Managing Teachers and the Instruction of Mathematics and Science: Lessons from the SMASSE Experience in Capacity Development Paper presented at Secondary Education in Africa (SEIA) Follow-up Technical Workshop on Science and Mathematics, 2009 January 29-February 6, Tunis By Waititu M. Michael and Grace N. Orado Centre for Mathematics, Science and Technology Education in Africa, Nairobi, Kenya Abstract The government of Kenya recognises the important role science and mathematics should play in the realisation of vision 2030; to become a globally competitive and prosperous country by 2030. This has been reflected in the amount of resources both human and otherwise that are channelled towards enhancing the teaching and learning of science and mathematics at all levels of the education system. At secondary school level, there have been a number of intervention strategies that the government has put in place to ensure effectiveness in the teaching/ learning of these subjects. In addition to strategies such as: providing schools with qualified mathematics and science teachers and improving their remuneration and terms of service; providing schools with science equipment and even constructing laboratories, the government has also institutionalised In-service Education and Training (INSET) of serving science and mathematics teachers under Strengthening of Mathematics and Science in Secondary Education (SMASSE) project and quite a substantial amount of the Ministry of Education’s budget goes towards this course (MoE, 2005). SMASSE is a Technical Cooperation initiative between the Governments of Kenya and Japan signed in 1998 for purposes of implementation of the project. This paper discusses SMASSE; the initiative/ agreement in terms of its development and gains so far made in upgrading mathematics and science teachers’ skills for improved/ enhanced classroom delivery of lessons in Kenya and Africa at large. Also included in the discussion are some of the mechanisms that have been put in place for the smooth implementation, administration and sustainability of the project. One of the mechanisms is the sensitisation workshops for education managers such as principals of schools, Quality Assurance and Standards Officers (QASO) and District Education Officers (DEO). Another mechanism is monitoring and evaluation which has revealed some of the successes of the project. The paper concludes by examining the future of SMASSE which clearly lies partly in continued 1