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Published in CEMASTEA News Written by May 10 2017

The 5th Cohort for the training programme for National INSET 2017, commenced on May 8, 2017 at Centre for Mathematics Science and Technology Education in Africa (CEMASTEA).  

This year’s training programme targets secondary school mathematics and science teachers at national level who double up as educators and trainers. The targeted participants for this session are hundred and eighty-six drawn from 6 counties, namely Machakos, Homabay, Elgeyo Marakwet, Mandera, Kirinyaga and Laikipia whose teaching experience is 14-20 years.

The Secondary Programme coordinator Mr. John Makanda, represented the Director of CEMASTEA. He appreciated the participants for their presence and taking part in cascading the training at the county level. He reiterated the theme of this year which is “Enhancing Effective Learner Involvement through Inquiry Based Learning”. He further emphasized the important role Inquiry Based Learning will play in the new curriculum which will be competency based.

The Chief Guest; D. Lucy. A. Wakiaga

The Chief Guest; D. Lucy. A. Wakiaga a senior Lecture from Tangaza University challenged the participants on how best to help the rebellious students. She defined a rebellious student as one who does not conform to the classroom standards and practices. This student provides a challenge and an opportunity for the teachers to identify what is it that the student is good at and encourage them to unleash their potential. Hitherto that, Dr. Wakianga implored the participants to focus on the rebellious student and build healthy relationship with them. She later declared the training officially opened.

https://www.google.com/search?biw=1366&bih=613&tbm=isch&sa=1&q=albert+enstein+quotes

This is a continuation of the INSET training which commenced in February and will conclude in June, 2017

 

Published in CEMASTEA News Written by November 22 2016

NOVEMBER, 22 – 24, 2016 (NAIROBI-KENYA)

The Conference with the theme ; “Innovative classroom practices in mathematics, science, and technology education towards improved outcomes” started with a resounding performance by PRIMAC Walimu Theaters, a group of teachers  from different regions in Kenya as directed by Madam Charity Muraguri a tutor from Thogoto TTC.

 

African Dances

 

 Mr Stephen Njoroge SMASE Africa Executive Secretary,Kenya and also the Director CEMASTEA welcomes all the guests to the conference

 
 
Mr Benson Banda President, SMASE Africa addresses the conference delegates

 

 

 

Published in CEMASTEA News Written by November 18 2016

The Centre for Mathematics, Science and Technology education (CEMASTEA)  conducted a study to understand the process of selection of science subjects (i.e., biology, chemistry and physics) at Kenya Certificate of Secondary Education (KCSE) and factors influencing the selection in one of the counties in Kenya. The study involved principals of selected schools in the county, careers' masters and mistresses in the schools as well as science teachers and Form Three students. A total of 23 principals, 23 careers masters/mistress, 70 science teachers and 1081 Form Three students participated in the study.  Data were collected from teachers and students through questionnaires and one-one interviews with principals and careers masters/mistress.

The findings of the study showed that:

  • All the students who participated in this study take chemistry, 85% take biology and only 38% take physics. These findings are consistent with the statistics available from the Kenya National Examination Council (KNEC) on the candidature in these subjects. In most of the schools, students were not given opportunities to decide the science subjects to study. Rather, the subjects were taken based on what most principals and careers masters/mistresses referred to as "school policies" bluntly stated, "chemistry is compulsory in this school" or "chemistry and biology are compulsory" . Such “policies” left students with no option but abide.

 

  • In some of the schools, students were asked to take no more than two science subjects. This was ensured through timetabling where two of the science subjects (i.e., biology and physics) were taught at the same time thereby inhibiting students from taking both subjects. Indeed, five schools were found not to have presented any candidates in physics at KCSE in 2-3 years preceding this study even when they had presented candidates in other subjects. Further examination of the data revealed that the students preferred to be left to decide the science subjects they would like to study and even some yearned for opportunities to study more than two science subjects where they were limited to taking only two science subjects.

 

  • A number of factors were found to be influencing some schools to navigate away from physics as follows: 
    • Careers- most principals and careers masters stated that careers in science-related fields require chemistry.
    • Resources- in some schools, inadequate resources especially laboratories, equipment and materials were cited as reasons for fewer students in physics.
    • Personnel especially teachers- in terms of number and personal characteristics. For example, it was noted that some teachers discouraged students from taking physics.
    • Performance in mathematics and physics- in some schools, it was noted that if students were perceived to be performing poorly in physics and/or mathematics, they would not be allowed to take physics.

 

These findings have implications for the attainment of goals of science and by extension Vision 2030. The low enrolment of students in physics may mean that the ability of some students to understand the natural world involving ideas in physics is greatly hampered. Consequently, getting a critical mass of human capital with sound understanding of physics concepts which, is requisite to economic and technological development, is negatively affected.    

 

To mitigate this challenge, the Ministry of Education (MOE), needs to put in place a mechanism for sustained monitoring of schools for purposes of determining the level of implementation of MOE guidelines on selection of science subjects. In addition, CEMASTEA needs to sensitise science teachers and principals on their role in guiding students in the selection of science subjects. The MOE and/or BOM as is appropriate need to provide adequate resources to schools to enhance effective teaching and learning of all science subjects.

Published in CEMASTEA News Written by September 28 2016

A colourful opening ceremony was recently held to kick off the ''Cultural Night'' at CEMASTEA; graced by TCTP 2016 participants from different region of Africa which included; Tanzania, Lesotho, Namibia, Zimbabwe, Botswana, Malawi, Swaziland and Uganda.

  

                                                                                Opening dance

The MC Madam Priscilla Ombati started of the ceremony by welcoming everyone to the occasion and introduced the President of the programme, Madam Nesakya Juliet from Uganda who was very grateful on behalf of the participant for the warm stay at CEMASTEA and the efficient training they received form the national trainers.

   

          Madam Priscilla Ombati, CEMASTEA                                    Madam Nesakya Juliet from Uganda

                                                                                           (President of the TCTP Secondary programme)

The sugiyama hall was packed with an enthusiastic audience who enjoyed dances from various communities; the audience didn’t hesitate to join in the dances with occasional burst of laughter and cheering. The participants displayed their talent and well vast knowledge of their cultures and traditions.

   

                                                                  BOTSWANA CULTURAL DANCE

  

                                                                     LESOTHO CULTURAL DANCE

 

                                                                     MALAWI CULTURAL DANCE

  

                                                                     NAMIBIA CULTURAL DANCE


                                                                   SWAZILAND CULTURAL DANCE

 

                                                                    ZIMBABWE CULTURAL DANCE


                                                                    TANZANIA CULTURAL DANCE

 

                                                                     UGANDA CULTURAL DANCE

In addition, a cultural exhibition of traditional items was show cased which were exchanged among different people who attended the event as gifts.

   

  

                                                                       Exchange of gifts photos

The cultural night lasted for about 2 hours, with music and drama performances staged by Third Country Training participants and finally ended with a traditional song led by Mr. Paul Lomosi, CEMASTEA. To top up the night, delicacies from different cultures were served and enjoyed late into the night.

Mr. Lomosi leading a luhya song'Mukangala'

 

Published in CEMASTEA News Written by September 27 2016

Recult Burette Holder Is a unique holder innovation fully made of wood and which can hold almost all chemistry apparatus at once thus making it easy for the student to conduct his/her experiment without any hindrances. For more details see below;

 

Published in CEMASTEA News Written by September 27 2016

Third Country Training Programme (TCTP) for primary schools was officially opened on

Monday, 19th September 2016.

The training is expected to run for a period of two weeks.

The countries represented are Ghana, Cameroon, Nigeria, Zambia, South Africa and Ethiopia.

The participants during the official opening ceremony

 Other guests in attendance included Mr. Dina Mufti, The Ambassador of Ethiopia to Kenya and

Mr. Kazuhiro Tambara, a senior representative JICA office.

The objective of the training is to share ideas on Enquiry Based Learning (EBL) and Peer Education.

The Director, Mr. Stephen Njoroge in his speech, emphasized the importance of mathematics and science in innovation and urged the participants to make best of the training.

CEMASTEA Director, Mr. Stephen Njoroge addresses the participants

 

The chief guest, Director General in the Ministry of Education ,Science and Technology represented by Mr. Fidelis Nakhulo stated that teachers should be facilitators and not mere implementers of curriculum .He emphasized that teachers should aim at making a difference in mathematics and science.

Fidelis Nakhulo receives training materials to be used by the TCTP participants.

 

 

 

Published in CEMASTEA News Written by September 14 2016

The 4th edition of e-Learning Innovations Conference Expo is a premier collaborative learning environment for educators, innovators, thought leaders, researchers. The conference is aimed at providing an opportunity to showcase cutting-edge research, innovation and contemporary e-learning practices. 

CEMASTEA is currently participating in the on-going one week (Tuesday 13th to Friday 16th September, 2016) conference at Kenya Institute of Curriculum Development (KICD) in Nairobi, Kenya; NACECE Resource Centre.

Mr. Waibochi Paul and Esther Nyambura; CEMASTEA staff, will be presenting a paper on Digital Literacy Programme in Secondary Schools a CASE STUDY of CEMASTEA in line with the conference’s 2016 THEME: POWERING GROWTH / The International Conference For Mobile Educators, Researchers, Innovators, & Leaders.

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CEMASTEA, being mandated to build and enhance capacity of mathematics and science teachers for effective delivery of curricula, affirms its commitment to providing quality In-service Education and Training (INSET) and related services to its customers and stakeholders in a timely, efficient and effective manner.

CEMASTEA commits to continually improve its quality management system and meet the legal and ISO 9001:2015 International Standard requirements.

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