Améliorer la performance de l'enseignement des Mathématiques et des Sciences en Gambie : un aperçu du program progressive science initiative and progressive math initiative et de sa mise en oeuvre en Gambie

The low quality of education in SSA countries is well-documented, including the poor performance on science, technology, engineering and mathematics (STEM)-related subjects in school leaving examinations. The reasons behind the low learning outcomes are many - lack of adequate textbooks or equipment, low teacher quality, outdated curricula, among others. On the other hand, effective and efficient solutions to this issue are less forthcoming. This report documents the implementation of the Progressive Science Initiative and the Progressive Mathematics Initiative (PSI-PMI) in The Gambia, a program which seeks to enhance teacher performance, and thereby improve student learning in science and mathematics through an integrated approach. The program, which originated in New Jersey, United States, was founded by Robert Goodman, Ed. D., and has been very successful, gaining traction within and outside the country. The Gambia is the first SSA country to implement this program. The Project Development Objective (PDO) of the project was to build the MoBSE’s capacity to develop a secondary education teacher training program in physics and math based on international best practice. The second objective was to train current, or prospective, UBS and SSS physics and mathematics teachers, to create a cadre of highly effective teachers of mathematics and physics, and therefore improve the quality of education provision and student learning. The third objective was to evaluate the effectiveness of this approach and to identify its impact and any issues related to implementation. This was useful in determining whether this pilot program should be scaled up in The Gambia. The report is organized as follows: chapter two provides a brief overview of the philosophy, methods and practices behind the PSI-PMI program; Chapter three outlines the implementation process in The Gambia, including the challenges faced during implementation; Chapter four presents findings on the effect of the pilot program on student learning; and chapter five outlines the next phase of the project in The Gambia.