In January, the Lesotho Ministry of Education and Training (MoET) and the New Jersey Center for Teaching and Learning (CTL) completed the first three weeks of training in the content, and how to teach the content, of CTL’s Progressive Mathematics Initiative® (PMI®) and Progressive Science Initiative® (PSI®) courses.
This was the first of nine training sessions to be held over three years and was part of a project, funded with help from the World Bank, which is designed to improve mathematics and science education in 24 pilot schools. If successful, this approach could be used nationwide.
Another key part of this project, completed in January, was confirming that CTL’s PSI and PMI course materials address Lesotho’s recently adopted LGCSE standards, which are based on, and closely align with, the Cambridge International Examinations (CIE) IGCSE standards. These CIE standards are used in many countries.
Training participants will include Lesotho mathematics and science teachers from Grades 8, 9 and 10; MoET advisors, inspectors and teacher trainers; officers from the National Curriculum Development Center; and officers from the Examination Council of Lesotho. The training will take place from January 2017 through October 2019 and teachers will begin using PMI and PSI in their classrooms in February 2017.
The Lesotho program will build on the success of the innovative new PSI-PMI pedagogy, which has met with considerable success in both the United States (http://njc.tl/1b8) and The Gambia (http://njc.tl/19o). PMI and PSI feature a highly collaborative classroom structure that helps every student fulfill his or her potential; as well as engaging, effective course materials that can be customized and delivered with new technology such as interactive white boards and polling devices for real time assessment, or taught with simple hand-outs. The pilot program will access the success of both options in augmenting student performance.
The Ministry of Education in Lesotho selected the PSI-PMI program after visiting classrooms implementing in The Gambia. They were particularly impressed by the integration of content, technology and learner-centered teaching practices.