SMASE Training for Secondary Schools Mathematics & Science Teachers
Written by Makanda John & Ann Mumbi, CEMASTEA
The 2021 Strengthening of Mathematics and Science in Secondary Education (SMASSE) course for mathematics and science teachers took place from the 18th -29th October 2021 in all 47 counties. The training theme was enhancing teachers’ competencies in remote learning techniques for effective teaching and learning mathematics and science. By the end of the training, participants were expected to demonstrate skills and competencies, plan and implement lessons online using Microsoft Teams, Google Classroom, virtual laboratories and animations. Further, they were to demonstrate an understanding of Competency-Based Curriculum (CBC) and appreciate the need for continuous Professional Development (PD).
The training was officially opened in all 47 counties by officers from the Ministry of Education and Teachers Service Commission. During the opening ceremony in Nandi County, Chief Guest, County Director Mr Zachary Mutwiri, thanked CEMASTEA for being far-sighted to the need of equipping teachers with current pedagogies and, in particular online ICT skills. He noted that virtual interactions are the new norm and called on participants to embrace and apply knowledge and skills learnt. He added that ICT in schools makes learning more interactive and fun, especially the simulation of real-life situations. Mr Mutwiri observed remote learning would help fill the gap experienced through teacher shortage forced closures of schools brought about by events such as Covid-19. These messages were reiterated in all other 47 countries by the Chief Guests. 
A sample Google Classroom developed by a participant
The training registered success in most counties, with 8,688 STEM teachers participating. Most teachers demonstrated using Microsoft and Google Meet tools to set up, invite participants, conduct synchronous online meetings, and make online presentations. Other vital skills presented included creating and submitting online activities. It is important to note that the teachers will need more practice navigating the online tools for instructional purposes. Some of the challenges observed included low and poor connectivity and the inability to use ICT tools such as mobile phones. Subsequent training will focus on these skills. Officers from the Ministry of Education and Teachers Service Commission monitored and gave valuable input and support throughout the training.
