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Chapter Name: in the process of establishing one; Institutionalized INSET system with National training centre at CEMASTEA implementing Strengthening, Mathematics and Science Education [SMASE] INSET program for M&S teachers since 1999


Kenyan delegate / Focal point person: Mr. Milton M. Mokah


TitleDirector Teacher Education 


Ministry of Education, Nairobi, Kenya


1.   Introduction

The education system in Kenya is 8 years of primary, 4 years of secondary and 4years of university education (8.4.4). Kenya government through the Ministry of education recognizes the role played by teachers in improving the quality of education. An In-Service Education and Training (INSET) system was established in 1998 to build the capacity of serving teachers in mathematics and science education for effective curriculum implementation.

The Ministry of Education, Kenya has institutionalized INSET for teachers to address the gaps of inadequate initial teacher preparation by establishing the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) in the year 2004. The centre designs and implements Teacher Professional Development (TPD) programmes for teachers of mathematics and science in Kenya under the Strengthening of Mathematics and Science Education (SMASE) programme

Since inception, the centre has trained secondary and primary school teachers of mathematics and science; from Kenya and other African countries through a cascade system. Workshops are also conducted to sensitize stakeholders on effective management of INSET programmes in the counties. Indeed, studies conducted by CEMASTEA reveal that the TPD programmes continue to positively impact mathematics and science classrooms in Kenya and other African countries.


2. Teacher Professional Development Programmes

CEMASTEA TPD programmes include: primary and secondary INSET programmes, ICT integration in teaching and learning, International training programmes, STEM education, School-based INSET through lesson study. A short brief on each of the programmes is discussed as follows:

    2.1 Primary Programmes

The overall goal of SMASE Primary programme is to contribute towards upgrading the capability of young Kenyans at primary level of education. The programme was born out of positive impact of implementing SMASE INSET activities at secondary level.  The programme activities include development of INSET and workshop content for teachers in primary education and other stakeholders in Kenya respectively. CEMASTEA has trained 320 regional trainers who have trained a total of over 45,000 mathematics and science at cluster level annually from 2009 to 2013. The regional trainers have been training 4,500 mathematics and science teachers annually since 2014 to date.

    2.2 Secondary Programmes

Secondary Programme is one of the programme areas at CEMASTEA. The programme serves to achieve its purpose in strengthening mathematics and science education in the country by coordinating the development of training INSET content for teachers in secondary education in Kenya and other African countries. Since 1998 to 2013, 20,000 mathematics and science teachers were trained annually. From year 2014, the centre has been conducting INSET based on teaching experience which dictates the number trained annually. About 1,500 county trainers are trained at National level who then trains the mathematics and science teachers at county level.

   2.3 Lesson Study in Kenya

Efforts to strengthen the classroom practices and give maximum benefit to the learners by CEMASTEA were embarked on in 2014 through lesson study. The training aims to improve teaching knowledge and skills, to inspire teachers to help learners take an active approach and to use these developments to change lessons and change the learners' passive attitude. The essence is expressed in the ASEI principle (Activities, Students, Experiments and Improvisation). At the county level, education officers and associations of school principals work together to ensure that the limited resources available for education are being used on teacher capacity development for effective classroom practice.

   2.4 ICT Programmes

ICT integration department was started in 2007 as a Committee with four members representing each of the core academic departments. It was formed to build capacity of teachers on ICT integration in teaching and learning. A total of 1,500 teachers are trained annually.

   2.5 The Science, Technology, Engineering and Mathematics (STEM) Education

The Science, Technology, Engineering and Mathematics (STEM) education programme was launched on 2nd September 2016 at CEMASTEA. The centre is currently developing STEM education module which will be rolled out to mathematics and science teachers. The launch saw the establishment of 47 STEM model secondary schools one per county towards creation of reference centres in each county.

    2.6 International Programmes

Since 2004 CEMASTEA implements international tailor-made courses for educators from other African countries at first under SMASE-WECSA which has since changed to SMASE-Africa. The participants in these trainings are mathematics and science educators drawn from 34 countries of Africa.  The idea of training was born out of the desire by member countries to promote capacity building for enhancing quality mathematics and science education.
The international courses are conducted under the auspices of Strengthening of Mathematics and Science Education in Africa (SMASE-Africa). The programmes are recognised by the Association for the Development of Education in Africa (ADEA) and African Union Commission as part of their continental teacher capacity development programmes

Since inception, over 1,500 educators from 27 countries have benefited from the training programmes. The hallmark of the training is the principle of Activities, Students, Experiment, and Improvisation through Plan, Do, See, and Improve (ASEI-PDSI). Similarly 13 regional conferences and three technical workshops have also been organized successfully.



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