4-Days Pre-Service Teachers Training OML Programme

Organized by: Bunyad Foundation

With the Collaboration of OML Trust Tel: +92425600621 Fax: +92425600293 Email: bunyad@brain.net.pk

Background Education is widely accepted indicator of social and economic development of individuals and

society simultaneously .Several research studies based on qualitative and quantitative support the

notion that increase women education is an effective way to bring a change in society to accelerate

the pace of development and to reduce the malpractices in society especially against females.With

the population of over 150 million and growth rate of over 2 per annum, Pakistans population

looms large in relation to its development. Education is not only a basic human right but also pre-

requisite for national development. With the changing social and economic conditions, women have

benefited disproportionately from increased education facilities and services. Based on the 1998

census estimates, the overall literacy rate in the country is 45 % (32.6% female and 56.6 % male).

In rural areas, the gender gap in literacy is much wider. While literacy rates have risen considerably

for both women and men, the gender differences still persist.

Although the Government of Pakistan, in line with the MDGs, is working hard and making a sincere

& major effort to make significant improvement but the challenges still exist in wide spread areas of

the country due to the following reasons:

Urban rural disparities: the services relating to education, health and employment are not

equally accessible

Low literacy rate particularly of women.

Poor economic conditions.

Caste and Bradari system.

Prevalence of Feudal lord system / tribal system

Least strategic role of women. Women do not have power to have decisions regarding their

mobility, resources, education and health in the society particularly in the rural areas

Least priorities of education & skill for women in the men lead society.

There are 27 million illiterates (10 years and above) in the Punjab, according to 1998 censes. Out of

the total, 16 million are females and from this 12.6 million are from rural areas of Punjab.

Contents for 4- days pre-service teachers training sessions Time Contents Method DAY 1st 8: 30 to 8:45 Registration

8:45 to 8:50 Recitation (by Teacher) 8:50 to 9:00 Introduction of participants ICE Breaker 9:00 to 9:30 Brief introduction of Bunyad

Foundation

9:30 to 10:00 Introduction of the project and its objectives

10:00 to 10:45 Education For All

Lecture/Participatory Q & A

10:45 to 10: 55 Break 10:55 to 11: 25 Reasons of low literacy rate in

Pakistan Q & A

11:25 to 12:00 How can we tackle the menace of illiteracy? Summing up by R.P

Group Presentation

12:15 to 1:00 Difference among formal, non -formal and in-formal education

Q & A

1:00 to 2:00 Difference of child and adult

Group work + Presentation

Day 2nd 8:50 to 9:00 Recitation (by Teacher)

9:00 to 9:45 Review of the previous day (By Participants)

9:45 to 10:15 Social Mobilization

Lecture and Q & A

10:15 to 11:15 Why the participation of local community is necessary for the success of any project? (Education Committee)

Group work/ Presentation

11:15 to 11:30 Break

11:30 to 12:00 Enrolment of learners and record keeping of centres

12:00 to 12:30 Class room management

Role Play / Q & A

12:30 to 1:00 Teaching Methodology (Participatory method of learning)

Q & A

1:00 to 2:00 Formats (To be completed in Participatory

field) Day 3 Field Work Day 4 8:50 to 9:00 Recitation (By Teacher)

9:00 to 9:45 Review of the previous day

Presentations by participants

9:45 to 10:30 Ways of Sustainability of the project (Mainstreaming)

10:30 to 11:00 Teaching Methodology (Phonics)

Participatory

11:00 to 11:30 Teaching Methodology (Scheme of study/ Lesson Planning)

Participatory

11:30 to 11:15 Break

11:15 to 1:00 Making forwards

Q & A

1:00 to 1:30 Certificates

Tea Master Trainers:

1. Asif Bhatti 2. Zaheer Ud Din Baber 3. Abdul Aleem 4. Bushra Qudsia 5. Najmi 6. Rana Bilal 7. Mazhar Iqbal 8. Qasim 9. Zia Ullah 10. Sarfraz 11. Mazhar Mughal 12. Nadia Bashir 13. Saif Ullah

Training Venues for 4 Days Pre-Service Teachers Training Sessions

Sr. # District Venue 1 Rahim Yar Khan Bunyad field office Rahim Yar Khan 2 Muzaffargarh Bunyad field office Muzaffargarh 3 Multan Bunyad field office, Bosan Road Multan 4 Hafizabad Bunyad field office Hafizabad 5 Khushab Village Muhammed Shah 6 Mandi Baha -Ud -Din Government Girls Elementary School Bhoa Hassan

Objectives of Pre-Service Teachers Training: To build the Capacity of ALC & NFPE Teachers. To familiarise the teachers about the use of modern teaching methodologies. To clear the concepts of Formal, Non-Formal and Informal Education. To Create Interest in Teaching through Activities. To know about use of Audio-Visual Aids. To enable them to make Scheme of Studies. To educate the participants about psychological and educational issues of learners. To improve the communication skills of the trainees. To build the capacity of teachers about the utilization of local resources.

Training Methodologies

Participatory approach was followed. A mechanism to gauge/analyse the fears & expectations of the participants was

formulated. Seasoned master trainers, resource persons were engaged Special emphasis was given on lesson planning and each session was followed by

practical lesson demonstration. Daily feedback regarding progress and quality assessment was done Questioned & be questioned. Share ideas, knowledge, experience and responsibilities etc.

1st Day Registration: On the first day of teachers training, registration of participants was done. Recitation: Before starting the formal training sessions, recitation of some Holy verses from the Holy Quran recited daily. From the participants one participant recited the some Holy verses from Holy Quran. Introduction of Participants: Soon after the Recitation of the Holy Quran on the first day of the training sessions, introduction of the participants were done. Participants were divided into different groups and each group was comprised two members. Each participant introduced the member of his group and vice versa. The objective of this activity was to familiarize the participants with each other so that the environment of the training sessions was friendly and each participant could learn from others. Norms Setting: After the introduction of the participants, norms for the training sessions were set by the participants. The norms were written on the charts by the participants and the charts were pasted on the wall. Session Introduction of Bunyad and OML Programme and its objectives: All the master trainers in their Districts concerned welcomed the participants for 4-days pre-service teachers training and briefed the introduction of Bunyad Foundation and OML Programme and its objectives. They gave a brief of Bunyad by saying that Bunyad Literacy Community Council

(BLCC) is a Non-governmental, non-political and non-profit NGO founded in 1994 by a group of like-minded persons who wanted to make a difference in alleviating poverty and empowering the people to improve their quality of life through literacy, as the first step to development. Taking steps to narrow the void between urban & rural quality of life of families. Started in 1992 as a project involving networking of NGO for the promotion of literacy in Hafizabad district, the program led to the realization of the critical issues of non-attendance of girls in formal schools and the large number of drop outs and the need for quality education as an essential ingredient in assisting the country to reach the EFA (Education for all) goal. Becoming aware that quality of life of marginalized communities, especially of women & children, required many interventions & strategies, BUNYAD was registered in 1994 with the Social Welfare Department, with a mandate to work all over in the Province of Punjab. Bunyad sought to deliver education to girls & young mothers in the rural areas, through non-Formal methodology and developed a non-formal education model, for children, adolescent girls & adult women. The spaces established were known as ILM NFPE centers and were supported by UNICEF starting with literacy and education in one district, this as a support system to Universal Primary Education (UPE) , to get every child into the Learning mould. Bunyad has gradually expanded itself both in geographical areas of operation as well as its thematic areas. BUNYAD has constructed ICE Institute of Community Education, for ongoing trainings. 2 Training spaces were also constructed in Hafizabad & Sialkot, to give permanency to their vision. Community development was essential for sustainability of any rural program & this became the practice of BUNYAD for all interventions. It is presently active in 20 districts of the province of Punjab and particularly in more than 2,000 villages, keeping the focus on Union Councils as the focal place for change. Building Social Capital became the main thrust of BUNYAD & in addition to literacy and non-formal education, included projects in such as child labor, womens empowerment for poverty alleviation, saving and micro credit, community development, integrated farming, sanitation, health of mother & new born child, reproductive health, Gender Justice at the door step, clean water awareness, environment, Disaster Management & Rehabilitation of the disadvantaged came on the anvil as the requirements of the Communities were aired. Bunyad has an experienced Team of Master trainer, who has provided trainings throughout Pakistan.

BLCCs goal is to build Social Capital, to empower marginalized communities and groups through their participation for their self development. The corner stone is literacy and education which not only enable us to achieve the EFA goals & the benchmarks of MDGs but also for the overall socio-economic development of a country. The best way for sustainable development is the 3-pronged thrust of literacy, community capacity building and micro-credit, as essential factors in poverty alleviation, integrating women & older children at all levels.

Bunyad is active in 20 districts of Punjab namely Rahim Yar Khan, Hafizabad, Muzaffargarh, Multan, Sialkot, Lahore, Mandi Bah-Ud-Din, Khushab, Rawalpindi, Khanewal, Bahawalpur, Nankana Sahib, Mianwali, Lodhran, Gujranwala, Sargodha, Faisalabad, Sheikhupura, Narowal and Jhang. Working directly & with partners .BLCC is now gradually expanding its operations throughout the province of Punjab.

After the introduction of Bunyad, participants were briefed on OML Programme and its objectives. The trainers briefed the participants that this programme was being implemented with the financial support of Mr. Noor Zaman. Teachers were briefed about the objectives of the OML Programme and all the objectives were discussed in detail. The objectives of the programme are as follow.

Offer literacy to 800000 female by Establishing 32000 Literacy Centers in rural areas of targeted districts for the illiterate females of age group (15 to 40).

Educate 200000 out school female children of age group (3 to 14) by establishing 8000

NFPE Centers at their nearest places to their residencies.

Provide vocational training to the adult female who will be becoming graduates from literacy centers for successful literacy transition into work.

Capacity building of teachers in teaching methodologies, checking dropouts, child rights and record keeping, in collaboration with the Community Groups.

Sensitizing and empowering the communities by involving them in all processes at all stages of the project for successful planning and implementation of various interventions and their sustainability.

Session Education for All In this Session trainers involved all the participants and made this session participatory. They told the participants that to become a developed nation Pakistan would have to increase its Literacy Rate. Without getting skills and becoming literate we cannot cope with the prevailing situation of illiteracy, poverty and pitiable Health conditions. All the teachers were committed to play their role through OML Programme to accelerate literacy rate in their respective areas. Session Reasons of low literacy rate in Pakistan In this session not only master trainers but also the participants highlighted the main reasons of illiteracy in Pakistan. The participants told the following main reasons of low literacy rate in Pakistan.

Poverty Feudal system Poor and unplanned government policies Unawareness among the masses about the importance of education/ literacy. Stereotype thinking Overpopulation

How can we tackle the menace of illiteracy? After pointing out the reasons of illiteracy by the resource persons and the participants, a brief discussion was held about the ways to improve the literacy rate in Pakistan. Following suggestions were given during training sessions.

More literacy centres should be open. Government should make proper policies to eradicate the menace of illiteracy and these

policies should also be implemented with letter and spirit. Awareness should be given to the masses of Pakistan regarding the consequences of

overpopulation. Stereotype thinking of the people of Pakistan should be changed through awareness.

Session

Formal, Non Formal and Informal Education: In this session Master Trainers briefed the definition of Education, Formal Education, Non Formal Education and Informal Education to the participants. After short introduction of formal, non formal and informal education, participants were divided into different groups. Each group comprised four to five members. They were given a task of group work in which they differentiated the difference between formal and non-formal education. All the group leaders (which were selected by the members of their respective groups) presented their presentations. During presentations questions were asked from the presenters by the participants and they gave their answers. This activity to some extant removed the hesitation of participants regarding speaking. The major differences between formal and non-formal education which the participants differentiated during their presentations were as follow. Formal Education Non-Formal Education Specific age group i-e young Compulsory

No specific age Mainly adolescent and adults Voluntary

Full time Primary activities of learners

Part time Secondary activities of learners

Set syllabi for all Controlled by the teachers

Different integrated, problem centred syllabi for different age groups meeting the individual needs of the learners

Authority oriented Friendly Teacher-centred, mostly written Learner centred, mostly oral Hierarchal, authoritative Friendly Terminates at any stage and validated by education profession

Continuing and validated by learners

Long time, fixed, Hierarchal Achieve less in more cost Difference between child and Adult Learning: In this Session Master Trainers told the participants about Psychology of Adult Learners and differentiated between Child and Adult Learners. The major points of difference which were drawn during sessions were as follow.

Adulthood as a Developmental Stage. Infancy 0---3/4, Childhood 4-----9/10, Adolescence 10/11------ 14/16 Adulthood 16 plus Age. Different types of development and Major Characteristics (Physical Development, Social

Development, Cognitive Development and Emotional Development). Major aspects of psychology of Adults.

The participants differentiated the major differences between Child and Adult Learning

MAJOR DIFFERENCES IN CHILD AND ADULT LEARNING

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SSuubbmmiissssiivvee,, nnoo aarrgguummeennttss GGeenneerraallllyy cchhaalllleennggiinngg,, aarrgguummeennttss

Day 2nd On the 2nd day of the training sessions, after the recitation of some Holy verses from the Holy Quran by the participants, a review of the previous day was done by the participants. All the participants participated and review the previous day one by one. The basic objective of this activity was to build a habit among the participants to memorize those things which they had learnt before. Session Community Mobilization: This training session was very important and informative for the Participants because they were going to teach in the non-formal set-up where they had to face the communities and the different members of the different communities have different attitudes. The different ways to mobilize the members of the communities were discussed in detail. Every master trainer told different techniques of social mobilization to the participants. The brief of one activity is as under,

The participants were asked to recognize different colours in order to get their attention in the session.

They were told what Community Mobilization is? Types of Community People. Steps in Community Mobilization (Awareness, Motivation and Mobilization). Different Approaches for effective Community Mobilization (Exploitative Approach, Reform

Oriented Approach, Planning Oriented Approach and Process Oriented Approach). Ways of Mobilization (Dependent & Independent).

In the end qualities of good social mobilzer and teachers were dicussed in detail. Session Formation of VEC & FEC: In this Session the Participants were told the nature, Objective and importance of Village Education Committee and Family Education Committee. The main points of this Session discussed by the master trainers were as;

Energetic and committed key persons, influentials and volunteers constitute the VEC. Organize regular meetings for the smooth functioning of ALC and NFPE Centers. Solve the Center problems at local level.

Assist to organize Project promoting functions and other activities. Assess Teacher performance in the Center. FEC Members send the children in NFPE Centre according to the set time. Assist children to complete their homework. Visit the Centre regularly to review the child and Teacher performance. Give suggestions for the improvement of Centre.

The participants were divided into different groups according to their strength in their respective districts and given them the assignment to write down the roles and responsibilities of VEC & FEC on the Charts. After the completion of group work by the members of the groups, they presented their presentations. Scheme of Study: This Session was very important especially for the Teachers who had no teaching experience in the past. In this Session the participants were given orientation about the Scheme of Study along with its objectives and they told that Scheme of Study can also be called as the Planner of the Year. Trainers briefed that through the Scheme of Study we can divide our Syllabus which can be a great help to keep a check on the teaching speed and it enables the teacher to judge their syllabus and complete it in due time. Participants were again divided into 03 to 04 groups according to their strength in their districts concerned and they were asked to prepare their Scheme of Studies for Step-One, Step-Two and Step-Three and they were asked to deliver their presentations before the participants. In the end the participants were told qualities of a good Mobilizer and a Teacher. Session Record Keeping of ALC and NFPE Centres: Resource persons emphasized on the importance of Record-Keeping and said that it is only Record-Keeping through which we can evaluate the project targets because through different activities we acquire our targets and these activities can be highlighted through different Registers which are maintained at the Centre. We can also check the Material List available at the Centre. In short if the record keeping is updated then the Project is updated and targets can easily be attained. Following Formats and Registers are maintained at the ALC & NFPE Centres;

Child Profile. Attendance Register of Learners. Meetings Register. Stock Register. Visitors Book. Daily Diary. Assessment Record of the Learners. Scheme of Study.

Session Class Room Management: Following key points were discussed with the participants regarding class room management,

Skillful use of available material and human resources in the Class Room environment is called Class Room Management.

Necessary for proper Learning Atmosphere and effective teaching. Different Steps of Classroom Management. Selection of place for classroom.

Sitting Plan. Physical Condition. Teachers Attitude. Activities. Discipline. Effective Communications.

The participants noted the important points regarding classroom management on their note books so that they could implement the points in their Centres. Session Effective Use of Audio-Visual Aids: The main points of this session were;

A Process/Activity to deliver a Lesson by the Teacher is called Teaching. Teaching is a 2-way Communication. Permanent change in Human Behavior is called Learning. All the things which are used in the learning process except Teacher are A.V. Aids. To ensure the Learning, use of supportive material/things can be defined as A.V. Aids. Importance of Teaching-Learning Aids (Aids help to complete the learning process

effectively and Aids fulfill the psychological aspects of learners). Principles for Effective Use of A.V. Aids (Use of Relevant Material, Timely Use of A.V. Aids,

Use at right Spot and with proper method). Selection of A.V. Aids. Qualitative Aspects Aids (No cast-low cast, easily available, Locally Developed and Related

with the Daily life of learners. Types of Teaching-Learning Aids (Black Board, Flip Charts, Maps, Pictures, Posters, News

papers, Radio, Television and Computer etc. All the participants were asked to make it a habit to use A.V Aids during teaching. Session Formats (to be filled in the field) Resource persons gave orientation to the participants how to get information from the field and how to fill different formats for the collection of required information.

3rd Day Day 3rd was the field day of the participants. The participants filled different forms like, Village Education Coordination Committee, Village Profile, Learners List and Center Information form etc. The main objective of this activity was to familiarize the participants regarding record keeping, and techniques for the collection of different informations etc. Teaching Methodologies (Model Lesson): The resource persons told the latest teaching methods to the participants. The participants were divided into different groups and they delivered model lessons. In the end resource persons discussed with the Teachers about the importance of Model Lesson delivery in the Non-Formal Teaching.

4th Day After the recitation of some Holy verses from the Holy Quran review of the day 2nd was done. After review participants presented their presentation of their field work. Session Ways of sustainability of Project: In this session the participants were asked to give their inputs about how to sustain the Project activities. For NFPE Centres the sustainability depends on mainstreaming of Learners in the nearby Formal School to the Centres. The NFPE Centre can also be converted into a Formal School and can be registered with the District Education Department. For ALC centres some skills can be injected and this ALC can be converted into a Community Learning Centre and can be owned and run by the VEC of the same ALC. The Teachers were asked to keep in mind the sustainable options for both ALC and NFPE Centres. Session Phonic Method of Teaching: Phonic Method is also very important especially in Urdu alphabets teaching. Following Points were discussed;

Learners cannot establish a link between the alphabet and its sound when pronounced a word in Urdu.

When alphabets are written in the form of word they change their shape. There are so many alphabets in Urdu as compared to the other Languages. Participants were asked about the total number of Alphabets in Urdu. There are 28 Alphabets which make 80% words of Urdu. 23 Alphabets make 20 % words in Urdu. Out of the 23 alphabets there are 08 alphabets which make only 06 words.

In the end the participants were told that if they want to know the sound of an alphabet the same alphabet should be put in the end of an Urdu word. This session was very informative as the learners are facing problems in reading and writing Urdu at the ALC & NFPE Centres. Recap of Training: This session was the evaluation of Training. In this session the participants were asked to refresh their 04-Days learning and recall all the conducted sessions of 4 Days Pre-Service Teachers Training. Resource persons asked different questions from the participants so that their learning level from the training could be evaluated. The sessions conducted during the training were very useful from the teaching point of view and the skills acquired from training would be utilized during the teaching at the Centres and this would strengthen the Project Cause. Views & Suggestions by the Participants about Training: The ALC & NFPE Teachers were requested at the end of workshop to give their one-page suggestions so that resource persons could evaluate their topics and schedule for the improvement of their training skills.

List of Participants of 4- Days Pre-Service Teachers Training OML Programme (District Mandi Baha Ud- Din)

Sr. # Teachers Name

01 Shazia Perveen

02 Abida Perveen

03 Saima Noreen

04 Nargis Bano

05 Riffat Perveen

06 Abida Khanam

07 Nargis Parveen

08 Asia Perveen

09 Asifa Naseem

10 Tayaba Sultana

11 Maria Mukhtar

12 Nazia Batool

13 Faiza Kousar

14 Bushra Hayat

15 Alia Basheer

List of Participants of 4-Days Pre-Service Teachers Training OML Programme (District Rahim Yar Khan)

Sr. # Teachers Name

01 Shazia Nazir 02 Rizwana Bashir 03 Sidra Niaz 04 Sumaira Yasmin 05 Bilqees Naz Alla Bakhsh 06 Shakeela Ameer Ahmed 07 Asma Arshad Abbasi 08 Khalida Parveen 09 Parveen Akhtar 10 Shahzadi Aslam 11 Javaira Bashir 12 Parveen Mukhtar 13 Nighat Aziz

14 Mubeen -Ul -Nisa 15 Asia Arshad 16 Asima Shabbir 17 Asma Naz 18 Siama Ramzan 19 Khalida Akhtar 20 Asia Naz 21 Saira Afzal 22 Marya Tahir 23 Rabia Abdul Khaliq 24 Sumaira 25 Bilqis 26 Parveen 27 Javairia 28 Asma 29 Marya 30 Nighat

List of Participants of 4-Days Pre-Service Teachers Training

OML Programme (District Muzaffargarh) Sr. # Teacher Name

01 Fakhira Mukhtar 02 Nasira Naheed 03 Parveen Akhtar 04 Saima Zawar 05 Munazzah Zawar 06 Ruqiyya Bahawal 07 Ruqiyya Parveen 08 Shazia Batool 09 Shamim Nawaz 10 Khalida Parveen 11 Sehrish Batool 12 Nazia Bashir 13 Mageen Riaz 14 Farah Riaz 15 Mahwish Niaz 16 Shahida Nazir 17 Shehnaz Mahwish 18 Abida Parveen 19 Saeeda Bibi 20 Shehnaz Anjum 21 Sadia Tufail 22 Rashida Bibi

23 Arshad Qamar 24 Kalsoom Sher 25 Najma Khanum 26 Shazia Nazir 27 Samina Batool 28 Tasleem Bibi 29 Nimra Mushtaq 30 Sadia Nazir

List of Participants of 4-Days Pre-Service Teachers Training OML Programme (District Khushab)

Sr. # Teacher Name

01 Rubab Zohra

02 Tahira Yaqoob

03 Sajia Battal

04 Shahnaz Nazir

05 Sidra

06 Aqsa

07 Sumaira

08 Samana

09 Shafqat

10 Saira Batool

11 Riffta Shaheen

12 Saira Batool

13 Nazia Parveen

14 Samina Yasmeen

15 Irfana

List of Participants of 4-Days Pre-Service Teachers Training OML Programme (District Hafizabad)

Sr. # Teachers Name

01 Shazia

02 Shazia Naheed

03 Tanzeela Faisal

04 Sameena Akram

05 Muniba Shareef

06 Saima Noor

07 Rehana Kausar

08 Sajida Parveen

09 Farzana Nisar

10 Uzma Iqbal

11 Rehana Kausar

12 Zohra Ashraf

13 Sajida Shamem

14 Noreen Kausar

15 Saima Noor

16 Shazia Naheed

17 Sumaira Saleem

18 Rehana Tanveer

19 Mariam Sadique

20 Imrana Gulshan

21 Sajida Parveen

22 Tahira Sadique

23 Abida Nasreen

24 Farzana Nisar

25 Afshan Razaq

26 UZma Nazir

27 Uzma Iqbal

28 Farzana Gulzar

29 Sumaira Saleem

30 Sajida Parveen

List of Participants of 4-Days Pre-Service Teachers Training

OML Programme (District Multan)

Sr. # Teachers Name

01 Nageena Nargis

02 Mairaj Chohan

03 Samreen

04 Samina Naz

05 Asia Parveen

06 Musarrat Jabeen

07 Amna Parveen

08 Misbah Dilshad

09 Noreen Dilshad

10 Tahmina Yasmeen

11 Asma Sajjad

12 Khumar Bashir

13 Ruqiyya Nawaz

14 Sammar Akram

15 Tania Ishfaq

16 Shehla Sikandar

17 Noor Fatima

18 Zahida Yasmeen

19 Farhat

20 Zarina Bibi

21 Nagina Nargis

22 Samreen

23 Samina

24 Amna

25 Misbah

26 Asma

27 Ruqiyya

28 Sammer

29 Tania

30 Shehla