Education > Success Stories

Sustainable Changes within School Districts

In 1997, USAID awarded the International Foundation for Education and Self-Help (IFESH) a grant of $4,007,640 to implement the Primary Education Teacher Training Project (PETTP) in 18 school districts over a period of 4 years in the departments of Atacora, Atlantique, Mono, Ouémé, and Zou, to support the on-going reform of the primary education sector. The strategic objective of the project is to improve the quality of education instruction and teacher training capability in Benin.

Since the beginning of the program, IFESH worked with a variety of actors such as teachers, schools directors, pedagogical counselors, school district inspectors, departmental directors, central government authorities, education researchers, local government officials, parents and other community members. The project has made a difference in the education system of the 18 school districts. In these districts, the assistance transferred competence in planning education activities, organizing and conducting school and classroom visits, identifying the need for and preparing regular in-service and grouped training for teachers. The project also established local libraries for the primary teachers and students in each of the school districts. Through the PETTP, IFESH provided support to nearly 6,000 teachers in Benin.

IFESH teachers being trained on team work.

To implement its activities, IFESH relied on a team of four American technical assistants, 18 teacher training assistants, and 20 educational assistant interns. Except for the interns who were being trained, all the team members had significant experience and qualifications in education.

In providing in-service training and educational support activities, IFESH’s goal was to bring about a change in behavior and attitude, which are fundamental factors in improving the quality of education. According to what has been reported, observed during numerous field visits, and confirmed in monitoring and evaluation reports, IFESH exceeded their expectations.

For example, in the case of the bi-monthly regional teacher training workshops, organized by the Ministry of Education to improve teaching skills, it was observed that prior to IFESH assistance, meetings were neither prepared nor organized. With the aid of IFESH, these workshops now offer teachers a real learning experience, with specific topics being prepared and organized advance. A reference document is produced and distributed during the meeting. Teachers now participate actively during these meetings, asking relevant questions and taking turn in leading the group work. They are assisted by Manager of the Regional Teacher Units, and the Educational Advisors of the area, both of whom IFESH trained in modern teacher training methods, writing and presenting training modules and in leadership.

As another example, within the school districts served by IFESH, the school Inspectors and Educational Advisors who visit the schools and classrooms are no longer viewed as police officers. Teachers now consider them as partners who provide support and assistance. Post school and classroom visit meetings have become forums of exchange between the teachers and inspectors or advisors, who no longer abuse the authority of their rank to criticize and frustrate teachers. Instead they have become facilitators. They cordially discuss issues with the teachers, encouraging their strong points, and making suggestions on how they might improve their classroom skills. Teachers who used to be afraid of inspectors and educational advisors, now ask them to come back in order to assess the progress in their performance.

Another achievement deals with the active role IFESH recently played in the training of the intern school district inspectors. This is considered a major achievement because in accepting that IFESH play a role in an area exclusively reserved for high level official education trainers, the Ministry of Education officially acknowledged the role of civil society in education. This recognition represents a major victory because it increases IFESH’s legitimacy within education and with its partners in the field. The training of these intern inspectors will also assist in sustaining IFESH’s work as the philosophy and working methods taught by IFESH will have become part of the normal working pattern of these future inspectors and heads of school districts.

Other achievements of the project include the establishment of local libraries geared to serve primary teachers and students, and initiating micro school projects, which provide a link between educational theory and its practical application, and gives the senior students a positive group work experience.

In January 2000, an evaluation conducted by a team of independent consultants verified the impact of the project. In the districts where IFESH works, 87% of the teachers surveyed have well prepared lesson plans compared to 43% of the teachers surveyed in non-IFESH areas. 78% of the teachers in IFESH schools readjust their lessons to take into account student exams compared to none in other schools. In the IFESH zones, 45% of the teachers provide individual assistance to students who need it compared to none in other areas, and 46% of the students in IFESH areas ask questions of teachers compared to none in other areas.

Despite the success of the project, there are constraints and room for improvement. For example, it is difficult to coordinate activities with the Ministry of Education, and on several occasions IFESH had to reschedule training sessions as the timing conflicted with another activity organized by the Ministry. Improvement is also needed in the follow-up of school and classroom visits by inspectors. Currently, one visit per school for an inspector and one visit per classroom for an educational advisor is the norm based on existing Ministerial resources. IFESH should lobby the Ministry of Education that the number of visits be increased for new teachers or those who are experiencing serious difficulties.

Teachers benefit from assistance.

IFESH succeeded in transferring competencies using a unique combination of grouped and in-service training methods. IFESH conquered the apprehension and doubt that many had at the beginning of the project, and succeeded in showing that education is not the sole business of education experts and officials and that an NGO can make a difference with its experience, dedication and determination.

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