Report for Teacher Training College Niassa
For the period January to December 2014
ADPP Mozambique
Submitted to: U-landshjelp fra Folk til Folk, Norge
Project Name:
Teacher Training College Niassa
Organization:
ADPP Mozambique
Reporting Period:
January to December 2014
Project Activities: Teacher Training Programme of one year Niassa TTC is one of ADPP´s primary teacher training institutes. The current curriculum is for the duration of one year and consists of training young people intensively to become teachers empowered to create changes in the communities surrounding the primary schools where they will be deployed to teach through a dynamic approach to teaching children and in proactive actions implemented towards the development of those communities. In the current year, the school enrolled 150 young people (76 females and 74 males). Most students come from districts within Niassa province and a few come from other parts of the country. The entry level for training is the 10th grade, with a minimum annual average points of 12, or 12th grade with the global average equal or higher than 10 points. The Pedagogical Practices of students are held in seven primary schools, namely: Nduica, Cassungo, Lipende, Licole, Nsauca, Chilapitangongo and Mbemba, which are spread within 3‐7 km away and work as laboratories for introduction and testing of new methods. Each class has 75 to 80 students. Students from Niassa TTC are guided by the teachers and their methodologists’ teachers (practice class teachers). The pedagogical practices have a clear process that starts with the students make a lesson plan, which is presented, qualified and in the end shall be approved by the instructor. Only then can the student put their lessons into practice, assisted by the instructor and the methodologist. The pedagogical practice for 2014 was scheduled for two days per week on Mondays and Tuesdays during the morning and afternoon periods. Even though that was the case the students practiced daily with each other giving a forty‐five
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minutes lesson. In each practice class the students are organized into micro‐ groups of 4‐5 members. Niassa TTC has established good relations with the primary school teachers where the students practice, hence they give them good support during their teaching practice. The students together with the primary school teachers of the teaching practice school participate in a training workshop delivered by the students’ instructors. This training focused on the use of new methods of teaching. This practice has been one of the great foundations that keep this good cooperation strong. Niassa TTC held Pedagogical Saturdays Sessions monthly in the current academic year. 10 activities on the SPSs were addressing several cross‐cutting issues associated with the lives of students in boarding school and at primary school. The methodologist teachers were invited to participate in the SPSs where the students and instructor of the collage made presentations about pedagogical issues to create a platform where all involved could discuss the matters highlighted in order to reach common conclusions. The "It's Show Time" is a method used by students throughout the year in pedagogical practices, enabling them to teach their classes through a combination of theory and practice. With this method, the students learned to produce didactical materials and use many different teaching methods for illustrating different topics for the pupils. Also the children in the classes learned to manufacture toys to use in their homes in their free time and built some sunshades for resting under at school during break time. The school has also built strong relations with parents, guardians as well as with community members of the surrounding communities. All these stakeholders are invited to participate in the several events that the school holds throughout the year, such as Open Sundays, lectures about sanitation and demonstration of how the school program works. This creates cohesion between the school and the community. The school held several Community actions in 2014, such as fruit trees planting and creating shade around the houses in the communities. Students delivered more than 15 community lectures (palestras) related to the environment throughout the year in the communities and also conducted cleaning activities in the administrative post, in collaboration with residents of the administrative post. 2 | R e p o r t f o r T e a c h e r s T r a i n i n g C o l l e g e N i a s s a
Open Sundays mark the presence of Niassa TTC in the community. For this school year, 10 Open Sundays were held successfully with the presence and active participation of members of the community. Niassa TTC also carried out adult literacy programs for the elderly, in order to teach them how to write their full names and to know their dates of birth, as well as those of their children and the children in their care. We also made some theatre sessions, illustrating the consequences of uncontrolled fires in communities and taught the communities about the usefulness of the planting citronella (lemongrass) around their homes as a way of fighting malaria in the village. Boarding School life as part of the Training Students are all involved in the boarding school life where they are allocated in areas of responsibility which they take seriously like sports, agriculture, maintenance etc. In the stewardship of one area the student and a teacher are responsible together. Further the students are divided into trios as a way to make each student cooperate with his/hers colleagues. There are evening programs held every week, on Tuesdays, Thursdays and Saturdays. There are culture clubs, English & literature clubs and on Saturdays students hold a cultural night where each group composed of members of a given club presents its talents to the community and school. TTC as Partnership Program Host In the present academic year, students made several activities in the neighbouring communities, such as lectures on HIV‐AIDS; environmental sanitation, cleaning and campaign for malaria prevention, community mobilization to fight uncontrolled fires, and actively participated in different commemorative events such as Day of the African Child, Mozambican Women's Day, Day of National Independence, Day of the Armed Forces of Mozambique and more. An adult literacy program called Illiterate Families Program (PROFASE) was also carried out. This activity was performed on weekends, where students go to the homes of subsistence farmers to teach reading to members of every family who show interest in participating in this program.
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The partnership with Finland Ministry of Foreign Affairs / UFF Finland is contributing immensely in bringing improvements in the quality of education in 60 primary schools in this province. The three year Project is implemented in the districts of Sanga and Chimbonila. The project envisages the improvement of the 60 primary schools’ learning environment; improving the quality of education through Zones of Pedagogical Influence (ZIPs) and Pedagogical Workshops programs. Already in operation are two Pedagogical Workshops where many students will improve their skills and level of knowledge through participating in several courses such as computer, group readings, Internet use and small income generating projects. On improving teaching skills, 100 primary school teachers received in‐service training; 8 activists were trained using MINED materials for the literacy program; sports equipment were distributed to all schools in the program with a positive impact since it reduced the number of children who drop out of school. Through the Food for Knowledge project, supported by USDA / Planet Aid, the school received various nutrition material during their activities, at the college, in the communities close to the college and those close to where the students do their teaching practice. 150 students from Niassa TTC received several lessons on nutrition issues throughout the year. The primary school teachers received a training workshop on nutrition in schools where the project is being implemented. And the same teachers, in return, taught children about nutrition and hygiene. The Ministry of Education is supporting the TTC in terms of planning, curriculum, production of teaching material, payment of salaries of TTC teachers, and contribute part of the school running costs. Graduated Teachers Network In the current year 38 teachers participated in the network of graduates. They live in 10 different districts of Niassa province, and work in 28 primary schools in the province. They have had a training session every month end at Niassa TTC. During these meetings the members discuss issues related to their work in primary schools. Agriculture and Livestock This year, the TTC has cultivated an area of approximately 15 hectares, and is expecting to get about 6 tons of diverse produce, like corn, sweet potato and potatoes; vegetables like cabbages, lettuce, onions and peppers. Students practiced farming 3 times a week every second day between 16:30h to 17:30, 4 | R e p o r t f o r T e a c h e r s T r a i n i n g C o l l e g e N i a s s a
supervised by the responsible agricultural teachers. Of the produce that is harvested a portion (about 60%) is for the school's own consumption, and the rest is sold to the local market. The money raised is used for buying agricultural inputs for the new production. Farming has contributed in improving the diet at school, as well as helping the school to make savings in its budget. Sport and Culture Sport is taken very seriously in Niassa TTC as a way to keep students healthy and happy. In line with this the school has dedicated three days for sporting activities between 16h30 and 17h30 were all students and teachers practice together. In addition Niassa TTC male and female football teams participated in local football tournaments involving 10 teams this year in a local football tournament involving 10 teams. In this tournament, the men's team took 2nd place and the women ended at the 4th place. The most widely practiced sports at the college are: football eleven, volleyball and athletics. Promotion of heritage and culture is also given high regard. In this aspect the school also set aside a day per week for students to express their artistry through cultural activities. This takes place on Saturday nights where the students organized into nuclear groups share with their colleagues typical cultural activities of Niassa province or from other part of the country. Culture is also an important element for a future teacher, where he develops new talents that can be used with their future students.
The Effects of the Project Feedback from the province indicates that teachers who have graduate at the TTC are proactive and committed in creating changes in rural areas, where they work after training. The education they receive is holistic and prepares them with useful key life skills. Through this they gain self‐confidence, problem solving skills, entrepreneurship skills and practical and social skills as people who can lead development processes in the classroom and in the community. The TTC is often cited as an example of excellence in teaching future educators and citizens engaged in the struggle for better education and against absolute poverty. Niassa TTC teachers have made a positive impact on primary schools in Sanga district, where they do educational practice. The results can be seen in improved attendance and improved academic results. In addition to the students, 5 | R e p o r t f o r T e a c h e r s T r a i n i n g C o l l e g e N i a s s a
directors and teachers also are inspired by the work of students from the TTC, through their experiences and new dynamic approach in their teaching methods. Through the graduated teachers that gradually influence the primary education in the province, the TTC has a reputation that it educates qualified teachers and very good school managers. The educational and cultural events that the TTC has organized benefit directly or indirectly many people in neighbouring communities and beyond, when they participate they achieve new knowledge. Niassa TTC is proactive and has created sound and professional relationships with other educational institutions (including teacher training colleges), for mutual exchange of experiences. Some of the positive effects created are evidenced through the fact that the communities are constantly at the TTC to use the library and the young people of the communities always use the TTC football fields for their practice and play during weekends. The TTC has become a community centre where communities gather for different occasions.
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Attachment 1: The Project in Numbers Goals and Achievements TTC Niassa
Annual Goal
Achieved Variance
People at the Project Students Teachers Support workers Teacher Training Program of 1 year
150 16 15
150 16 15
0 0 0
150
150
0
07
07
0
630
620
‐10
20
10
‐10
13
13
0
120
100
‐20
300 ha
15 ha
‐‐‐‐‐‐‐
2.2 Cultivated land in the fields for sale
90
80
‐10
2.3 Number of construction, practical actions and maintenance of buildings, environment and equipment held with students 2.4 Number of events held by the students for the community
50
35
‐15
100
80
‐20
02
02
0
25
15
‐10
25
20
‐05
10
10
0
1.1 Students enrolled in one year teacher training program 1.2 Schools that receive students in their practices in primary school 1.3 Primary schools students benefiting from the pedagogical practices 1.4 Saturday Pedagogical Sessions carried out during training 1.5 Number of exams of the period that were conducted 1.6 Number of computers with DMM installed for the use of the students A rich life of the internship as part of training 2.1 Ha land used for the production of vegetables
3.1 Pedagogical Workshops in operation by the end of the year 3.2 Seminars on fighting HIV / AIDS and other diseases carried 3.3 Other seminars in cooperation with partners 3.4 Events organized in connection with the
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primary education sector Sport and Culture 4.1 Hosting the Olympic Games of projects and schools 4.2 Participation in sporting competitions
1
1
0
6
6
0
02
02
0
04
04
0
5.1 Meetings of graduates at the TTC.
12
12
0
5.2 Collection and distributing materials to improve lessons
5
5
0
4.3 Participation in Cultural Festivals for projects and schools 4.4 Other cultural events held at school Graduated Teachers Network
Considering the positive aspects of the year, our goals were totally achieved: the plan for this school year was to graduate 150 students and that happened. Another good thing is the fact that the school is well positioned in the community which directly or indirectly is contributing to the school's success regarding the link between the school and the community. Whenever the college has had a problem allied with land disputes and other issues, community leaders have always tried to act without discriminating the school.
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Attachment 2: Photos from the Project
Students, teachers and college workers experience the water pump of the College
Building Weekend at the Teacher Training College
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The community participates in cultural activities in an Open Saturday
Parade in the square during a community event.
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College’s soccer team in half time break
From a Cultural Festival with participation of the local community
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From a Cultural Festival with participation of the local community
Group studies
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Final Exam
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Attachment 3: Documents from the project
The Provincial Delegation of Niassa National Social Security Institute invites the TTC Niassa representative to a ceremony for blood donors in the province.
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Letter where the Teacher Training Provincial Board announces the offering of the book "Where there is no doctor" to the library and Board of TTC Niassa.
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