STEM Teacher Education and School Strengthening Activity Project (STESSA) FY2024 Q1 Progress Report

In Component 1, regular meetings were held with Faculty of Education (FOE) Deans to share updates, discuss policies, and make decisions regarding program support. A meeting with Deans of the Faculties of Education, Science, and Engineering was also conducted to discuss plans for capacity development of faculty members. Workshops were conducted to strengthen the capacity of junior faculty members in English language, and accreditation standards for the 4-year undergraduate program (4UG) were updated to align with the new requirements set by the National Authority for Quality Assurance and Accreditation of Education (NAQAAE). Lab materials for 4UG Year 1 and 2 courses were purchased and delivered, and efforts were made to procure materials and equipment needed to support teaching and learning of Year 3 courses. Under Component 2, training activities were facilitated for newly appointed STEM school leaders and training of trainers. These activities aimed to improve participants' practice, knowledge, and skills across various subjects. Meetings were conducted with representatives from the Ministry of Education and Technical Education (MoETE), STEM Department, the Professional Academy for Teachers (PAT), and Innovators Support Fund (ISF) to review processes related to hiring new teachers, training of trainers, and implementation of I-Club activities in STEM Schools. A focus group discussion was held for English supervisors to finalize newly added modules for the e-STEM outreach program in preparatory schools. The School Environment Survey was administered to students and teachers to evaluate the overall school environment, and the initial phase of the Classroom Observation was conducted to observe the performance of newly hired STEM teachers across 14 STEM Schools. Key achievements under Components 1 and 2 include the provision of lab materials, continued procurement process for additional lab materials and equipment, and the facilitation of training activities for STEM school leaders and training of trainers. These efforts aim to strengthen the capacity of faculty members, improve the school environment, and enhance the quality of STEM education. Capacity development of faculty members was a key focus area, with workshops conducted to strengthen their capacity in English language and accreditation standards updated to align with new requirements. The procurement of lab materials and equipment was also a priority, with efforts made to ensure that students had access to necessary resources for practical learning. The collaborative discussions and meetings conducted under Component 2 aimed to ensure effective and efficient practices within the STEM education system. The focus group discussion for English supervisors and the School Environment Survey were also significant achievements, as they aimed to improve the overall school environment and enhance the quality of STEM education. Overall, STESSA continued to make progress in implementing activities under Components 1 and 2, with a focus on capacity development of faculty members, procurement of lab materials and equipment, and improvement of the school environment.