STRENGTHENING TEACHER PROFESSIONAL DEVELOPMENT AND MENTORSHIP (STPDM)

Low quality of basic education is perceived as one of the core challenges, which is strongly based on the neglection of quality teacher education and training and strained budgets for education. To enhance quality, the project supports the Local Government Authorities (LGAs) to spread and advocate for the Inclusive School based In-service Teacher Training (SITT).

SITT has evolved from the earlier Quality Education through the Expert Teacher System (QUEETS) initiative. Since 2016, SITT has generated other 3 Research-based projects: Strengthening Inservice Teacher Mentorship and Support (STMS), Strengthening Teacher Professional Development and Mentorship (STPDM) and Teacher Professional Development at Scale: Leveraging Teachers’ Perspectives for Success (TPDS: LTPS) which are action research projects where Helvetas works with various renown Universities.

The Strengthening Teacher Professional Development and Mentorship (STPDM) project is a 30-month initiative (July 2024 – December 2026) funded by the International Development Research Centre (IDRC) through the Global Partnership for Education's Knowledge and Innovation Exchange (GPE KIX). Implemented by HELVETAS Tanzania in collaboration various partners, the project applies the school-based In-service Teacher Training (SITT) model to enhance professional development in Mathematics, Science, and Life Skills. Integrating ICT, Gender Equality and Social Inclusion (GESI), teacher agency, and teacher well-being, the initiative targets 21 Teacher Colleges across the three countries, each mentoring five primary schools—totalling 105 schools with 420 directly trained teachers. In Tanzania, participating colleges include Bustani, Kinampanda, Patandi, Singachini, Morogoro, Vikindu, and DUCE, with DUCE providing research leadership and HELVETAS contributing technical expertise

Project Goal: Enhancing Primary school teachers’ professional development by generating and improving teaching and learning through a well-functioning inclusive school-based in-service teacher training (SITT) model, for more effective teaching, empowered pupils, and a better basic education for Tanzania, Kenya and South Sudan.

Project Direct Beneficiaries: The project aims to build the capacity of 140 teachers(female 91 & male 49) from 35 primary schools on Mathematics, Science integrating ICT and Life Skills using SITT innovation expecting to benefit more than 34,237 pupils (girls 17,180 & boys 17,05) from 35 public primary schools through trained 28 tutors from 7 teacher colleges that as well benefits about 3,200 student-teachers.

Project Partners:Local Partners are Ministry of Education Science and Technology, Prime Minister’s Office-Regional Administration and Local Government,  LGAs, TCs, Secondary and Primary schools, TTU,  TEN/MET, DUCE.

Internationa Partners: International Partners: Kibabii University of Kenya and University of Juba South Sudan.

TRACKING PROGRESS: STRENGTHENING TEACHER PROFESSIONAL DEVELOPMENT AND MENTORSHIP ACROSS EAST AFRICA

Significant progress has been made in strengthening both institutional and individual capacity through a multi‑tiered training approach. The project has trained 7 principals and 22 tutors via Training of Trainers programs, along with 35 head teachers and 70 subject teachers, enhancing leadership and subject‑specific teaching skills. Education administrators have also benefited, with 32 Ward Education Officers and 66 Local Government Authority staff trained, ensuring systemic support beyond the classroom. These efforts have established strong mentorship structures, enabling tutors and education leaders to provide ongoing guidance to teachers in their schools.

The project’s reach is already evident across the education system. A total of 34,237 pupils and 1,852 student teachers have directly benefited from improved teaching practices in Mathematics, Science, and Life Skills. Key achievements include strengthened leadership capacity, improved classroom methodologies, and sustainable mentorship frameworks linking teacher training institutions with practicing schools. Together, these results demonstrate a system‑wide transformation from leadership training to classroom practice, positioning STPDM as a scalable model for teacher professional development.

Evaluation of the SITT model highlights clear benefits: intervention schools outperformed controls in the 2023 Primary School Leaving Examination, with over 30% more students achieving grades A and B and failure rates reduced by 10%. Teachers adopted inclusive, learner‑centred approaches, gained confidence in teaching Mathematics and Science, and fostered greater student engagement. Learners became more active, asking questions, enjoying lessons, and building stronger relationships with teachers, while Standard Seven Science performance improved significantly.

Beyond academics, the SITT manual promotes holistic learner well‑being through hygiene, menstrual health, waste management, and environmental initiatives. Schools have implemented practical projects such as vegetable gardens, reusable sanitary pads, and creative use of local materials for hands‑on learning. Inclusiveness is embedded throughout, with gender‑sensitive grouping, disability support, and assistive technologies like Braille embossers ensuring equitable participation. Overall, SITT integrates health, environment, local resources, and inclusiveness into everyday school life, making education practical, affordable, and equitable while directly enhancing learner well‑being