with administrative procedures and completing the curriculum in time. VVOB has been working with TTD to alter the

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7.4.4 Effectofchangesinprogrammeoneffectiveness

• What are the changes that occurred in the programme? Were they intended or not? • Were these changes caused by external factors or by factors that are intrinsic to the

programme itself? The partner provided following comments on this question:

‐ The programme managed to integrated content into new TTC curriculums ‐ These changes are caused by good cooperation between MoEYS and VVOB ‐ Application of SCA and use of material in learning and teaching will continue on regular basis ‐ VVOB and Stepsam2 share the same goal to improve learning and teaching of science ‐ Most changes are expected ‐ An unexpected change is the improvement of English language proficiency amongst TTs ‐ Application of SCA will continue, with direction from MoEYS 7.4.5 Effectoforiginalhypothesesoneffectiveness

• Were the hypothesis and the risks that could have disturbed the course of the programme correctly identified?

• Were the necessary measures in place to monitor and eventually reduce such risks? • Were the basic requirements accomplished to perform the programme? For IR3 the assumptions and mitigation strategies are listed in Table 21.

• MoEYS central level staff is assigned to support the quality assurance of new learning materials

• MoEYS central level staff supports the innovations in methodology and technical know‐how introduced by the programme

• MoEYS proceeds with the planned revision of TTD curricula

• Include the QA working group in MoEYS master and action plans

• Involve central level staff during all stages of implementation

• Follow up on TTD Master Pan • Coordination between interventions of

different donors to align strategies at central level

Table 21 Assumptions and Mitigation Strategies for IR3 (MYP2, p.59)

The assumptions were correctly identified and the mitigation strategies have contributed to reducing risks.

7.4.6 Conclusion

The active participation of central level MoEYS officials in the SEAL program has increased significantly this year, due to the finalisation of most teaching resources. The involvement of MoEYS departments in the pre‐mainstreaming and the follow‐up visits has made quality control easier and more efficient.


The involvement of MoEYS throughout the development has ensured compliance with MoEYS guidelines, such as manual and lesson plan structure and the curriculum. Explicit endorsement by the MoEYS is likely to have a positive impact on the use of the resources by the target group.

An unexpected result has been the realisation of improved communication lines between the TTD and the TTCs. Routine involvement of both levels in nation‐wide workshops has resulted in frequent encounters and exchange of ideas. The TTD and other central level departments (DCD, PED, GSED) are interested in continuing this exchange and develop it into a regular forum.

Quality assurance, monitoring and evaluation and coordination of in‐service training for teacher trainers are the responsibility of TTD. The capacity of the coordinating TTD is limited and simultaneous implementation timelines from programme components has resulted in occasional bottlenecks and delays.

Conclusions

2012 has been a key year in the SEAL programme. It has been the year during which the long development cycles of learning resources and instructor’s manuals were finalized. Numerous nation‐wide workshops on science and life skills education were organized for teacher trainers, management staff of TTCs and government staff. Learning resources were printed and distributed. Follow‐up visits helped teacher trainers to internalize the content. All workshops and resources laid out in the year planning have been realized. Moreover, based on user feedback, additional ‘strengthening workshops’ on SCA are planned in December.

Our monitoring data show teacher trainers general have a good understanding of SCA, apply them frequently in their teaching and actively encourage students to use it in their practicum, among others by sharing resources and awarding higher credit to students who try integrating SCA in their lessons. However, occasionally techniques and multimedia are mainly used to keep pursuing a predominantly teacher‐centred approach. In this way, change has been incremental rather than fundamental.

In 2012 collaboration with MoEYS has been strengthened. The revised curriculum for teacher training was implemented in the TTCs and the TTD has been an active partner in the development of the M&E framework. Despite this progress, important challenges remain for 2013.

Planning2013

Efforts so far have been focused on teacher trainers and much less on science teachers from the practice schools of the TTCs and only on a small scale on primary school teachers of 7 primary practice schools. These teachers play an important role as model teachers for students during their practicum. Workshops at each RTTC will be organized to introduce SCA to the teachers in time for the next practicum that starts in February 2013. In the course of 2013 a selection of learning materials will be adapted to school level. As for practice schools of primary education 24 schools will


receive life skills training in the beginning of 2013 and teaching materials will be slightly adjusted and provided to these primary schools.

Secondly, more follow‐up visits and coaching sessions are needed for teacher trainers as well to absorb the content introduced in 2012. The 70‐20‐10 framework states that only 10% of the time should be spent on formal instruction, whereas double this amount of time should be spent on feedback and discussion with others (Lombardo and Eichinger, 1996). These coaching sessions contribute to the organisational capacity of the TTCs to evolve to learning organisations.

Finally, the programme will continue working with the MoEYS and in particular TTD to ensure the sustainability of the programme. Thereby we will focus on strengthening the M&E system of TTD and take initiatives to support the professional development of teacher trainers.


Annexes

Annex 1a: Lesson observation form – version 1 Annex 1b: Lesson observation form – version 2 Annex 2: M&E Protocol for field trips Annex 3: Evaluation Rubric for Lesson Observations Annex 4: Survey for teacher trainers on Agricultural and Environmental Life Skills Teaching Annex 5: Survey teacher trainers RTTCs Annex 6: Logbook page outline Annex 7a: Guide Focus Group with Teacher Trainers Annex 7b: Guide focus Group with life skills teacher trainers Annex 8: Interview protocol for interviews with graduated teachers Annex 9: Individual lesson observation scores teacher trainers Annex 10: Overview Teaching Resources Annex 11a: Report Monitoring Visit RTTCs (March 2012) Annex 11b: Report Monitoring Visit RTTCs (June 2012) Annex 11c: Report Monitoring Visit RTTCs (November 2012)

References

Benveniste, L., Marshall, J. & Araujo, C., 2008, Teaching in Cambodia, World Bank.

Berkvens, J.B.Y., Kalyanpur, M., Kuiper, W. and Van den Akker, J., 2011, ‘Improving adult learning and professional development in a post‐conflict area: The case of Cambodia’, International Journal of Educational Development.

Boyce, C. and Neale, P., 2006, Conducting In‐Depth Interviews: A Guide for Designing and Conducting In‐Depth Interviews for Evaluation Input, Pathfinder International Tool Series.

International Institute for Educational Planning (IIEP ‐ UNESCO), 2011, Education and Fragility in Cambodia, Paris, UNESCO, [online] Available from: http://unesdoc.unesco.org/images/0021/002110/211049e.pdf

Japan International Cooperation Agency (JICA), Padeco Co. Ltd and Hiroshima University, 2012, Cambodia Science Teacher Education Project (STEPSAM2), Project Completion Report, Unpublished Report.

Lombardo, M.M. and Eichinger, R.W. , 1996, The Career Architect Development Planner, 1st edition, Minneapolis, Lominger

Mack, N., Woodsong, C., MacQueen, K.M., Guest, G. and Namey, E., 2005, Qualitative Research Methods: A Data Collector's Field Guide, Family Health International, available online at: http://www.fhi.org/en/rh/pubs/booksreports/qrm_datacoll.htm.

Seymour, A,, 2004, Focus Groups: An Important Tool for Strategic Planning, Strategic Planning Toolkit Project, available online at www.justicesolutions.org/art_pub_focus_groups.pdf

UNESCO, 2009, Teacher Training Review Project: Strengthening Teacher Training in Cambodia to Achieve EFA, 139p.

World Bank, 2004, Monitoring and Evaluation: Some Tools, Methods and Approaches, available online at http://www.worldbank.org/ieg/ecd/me_tools_and_approaches.html

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M&E Report SEAL 2012

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