EDU06 - School-based In-service education and training in Kenya and Tanzania
Submitting InstitutionUniversity of York
Unit of AssessmentEducation
Summary Impact TypeSocietal
Research Subject Area(s)
Medical and Health Sciences: Public Health and Health Services
Education: Curriculum and Pedagogy, Specialist Studies In Education
Summary of the impact
In 2008, Professor Frank Hardman led a baseline study of pedagogic
practices in Tanzanian primary schools to inform the design of a national
school-based in-service education and training (INSET) programme. In
February 2011, a pilot of the programme was launched and in August 2012
Hardman was commissioned to lead on an evaluation of the pilot, building
on the 2008 baseline. Based on the findings of the 2012 evaluation, the
Tanzanian Ministry of Education and Vocational Training (MoEVT) and Prime
Ministers' Office-Regional Administration and Local Government (PMO-RALG)
are currently planning a national scale-up of the INSET programme.
In 2008, Hardman (Professor, Department of Education, 2008-2011,
Institute for Effective Education, 2011-present), in collaboration with Dr
Jan Abd-Kadir (Lecturer, Department of Education, 2009-present)., were
commissioned by UNICEF to conduct a baseline study of teaching and
learning practices in Tanzanian primary schools to inform the design of
the MoEVT national INSET strategy launched in 2009. The research design
drew on earlier studies of classroom interaction and discourse led by
Hardman in England, Kenya and Nigeria.
A stratified sample of 32 primary schools serving urban and rural
contexts from 8 of the 36 regions in mainland Tanzania was selected.
Working in pairs to ensure inter-rater reliability, 20 observers completed
2 schedules capturing the proportion of time and frequency of whole class,
group and individual tasks/activities taking place in 236 lessons covering
the teaching of English, Kiswahili, mathematics and science at grades 3
and 6. In addition to the timeline and frequency analysis, 40 lessons were
digitally recorded and intensively analysed using computerised systematic
observation and discourse analysis of transcripts. All 4 approaches
provided a clear and systematic basis for analysing and quantifying the
teacher-pupil interactions at the macro and micro level. Interviews were
also conducted with district officers, head teachers, teachers, pupils and
parents to assess INSET provision and its impact on teaching quality.
The baseline found most classroom talk was teacher-fronted and made up of
teacher-led explanation, punctuated by a question and cued answer
approach, in which the teacher constantly demanded pupil `participation'
through the completion of phrases, repetition of words and choral
affirmation of `understanding'. It therefore led to the perpetuation of a
restrictive, often monotonous, model of teaching and learning with little
exposure to different functions of language. The study also found that
there was little in the way of systematic INSET to improve the narrow
Building on the findings, a school-based INSET programme was designed and
piloted in 2011 in the 7 of the 8 district councils where the baseline had
been conducted. In late 2012, a follow-up evaluation replicating the 2008
baseline and using a control-group design was conducted to investigate the
extent to which the pilot had impacted on classroom pedagogy, met the
objectives of the national INSET strategy, and how it could be scaled up
at a national level.
Overall, the findings from the classroom observations and stakeholder
interviews showed that the INSET pilot was well received at the district
and school level, and had brought about significant changes in teaching
and learning practices in the intervention schools. For example, it was
found that 63% of the INSET trained teachers used some form of peer
interaction in their lesson compared to just 6% of the non-trained
teachers. A similar picture emerged with the use of open-ended questions
(i.e. questions eliciting a range of responses): INSET trained teachers
were twice as likely to ask an open question (11% compared to 3% asked by
non-INSET trained teachers). Overall, it was found that the pedagogical
practices of the non-INSET trained teachers matched those teachers in the
References to the research
2. Hardman, F., Ackers, J., O'Sullivan, M. & Abrishamian, N. (2011)
Developing a systematic approach to teacher education in sub-Saharan
Africa: emerging lessons from Kenya, Tanzania and Uganda. Compare:
Journal of Comparative and International Education, 41 (5), 669 -
684. DOI: 10.1080/03057925.2011.581014
3. Hardman, F., Abd-Kadir, J., Agg, C. Migwi, J., Ndambuku, J. &
Smith, F. (2009) Changing pedagogical practice in Kenyan primary schools:
the impact of school-based training. Comparative Education, 45
(1), 65 - 86. DOI: 10.1080/03050060802661402
4. Hardman, F., Abd-Kadir, J. & Smith, F. (2008) Pedagogical renewal:
improving the quality of classroom interaction in Nigerian Primary
Schools. International Journal of Educational Studies, 28 (1), 55 - 69. Available on request.
5. Abd-Kadir, J. & Hardman, F. (2007) The discourse of whole class
teaching: a comparative study of Kenyan and Nigerian primary English
lessons. Language and Education, 21 (1), 1 - 15. DOI:
6. Pontefract, C. & Hardman, F. (2005) Classroom Discourse in Kenyan
Primary Schools. Comparative Education. 41 (1), 65 - 86. DOI:
7. Ackers, J., & Hardman, F. (2001). Classroom Interaction in Kenyan
Primary Schools. Compare: Journal of Comparative and International
Education. 31 (2), 245 - 261. DOI: 10.1080/03057920120053238
Evidence of the quality of the research:
Research outputs 1 - 7 are all published in leading international peer
reviewed journals in international development and education and all are
based on substantial empirical data drawn from Tanzania, Kenya, Nigeria and
The quality of the research has been recognised through citations and
downloads from the journal websites. All are listed as the most widely
cited or downloaded in each of the respective journals. For example,
output 7 on the Kenyan baseline according to Scopus (September 2013) has 7
citations and is one of the most read articles in the Compare
journal (149 views) along with output 2 (541 views and 6 citations)
comparing developments in the implementation of school-based in 3 east
African countries. Similarly output 4 is one of the most widely cited and
read in the IJED journal (16 citations and 541 views), and outputs 3 and 6
on the Kenyan baseline evaluation, both published in Comparative
Education, have been cited 4 and 6 times, and viewed 113 and 258
times, respectively. Output 5 is also listed as one of the most cited (6
times) and viewed (168 times) articles in Language and Education.
Although only published in 2012, output 1 on the Tanzanian baseline has
been cited 4 times and viewed over a hundred times.
Details of the impact
The research outlined above has been highly influential in transforming
teacher education in Tanzania and Kenya. The 2008 baseline study in
Tanzania showed that where teachers had not received school-based INSET
they used a limited repertoire of whole class teaching. In response to the
findings of the baseline, the Ministry of Education and Vocational
Training (MoEVT) of Tanzania published an INSET strategy in 2009
recommending the development of a systemic approach to teacher
development. It included the use of school-based INSET supported by
distance learning materials, school clusters and local support agents to
work with head teachers and teachers in the schools. Throughout 2010, the
strategy was approved following a highly consultative process which
involved ministries, departments and agencies, development partners and
civil society organisations, and training modules for teachers were
developed in three key areas: mathematics, English and pedagogy.
In 2011, the MOEVT began piloting the school-based INSET model in the
seven district councils used for the baseline with a view to implementing
the INSET strategy nationally. 141 schools took part in the pilot and
2,052 primary school teachers received training in the teaching of
mathematics and English. The teachers also received mentoring, classroom
observation and feedback from peers, head teachers and teacher educators.
Following the publication of the evaluation findings in December 2012
suggesting that systematic, school-based training can significantly
improve pedagogical practices, and that it is more cost-effective than
traditional college-based provision at only a third of the cost, a
national scale-up of the school-based INSET programme by MoEVT and Prime
Ministers' Office-Regional Administration and Local Government (PMO-RALG)
is being planned for implementation in 2014.
Evidence of the impact of research led by Hardman on school-based INSET
can also be seen in neighbouring Kenya where his research helped to shape
the design and implementation of the School-based Teacher Development
(SbTD) programme. It was to have a major influence on the design of
Tanzania's school-based INSET programme following a visit from a senior
team of advisors from MoEVT during the 2010 consultation period. Hardman
began working on SbTD in 1999 when he was commissioned by Department For
International Development (DFID) to design a national baseline study of
classroom interaction practices in Kenya to inform the design and
implementation of the school-based programme. SbTD was developed as a
programme of self-study, using distance-learning modules combined with
regular face-to-face cluster meetings.
Over 47,000 primary school teachers throughout Kenya successfully
graduated from SbTD in the three core subjects of English, mathematics and
science. Three teachers from every school, called Key Resource Teachers
(KRTs) were trained to lead school-based professional development within
their subject area in their schools. The programme was supported by a
zonal-based teacher advisory system of over 1,000 teacher advisory centre
tutors, who were trained to provide group-based support service to the
KRTs who were working with distance learning materials while carrying a
full-time teaching load in the schools. It was subsequently evaluated by
Hardman in 2005 and significant changes were found in the pedagogic
practices of those teachers who had undergone the training compared to the
baseline that showed an overwhelming level of teacher-led rote and
recitation and the chorusing of answers.
In 2006, building on the evaluation findings, 18,000 head teachers were
given training in curriculum leadership and whole school development to
support school-based training, and SbTD was expanded to include the
teaching of Kiswahili and training in guidance and counselling.
Subsequently, in 2010, Professor Hardman led on the development of a
quality assurance framework that built on the observation schedules used
in the baseline and evaluation studies. By 2012, all of Kenya's 6,000
school quality assurance officers were trained to use the inspection
manual and 30,000 copies of the framework were distributed to all
government schools to assist in self-appraisal and to help in preparation
for an inspection visit.
Based on the impact of his research into teacher education in the Kenya
and Tanzania, other countries in the East African region are considering
implementing school-based INSET training. As a result, Hardman has been
invited to speak at a range of regional conferences on teacher education.
For example, in the past 2 years, he presented keynote speeches at
conferences in Rwanda (November 2011), Tanzania (December 2012), Kenya
(March 2011 and October, 2013) and Mozambique (October, 2013).
Sources to corroborate the impact
The following people have agreed to provide supporting evidence for the
impact of our research on teacher education in Tanzania and Kenya:
- Senior Education Advisor, European Commission (on secondment from
DFID). Commissioned the 2005 Kenyan evaluation.
- Director of Teacher Education in the Ministry of Education and
Vocational Training, Tanzania, from 2008 until 2012. Can comment on the
impact of the baseline evaluation.
- UNICEF Chief of Education in Tanzania. Can provide supporting evidence
on the impact of the baseline evaluation of the INSET pilot.
- Regional Advisor on Basic Education and Gender Equality, UNICEF,
Eastern and Southern African Regional Office. Responsible for
commissioning the Kenyan (for DFID) and Tanzanian (for UNICEF) classroom
interaction baseline studies. Currently, responsible for teacher
development in the Eastern and Southern African region covering 21
countries and so can comment on the impact of the research on regional
The following MoEVT/PMO-RALG publications show the direct impact the
research has had on policy and practice with regard to teacher education
- MOEVT (2009) In-service Education and Training Strategy (INSET)
for Primary School Teachers 2009 - 2013. Ministry of Education and
Vocational Training, Dar Es Salaam.
- MOEVT (2012) Evaluation of School-Based INSET Pilot Programme.
Ministry of Education and Vocational Training, Dar Es Salaam.
The impact of the pilot school-based INSET have been widely covered in
the national press in Tanzania. See, for example, `Ministry launches
special training for teachers' The Citizen 25 February 2011
reporting on launch of Tanzanian pilot primary INSET programme.