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Agency for International Development . , G PROGRESS REPORT to the \ AGENCY FOR INTERNATIONAL DEVELOPMENT . , on the REGIONAL MATHEMATICS PROGRAMS (j G o j October 6, 1971 to March 31, 1972 Contract'AID/afr-711 A.I.D. Reference Center Room 1656 13 Reference C.ir Room 1656 NS Education Development Center, Inc. 55 Chapel Street Newton, Massachusetts 02160 May 1, 1972 PROGRESS REPORT to the AGENCY FOR INTERNATIONAL DEVELOPMENT on the REGIONAL MATHEMATICS PROGRAMS for the period: October 6, 1971 to March 31, 1972 Under Contract AID/afr-711 Program A79 Education Development Center, Inc. 55 Chapel Street Newton, Massachusetts 02160 May 1, 1972 TABLE OF CONTENTS Page BACKGROUND 1 PERSONNEL 2 General 2 Responsibilities 2 Plans to Move WARMP Headquarters to Accra 3 Relocation of Maths Educator, Sierra Leone 4 Yale Five-Year B. A. Program Fellow 5 PROGRAM ACTIVITIES 5 Institutes 5 4-Day In-Service Course - Monrovia 6 Outline of Four Institutes for Tutors, Inspectors, Supervisors and Teachers 6 Outline of 4-Day In-Service Institute - Monrovia 8 Management Committee Meetings 8 Additional Representation for Kenya 9 Legal Status 9 Correspondence Courses: EARMP 10 Correspondence Courses: WARMP 11 Training College Visits 11 Appointment of Trainee Editors and Evaluators 12 Status of Trainee Editors and Evaluators 12 Consultant Evaluator Visits Institutes 13 Evaluation Reports: Dr. B. Shapiro 14 Classroom Trials/Evaluation and Editorial Activities 15 Classroo) Trials and Evaluation: WARMP 15 Shipping Delays 15 Lack of Feedback 16 No Contact with Cape Coast 16 Editing Manuscripts 16 Training of Trainee Editors 16 Classroom Trials and Evaluation: EARMP 17 Trainee Editor and Evaluator 17 Preparation of Teachers' Guide for "Fundamental Concepts of Mathematics" 18 Evaluation Questionnaires 18 USAID/Washington Visit to Africa 19 Fiscal Control 19 Management Committee Meetings 19 PLANS FOR 1972 19 Summer Workshops 19 Ibadan University: Evaluation Course 20 Subsidiary Mathematics Text 20 In-Service Emphasis 21 AID Evaluation Plans 21 Africa Trip 21 -i­ Page STATUS OF THE PROGRAM 22 PROBLEMS 22 Evaluation Plans in Jeopardy 22 Camera-Ready Copy Delay 23 Production of Classroom Trial Editions: WARMP 23 Equipment to be Obtained 24 IMPACT 24 -ii­ APPENDICES Page I. Third Institute Report: Kenya Girls High School, Nairobi, Kenya 26 a) Report by Prof. Roy Dubisch 33 b) Report by Mr. John Fitzgerald 35 c) Number of Primary Schools: Kenya 38 II. Third Institute Report: Ramseyer Training Centre, Abetifi, Ghana 39 a) Opening Address: Dr. E. Evans-Anfom 44 III. Fourth Institute Report: Junior Teacher Training College, Addis Ababa, Ethiopia 48 a) Publicity: The Ethiopian Herald and Addis Zemen 58 b) Report by Prof. Roy Dubisch 60 c) Report by Mr. John Fitzgerald 63 IV. Fourth Institute Report: Booker Washington [nstitute, Kakata, Liberia 66 V. 4-Day Institute Report: In-Service Course for Super­ visors and Teachers, Monrovia, Liberia, by Mr. D. A. Brown 70 VI. Management Committee Meeting (EAIMP), Addis Ababa, Ethiopia, January 6, 1972 73 VII. Management Committee Meeting (WARNP), Kakata, Liberia, January 10, 1972 87 VIII. Evaluation Report (EARtYP): By Dr. Bernard Shapiro, Consultant Evaluator 102 IX. Evaluation Report (WARMP): By Dr. Bernard Shapiro, Consuliant Evaluator 107 X. General Report for 1971: EARMP - John Fitzgerald, Maths Educator, Nairobi 112 a) Third Term 1971 Report: EAIRMIP 117 b) Letter from TTC Tutor Regarding Fundamental Con­ cepts of Mathematics 120 c) Extracts from Comments by Kenyan Participants on EARM 121 XI. Report for October 1971, Ethiopia - Prof. Roy Dubisch, Maths Editor/Educator (EARMP) 124 iii Page XII. Report of Roger R. Hartman, Mathematics Editor, Cape Coast, Ghana (WARMP) 127 XIII. Report of Visits to Teacher Training Colleges and Schools: WARMP 135 a) Liberia and Sierra Leone -- Mr. John W. Alexander 135 b) Ghana -- Mr. John T. Norris 139 XIV. Correspondence Course Grades for 1971: WARMP 142 a) Ghana 142 b) Sierra Leone 145 c) Liberia 146 Correspondence Course Grades for 1971: EARMP 147 d) Ethiopian Supervisors 147 e) Ethiopian T. T. I. Teachers 149 f) Kenya Tutors 150 g) Kenya Primary School Inspectors 151 XV. Participant Questionnaire: EARMP 152 a) Responses to Questionnaire 155 XVI. Programme of Visits to Teacher Training Colleges, Ghana October 1971 - March 1972 by John T. Norris, Maths Educator 156 a) Ghana: February - June 1972 158 b) Sierra Leone, Liberia, Ghana: September 1971 - March 1972 by John W. Alexander, Maths Educator 160 c) Ethiopia: November/December 1971 by Prof. Roy Dubisch, Maths Editor/Educator 162 d) Kenya: January/June 1972 by John C. Fitzgerald, Maths Educator 163 XVII. Outline of Evaluation Course: Dr. E. A. Yoloye 164 iv PROGRESS REPORT EAST AND WEST AFRICAN REGIONAL MATHEMATICS PROGRAM BACKGROUND A mathematics program for East and West Africa. to implement the work of the African Mathematics Program was funded June 26, 1970 by the Bureau for Africa of USAID/Washington. The East African Program includes Ethiopia and Kenya; the West African Program includes Ghana, Liberia and Sierra Leone. Leadership training institutes, correspondence courses and summer workshops are the main activities of the program. The first batch of some 200 tutors, supervisors and teachers have attended the second round of four Institutes during December 1971/ January 1972 to improve their mathematical background. Following the Institutes, the participants will continue with a correspond­ ence course under the maths educators and the general supervision of the Program Admnistrators. Upon completion of this two-year course, a second batch of participants will follow the same course of training. The first Summer Workshops were held during 1971 in Freetown, Sierra Leone and Nairobi, Kenya, for the purpose of adapting existing mathematics texts for use in the five countries. A teacher training text is of special interest since no such book has existed for African training colleges. The writing groups at the Workshop are primarily African; ;taff consists of African university mathematicians, some mathe­ maticians from the United States and expatriate resident maths educators and editors employed by the Program to assist in this implementation effort. The Program is administered by two Africans: Mr. 1). A. Brown, who is located at the University of Cape Coast in Ghana, and Mr. Makonnen Eunatu, in Addis Ababa, Ethiopia. In general, the Program is intended to make possible the implementation of primary school mathematics curriculum reform by training middle level personnel who will be responsible for pre-service and in-service teacher education and at the same time, to make available suitable local primary materials which will be used in this implementation. -1­ -2- PERSONNEL General With the addition, in July 1971, of Professor Roy Dubisch as Maths Editor/Educator in Addis Ababa, and Mr. Roger R. Hartman, Maths Editor in Cape Coast, Ghana, the Program now has its full strength of expatriate personnel in both East and West Africa. Currently, WARMP has two Maths Educators and one Maths Editor under the supervision of Mr. D. A. Brown, Program Administrator. One educator and the editor have been operating from Cape Coast, Ghana; the second educator has been based in Freetown, Sierra Leone. EARMP has one Maths Editor/Educator operating from Addis Ababa and one educator in Nairobi, under Makonnen Eunatu, Administrator. Responsibilities The maths educators are responsible for the training of middle level personnel--tutors and inspectors or supervisors--who will undertake pre­ service and in-service training of teachers; most of their time will be spent in visits to training college3. They will also assist local personnel in the adaptation and preparation of materials. In West Africa these materials will be used in teacher training colleges and in primary and secondary schools; in East Africa only adaptation of a teacher train­ ing text has been undertaken. The training activities involve institutes for training college tutors and supervisors and are linked by correspond­ ence courses supervised by the educators. Materials adapted at the two workshops are currently undergoing classroom trials in all five countries. -3- The maths editors will edit the texts adapted at the workshop, super­ vise the classroom trials of these texts and che activities of the trainee editors. The local administrators will provide normal backup for the maths educators and editors, setting up and handling the logisti2s of the insti­ tutes, workshops and training college visits, assisting in tile preparation and distribution of correspondence courses, administering classroom trials of the adapted texts, maintaining contact with Ministries of Education, informing them of Program activities and insuring necessary cooperation. In addition, the administrators will keep Program records, assist in the preparation of on-going proposals and budgets so that eventually they will become fully responsible for the programs, under Management Committee control. Plans to Move WAR.P Headquarters to Accra By October 1972, maths tutors in all teacher training colleges in southern Ghana--including the Volta Region--which are not being phased out by the consolidation program of the Ministry of Education, will have been trained sufficiently to teach the modern maths in their colleges. Already most of the colleges have started teaching the modern maths in their method or content classes or in both. During the second phase of the program which beg.ins in October 1972, it is planned to repeat in the northern part of Ghana the work that has been done in the south. Concurrently with this training program i.n modern maths, the WARMP is providing training in editorial and evaluative skills for personnel of the Ministries of Education of the participating count-.ies. -4- Based on experience in the field, some modification of WARMP's inter­ nal organization is desirable; in particular an extension of its base of operation is needed. Therefore, the program is to set up an office in Accra in addition to one at the University of Cape Coast. This new office will house the activities of the editorial and evaluation staff as well as those of the Program Administrator.
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