The TMS Program in the Anglophone Countries of Sub-Saharan Africa
The complexity and diversity of the problems facing the teaching profession in Africa led the Working Group on the Teaching Profession (WGTP) to adopt a strategy which would involve the participation and consultation of all the key actors in education. Hence, the WGTP decided to form country working groups (CWGs)—or national teams—to implement its TMS (Teacher Management and Support) Program. These national groups meet two basic criteria: (i) each group must include representatives of the Ministry of Education and related Ministries such as those of Finance and the Civil Service. The participation of other actors involved in education such as teachers' associations, inspectors, parents' associations, etc. is also highly recommended; (ii) each country working group must, from the outset, be appointed by the Ministry of Education so that its activities will receive government backing and be consistent with the educational policy of the country.
At the present time, fifteen English-speaking countries and one Portuguese-speaking country in sub-Saharan Africa are part of this program. All of these countries have established country working groups. (Uganda, Seychelles, Ghana, Nigeria, Kenya Tanzania/Zanzibar, Zambia, Malawi, Namibia, Mozambique, Swaziland, Lesotho, Botswana, Zimbabwe, Gambia, Sierra Leone).
The Country Action Plan Program
This program was launched in 1993 at a seminar held in Tanzania. In an initial stage, it is aimed at identifying the problems afflicting the teaching profession. National action plans are formulated in the second stage. Since the program has been launched, three meetings have been held—in Harare in 1994, in Accra in 1995, and in Abidjan in 1996—to take stock of what has been accomplished.
A look at what has been done in Botswana will give the reader an idea of the activities conducted by the national teams.
Botswana
The support of teaching staffs of primary schools, secondary schools and teacher training establishments in Botswana is the responsibility of the Department of Teacher Training and Development. The TMS Program is implemented within this existing structure, which ensures that the work of the national group will be incorporated in national, regional and local plans.
After specific problems were identified, the national team formulated a National Action Plan designed to:
- Improve working conditions, housing assistance and other allowances.
- Abolish sex discrimination in textbooks.
- Appoint more women to senior posts.
- Improve the management of data on teachers and establish a proper data management system.
- Restructure the inspection services.
- Reduce teaching staffs.
- Improve initial and on-going teacher training.
- Provide training and career counseling.
- Revise evaluation systems.
- Provide specific training courses for teaching remedial classes, for example.
Some of the measures proposed, relating to teachers' housing, sabbatical leave, and the introduction of incentives, have been approved and put into effect.
According to the members of the national team, Botswana has greatly benefited from its participation in the TMS program. The country has developed specific strategies to tackle problems relating to the teaching profession, has established fruitful contacts with other countries engaged in the program, has initiated efforts towards regional cooperation, and has become familiar with the DAE, the Commonwealth Secretariat, and funding agencies.
Botswana continues to participate in the TMS program. Members of the country working group hope that some issues raised and measures proposed through the TMS program will be incorporated in the country's national development plan for the period 1997-2003.
Other participants
On the whole, progress made by all the participant countries is encouraging.
More information on what has been accomplished in these various countries is contained in the report entitled Teacher Management and Professional Support - Accra Review, published following the Accra meeting in July 1995.
Two studies underway
Matters of concern which occur most frequently in the action plans relate to teachers' working conditions, teacher management issues, on-going training, professional support, the legal status of teachers, and the situation of women teachers.
The WGTP has selected subjects of priority concern common to all countries and has commissioned two studies, to be undertaken by African researchers: Functions and Operation of Teacher Management Structures, and Legal Structures for Teacher Management.
Future activities
The strategy used by the WPTP—the constitution of Country Working Groups and the establishment of Country Action Plans has served several purposes. It has enabled large consultation and participation in TMS activities. It has also helped strengthen local capacities through training workshops and the development of Country Action Plans.
One of the priorities of the Anglophone Section of the WGTP is to ensure that the Country Action Plans are effectively incorporated in educational reforms.
In the context of the WGTP's activities, the countries of Southern Africa have chosen to concentrate on matters of greater concern to them, such as the situation of women teachers, the professional support of teachers by senior staff, management issues, computerization, and planning.
Since 1995, the WGTP has also collaborated with the Forum of African Women Educators (FAWE). Activities designed to heighten awareness of the problems of sex discrimination have been organized in East and Southern Africa. A similar program for West African countries is planned for 1996.
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