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TTrraaiinniinngg SSttrraatteeggyy
IITTAA
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TRAINING STRATEGY "ENHANCING GIRLS ENROLMENT IN REMOTE AREAS OF PAKISTAN"
Sr. # CONTENTS Page
# 1. Introduction 1.1 Preamble 3 1.2 Project Framework 4 1.3 Project Goals 4 1.4 Project Components 4 1.5 Training Objectives 5 2. Training Strategy 2.1 Training Locations 6 Training Venues 6 Training Modes 6 2.2 Training Team 6 2.3 Training Protocols 6 3. Training Components 3.1 Subject-based Training of Teachers
- Rationale - Objectives - Content/Schedule of Training - Training Material
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3.2 Gender Discrimination in Education - Rationale - Objectives - Content/Schedule of Training - Training Material
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3.3 Early Childhood Education - Rationale - Objectives - Content/Schedule of Training - Training Material
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3.4 Citizenship Education - Rationale - Objectives - Content/Schedule of Training - Training Material
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3.5 Health & Environmental Education - Rationale - Objectives - Content/Schedule of Training - Training Material
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3.6 Life Skills - Rationale - Objectives - Content/Schedule of Training - Training Material
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3.7 Educational Leadership & Management - Rationale - Objectives - Content/Schedule of Training - Training Material
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3.8 Strengthening of School Councils/School Management Committees (SMCs)
- Rationale - Objectives - Content/Schedule of Training - Training Material
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4. Timelines 24
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TRAINING STRATEGY "ENHANCING GIRLS ENROLMENT IN REMOTE AREAS OF PAKISTAN" SECTION I INTRODUCTION 1.1 Preamble
Like many other developing countries, there have always been many evident contradictions and disparities in terms of tall slogans of achieving EFA Goals and the Millennium Development Goals (MDGs), educational opportunities, availability and provision of resources in Pakistan. These inequalities are most accentuated across urban-rural, male-female and socio-economic divisions. Another major criticism of our education system is the outdated, passive and conservative teaching and management approaches practiced by most public sector teachers and head teachers in classrooms and schools. Such approaches ultimately lead to high drop out and repetition rates. This is exacerbated by low engagement of district education departments, social mobilization, participation and ownership of community in school development activities. Each province has its own geographically disadvantaged areas and economic deprivation, such as the districts in the Southern belt of Punjab with low literacy rates and high incidence of gender based discrimination. These districts are in dire need of intensive support for improved educational opportunities for girls and attainment of quality learning levels.
ITA in collaboration with Oxfam GB has initiated a School Improvement Project titled, “Enhancing Girls Enrolment in Remote Areas of Pakistan” in four southern districts of Punjab. The project includes all the components of whole school improvement program which are integral to create enabling environment in public sector schools. One of the key outputs of the project focuses on the continuous professional development of the teachers, head teachers and capacity building of other stakeholders.
In order to implement the training component of the project, a comprehensive training strategy has been developed by ITA after visits to the field, feedback from the district teams and results of baseline assessment surveys. A series of planning and consultative meetings by ITA’s Oxfam Project Team, in-house trainers, material developers, senior faculty of the Institute for Professional Development (IPD) and the project advisor have contributed towards the conceptual framework of the strategy.
Keeping in view Oxfam’s critical emphasis on Gender Sensitization and Girls Mainstreaming, a conscious effort has been made to incorporate all such elements in the training strategy and resource materials which are essential for the target community to understand, internalize and practically implement in their day to day life. Although students will be the center of all activities and inputs of the project but the strategy concurrently caters to the capacity building needs of the teachers, head teachers, SMC/SC members, district education officials and community based organizations.
Key responsibilities of education promoters in the field include site-based support in the schools and all training sessions are fully backed by periodic follow up sessions which help target groups, refresh and recapitulate their acquired knowledge and skills.
Saeed ul Hassan
1.2 Project framework The project addresses the fundamental goal of education as an entitlement for girls in particular living in gender disadvantaged communities and districts. To address Access, a safe and conducive learning environment is a priority as is the capacity of teachers and head teachers to ensure that access can be sustained through quality learning. Communities need to be made aware about the critical imperative of girls’ education and their role enhanced for ensuring sustained enrolment, regular attendance and a safe learning environment.
Safe functioning and well equipped schools
Quality learning environment (Physical)
Teachers competencies in place for optimal learning achievement by students
Headteachers as leaders and managers of improvement and change
A caring community mobilized and skilled in effective school governance
District government committed to quality girls education and evidence based planning for sustained access
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"ENHANCED GIRLS ENROLMENT & ENTITLEMENTS” 1.3 Project Goals The overall objective of the project is:
To improve access of girls to quality primary education by supporting schools/communities in four selected districts of South Punjab .
1.4 Project Components By December 2010 in four districts of Punjab: Rahim Yar Khan, Multan, Muzaffargarh and Jhang the specific objectives of the project are: i. Thirty five girls primary schools physically rehabilitated and equipped with basic supplies
for quality learning environment ii. Teachers and head teachers of 35 target schools and 150 cluster area schools will be
trained in content & pedagogies, leadership, core concepts of gender and child friendly methodologies for sustainable access and improved learning levels
iii. School Management Committees /School Councils (SCs) in target schools are made fully functional, made child friendly to effectively fulfill their roles and responsibilities
iv. Teachers and students provided knowledge and skills for preventive primary health care Student councils are recognized and process for the establishment initiated
v. --- Additional teachers hired ….. temporarily for addressing shortfalls in staff and government mobilized for enhanced permanent staffing. .
Enrolment in 35 target schools is increased by 15-20% at primary level through community mobilization and quality improvement
vi. … girls dropped out (5-10 years) in the last 24 months will be identified and enrolled in an after school catch up program run at the target schools for mainstreaming back to school.
vii. School enrichment activities will be launched in all target schools including summer schools, health, IT and reading clubs
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viii. Advocacy and capacity building undertaken with district and provincial government to sustain school improvement and higher enrolment of girls in target districts and schools.
1.5 Objectives of the Training Component In the target schools (35) and cluster schools (150) address capacity of teachers, head teachers, field education officers and school councils to:
Enhance knowledge about the new National Curriculum 2007 and content mastery in specific subjects (maths, language & science) for primary school teachers
• Develop child friendly teaching skills among primary school teachers including ECE Sensitize on gender issues within the local context for changing attitudes and practices Enable the teachers to develop a child friendly and quality learning environment Introduce innovative and interactive teaching learning practices at primary school level Improve the quality of early years teaching learning practices through Early Childhood
Education (ECE) methodology and techniques Provide orientation and practical actions for personal and social health and hygiene,
and life skills as primary health care in schools and classrooms Extend skills and dossiers on setting up summer schools and clubs for children
resulting in integrating teaching and project based learning Train teachers in running catch up program and tracking students progress for early
mainstreaming in target formal schools Build capacity of SCs for school development planning and school governance Build leadership and change management skills in head teachers & coordinators for
improved management and high performing institutions 1.6 Target Groups
Categories Number of Participants
Remarks
70 2 from each 35 WSIP Model School
Primary School Teachers
150 One from each Cluster schools
School Heads 185 1 from each school District Government - District Education Officials
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3 from each DEO
Parents of Enrolled Students
370
2 persons per school
Members of School Councils
370 1 head teacher and 1 member from parents nominated in SMCs
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SECTION II TRAINING STRATEGY 2.1 Training Locations
Target Districts 1. Multan (Punjab) 2. Muzzafargarh (Punjab) 3. Rahim Yar Khan (Punjab) 4. Jhang (Punjab)
2.2 Training Venues • ITA District Offices • WSIP Schools in clusters and specific target schools
2.3 Training Modes
• District based training teams to deliver training at : o School clusters o School sites o District locations for EDO – Education and his/her teams
2.4 Training Team
• Master Trainers (ITA- Institute for Professional Development)
• ITA Trainers Certified by Punjab Education Foundation
• District Teacher Educators (DTEs) as part of the government set up in the
target districts
• Diploma Holders from P.S.U (U.S.A) on
1. Leadership & Management
2. Subject based training
3. Active & Responsible Citizenship
• ITA’s External Resource Persons
• District Training Coordinators
2.5 Training Protocols For all training the EDOs Education and their teams will be taken into confidence for the roll out and permissions for their personnel to attend the program :
• Training manuals and materials will be developed at IPD-ITA by experts
• One week TOT will be arranged by master trainers of IPD for all district training teams
with a group of 32 trainers (8 from each district) at the ITA District Office, Multan.
• All identified subjects & key areas of focus under Oxfam project, will be covered in the
TOT to enable and equip district teams for conducting the trainings effectively
• After the TOT, the manuals, materials and training methodologies will be revisited
and revised as per needs /issues identified
• Once the Training manuals, materials and methodologies have been finalized, these
will be handed over to the district training teams along with training calendars
proposed to conduct the basic 06 days trainings within WSIP Model Schools
• The district teams will conduct in turn subject based trainings for the cluster schools
in their respective districts/regions
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• The target groups are teachers, school heads of WSIP model & cluster schools and
area education field officers.
• All specialized trainings in SC strengthening, running of ‘catch up’ program centres
and school enrichment programs will be held for the specific target trainees.
• All trainings at district level, conducted by district training teams will be supervised
and facilitated by IPD master trainers meticulously.
• District trainings will be monitored closely by IPD-ITA, District Education Officers and
Oxfam GB as well.
• No. of participants in each training will not exceed 30-35
• Further 2-3 days trainings at WSIP schools focusing on personal and professional
skills will be conducted with a gap of at least two months in each training
• The follow-up reflection visits and sessions will be organized on periodic bases in all
WSIP and Cluster Schools through the education promoters and in collaboration with
the IPD and District Teams and the District Education Officers
SECTION III TRAINING COMPONENTS 3.1 Strategy for Subject-Based Training
Rationale:
Several recent studies on learning assessment such as those produced by National Education Assessment System (NEAS) and its provincial counterparts as well as various Training Need Assessments (TNAs) in govt. schools reveal time and again that there is a dire need of enhancing the content knowledge of teachers and also reading or literacy skills of learners. It is observed that most of the teachers need to know their subjects well at the primary level which is the foundation of life long learning. Furthermore, gender biases and gaps can only be bridged if these are highlighted in the curriculum and its delivery through textbooks, classroom and school interactions especially at the primary level. We also aim at integrating the updated pedagogical approaches into the subject based content knowledge so that the teachers feel more confident in extending knowledge, skills and attitudes without any gender discrimination. The primary mode of Cluster Based Training will provide possibilities to the teachers to ensure that they can share their valuable professional experiences with their colleagues as a networking cluster.
Objectives:
Subject based trainings will
Enhance the content knowledge of teachers with upgraded pedagogical skills Enable teachers to use effective methodologies for lesson planning and
curriculum/syllabus division. Equip the teachers for better classroom management, assessment and evaluation.
Contents:
During the training, the resource persons will briefly focus on the following contents:
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Mathematics Science English Numbers Pre-numbers Place value Ascending & descending Order Algebraic Operations Addition Subtraction Multiplication Division Fractions Type of Fraction Diagram of Common Fraction Measurements Information Handling Geometry Basic shapes Angels, Point, Line Segment,
Line, Triangle, Circle Concept of Area and Perimeter
Matter Types of matter Solid, liquid, Gases Change in Matter Physical change Chemical Changes Water Importance of water Sources of water Impurities of water Water pollution Plants Parts of plants & their functions Root system Shoot system Our body Human systems Food Nutrients Electricity
Pre-test Word classes Articles Tenses Past Present Future Phoneme Introduction of sounds Practice of IPA chart Vocabulary Vocabulary items Ways to improve
vocabulary Post test
Urdu Islamiat Social Studies
Importance of Urdu as National Language
Basic skills of Urdu language Citizenship Kifayat Shuaari Social welfare Mutual help Health & Hygiene Vocabulary Building of Urdu
language Creative writing Story writing Essay writing Letter Application Grammar Kalmay ki aqsam Ism-e-Marfa Ism-e-Nakra Zamaanay (Tenses) Wahid Jama Alfaz Mutazaad Muzakkar Muwanas Correction of sentences Rozmarra / Muhawaraat
Emaaniyaat Ibadaat Uswa-e-Hasna Ikhlakiyaat / Adaab Prophets (Important
personalities) General Knowledge of Islam
Mahl-e-Waqu Resources Discipline Welfare Institution Population & Professions Means of Transportation
& Communication Issues & their Solutions Important / Famous
Personalities
Training Methodology:
The following participatory tools/ methodologies will be observed to make the training session joyful and interactive: • Brainstorming • Lecture method • Question answer assessment • Group work • Presentations by the trainees • Role Play • Filling of worksheets • Usage of flipcharts • Drawings/models by the participants • Practical work • Use of multimedia • Presentation method
Materials Required for the Training:
White board Text books of different grades Markers National Curriculum Chart papers Evaluation Form Hand outs (Subject Based) Subject -based flex Charts Pre / Post testing tools (Subject
Based) Training Kit
Evaluation Form Multimedia / Projector Lesson Plans (Subject Based) O.H.P & Transparencies
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6-Days Training Workshop Schedule (English, Math & G. Science) For Primary Schools Teachers
Venue: -------------------------------------------- Date: -----------------------------------------
3-Days Training workshop schedule on Social Studies, Islamiat, Urdu For Primary Schools Teachers
Venue: ______________________________________________
Day 1 Sessions RP Day 2 Sessions RP 01:00–01:10
INTRODUCTION • Tilawat TBD 01:00–01:10 1: DAY 2
• Tilawat TBD
Day 1 Sessions RP Day 2 Sessions RP 01:00–01:10 01:10–01:20
INTRODUCTION • Tilawat Introduction of participants and objectives of the training workshop Pre Test
Ms. Farzana Kousar
01:00–01:10
1: DAY 2 • Tilawat REVIEW
Ms. Farzana Kousar
01.20 – 02:20 0 2:20– 03:00
MATHEMATICS • Concept of
Numbers Algebraic Operations
Ms. Farzana Kousar
01.10 – 02:10 0 2:10– 03:00 • Measurement
• Information Handling
Ms. Farzana Kousar
03:00- 3.15 Refreshment 3.15 – 4.15 4.15 – 5:20 Fractions
• Type of fractions • Diagram and
Properties of fractions
Ms. Farzana Kousar
03.15 – 04.15 04.15 – 05:10 05:10 – 05:20
Geometry • Geometry and its
basic shapes • Triangle, circle,
Volume Post Test
Ms. Farzana Kousar
5.20- 5.30 Conclusion day one 5.20 – 5.30 Conclusion day Two Day 3 Sessions RP Day 4 Sessions RP 1:00 – 1:15 • Tilawat& Review
Ms. Shehla Mumtaz
01:00–01:10 1: DAY 3 REVIEW • Tilawat &Review
Ms. Shehla Mumtaz
1.15 – 1.25 1.25 – 2:10 2:10 – 3 :00
English • Pre-test • Phonics Vocabulary
Ms. Shehla Mumtaz
01.10 – 02:10 0 2:10– 03:00
• Articles • Creative
Writing
Ms. Shehla Mumtaz
03:00- 3.15 Refreshment 3.15 – 4:00 04:00-4:45 04:45-05:20
• Presentation • Word Classes • Group Work & Presentation
Ms. Shehla Mumtaz
03:15 – 04.50 04.50 – 05:10 05:10 – 05:20
• Tenses • Group Work & • Presentation • Post Test
Ms. Shehla Mumtaz
5.25-30 pm Conclusion day 3 5.20 – 5.30 Conclusion day 4 Day 5 Sessions RP Day 6 Sessions RP 01:00–01:10 01:10–01:20
• Tilawat Review Science: • Pre-test
Mr. Adnan Khalil
01:00–01:10 1: DAY 5 REVIEW • Tilawat Review
Mr. Adnan Khalil
1.20 – 3:00 • Matter • And its types
Mr. Adnan Khalil
01.15 – 02:10 02:10 – 03:00
• Plants • Our body
Mr. Adnan Khalil
03:00- 3.15 Refreshment 3:15 – 4:20 4:20 – 5: 30
• Water Water pollution How to prevent water pollution
Mr. Adnan Khalil
3.15 –4.15 4.15 – 4.30 4.30 – 5.30
• Electricity • Post Test • Closing • Distribution of
Certificate & Honorarium
Conclusion of Day 6
Mr. Adnan Khalil
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01:10–01:20 Introduction of participants and objectives of the training workshop
REVIEW
01:20-01:40 01:40-02:20 02:20-02:45 02:45-03:00
Social Study Pre Test Introduction of M W &
Maps reading Types of Resources Climate Ab pashi Agriculture Natural Resources Minerals
TBD
01:10-01:20 01:20-02:00 02:00-02:30 02:30-03:00
Islamiyat Pre Test • Emaniyat • Ebadat • Ekhlaqiyat • Islamic Theory Post Test
TBD
03:00- 3.15 Refreshment 03:15-03:35 03:35-04:05 04:05-04:25 04:25-04-55 04:55-05:20
Discipline (in School, City & Country
Population Professions Means of
Transportations & Communication
Issues & their Solutions
Import ants/Famous Personalities Post Test
TBD
03.15 – 04.15 04.15 – 05:10 05:10 – 05:20
Urdu • Pre-test • Importance of
Urdu as National Language
• Basic skills of Urdu language
Presentation
TBD
5.20- 5.30 Conclusion day one 5.20 – 5.30 Conclusion day Two Day 3 Sessions RP 1:00 – 1:15 • Tilawat& Review
TBD
1.15 – 1.25 1:25 – 1:45 1:45 – 2 :15 2:15-03:00
Vocabulary Building of Urdu language
Creative writing Story writing Essay writing Letter Application
TBD
03:00- 3.15 Refreshment 3.15 – 4:00 04:00-4:45 04:45-05:15 05:15-05:25
• Grammar Post Test TBD
5.20 – 5.30 pm Conclusion day 3
3.2 Training Strategy on Gender Sensitization in Education
Rationale: According to the latest World Economic Forum’s annual report released on ‘ Global Gender Gap Report 20081, Pakistan is ranked at 127th among the 130 countries in the world. Both the GGGR 2008 and the Global Monitoring Report (GMR) for EFA each year highlights Pakistan as a country afflicted with major gender gaps. This suggests that the targets for gender equality under EFA and MDGs cannot be met due to major gender equality gaps at multiple levels. Gender discrimination is particularly severe in Southern Punjab and indeed in all other provinces. There are very serious and mounting issues of violence against women
1 The Global Gender Gap Report 2008 is based on the innovative new methodology introduced in 2006 and includes detailed profiles that provide insight into the economic, legal and social aspects of the gender gap in each country. The Report measures the size of the gender gap in four critical areas of inequality between men and women: 1) Economic participation and opportunity – outcomes on salaries, participation levels and access to high-skilled employment 2) Educational attainment – outcomes on access to basic and higher-level education 3) Political empowerment – outcomes on representation in decision-making structures
114) Health and survival – outcomes on life expectancy and sex ratio
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(Honor Killing, Honor rapes, Karo Kari, Vani and Swara.), in the name of custom, tradition and religion often supported by politicians and political representatives. Opportunities for access to facilities and empowerment are very negligible for women and girls in every field. Education is seen as a powerful neutral zone for elevating the status of girls and women to counter the tructural inequalities through capability enhancement. s
In the field of education which plays a vital role in the development of a country, girls are suffering from different problems caused by the issue of gender disparity in different forms like low status of girls and women, inaccessible schools / lack of public transport, unsafe learning environments, social and cultural barriers, gender stereotyping in textbooks, classrooms and playgrounds etc. Due to the above reasons gender disparity continues to grow, resulting in high drop out rates. This needs urgent action by all concerned stakeholders working in a collaborative manner. Under the Dubai Care Oxfam project, ITA is determined to work on sensitizing stake holders on gender parity issues in the target districts embedding it in all components of the project and its training strategy. Through this project, not only local community will be mobilized to increase girls enrollments in schools, they will also be motivated to develop an environment sensitive to gender ensuring parity, equality and equity. A 3-days training will be arranged for teachers to develop their understanding on gender and its concepts of gender parity, equality and equity so that they can influence decision making as “agents of change” at multiple levels.
Objectives:
• To develop an understanding of participants on the concept of gender and indicators
of gender gaps
• To increase awareness among them about gender values and norms in the context of
Pakistani society and the norms of South Punjab
• To deepen their understanding of how society shapes gender roles and
responsibilities
• To identify “Gender Issues in Education” with regards to access & retention in schools
• To extend skills on how gender parity can be established in classrooms and schools
• To develop, agree and implement a set of gender indicators as minimum standards
for schools, classrooms, school planning and school councils .
Content:
• Definition of Gender
• Gender Roles & Responsibilities
• Gender Stereotypes
• Gender Analysis
• Gender in Education – Key indicators, gaps and strategies for action.. Materials Required for Training:
• Training manual on “Gender Parity in Education” with an easy glossary • Analysis of textbooks in use, case studies and development of model lessons plans
of different subjects incorporating the concept of gender parity • White Board • Board Markers • Flip Charts • Multi Media • Handouts • Writing Pads • Stationary • Camera • Evaluation Forms
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Schedule for 3-Days Teachers’ Training on Gender Sensitization in Education
Sr. # Topic Time Duration Day 1:
Tilawat Welcome & Introduction of Participants
Introducing “Gender and its hard Core” Short overview of the topic “Gender” as opposed to “Sex” What is meant by Gender Differences? Discussion on Gender Values & Norms Group work on Gender Stereotypes
Break Exploring Gender division of labor
• A 24-Hour Clock of a Girl and a Boy • Group Work • Presentation
Concluding Day 1
11:00 am-11:30 am 11:30 am-1:00 pm 1:00 pm- 1:30 pm 1:30 pm- 03:30 pm 03:30 pm- 04:00 pm
Day 2: Review & Tilawat Exploring Media Images on Gender Stereotypes
• Clips, Pictures and news sharing on gender
stereotyping in textbooks
Gender Analysis • Identification of Gender Roles & Responsibilities
• Discussion on their different Experiences & Skills
• Exploring Gender Issues and needs
Concluding Day 2
11:00 am-11;30 am 11:30-1:00 pm 1:00 pm- 1:30 pm 1:30 pm- 03:30 pm 03:30 pm- 04:00 pm
Day 3: Review & Tilawat
• Discussion on “gender Equality and education”
• Gender sensitivity in Education, its issues and
impact.. understanding and interpreting existing
data
• Key indicators of gender in education selected,
developed for implementation in schools,
classrooms, planning and SCs
• Role Play Highlighting the Issues of Gender in
Education
• How can we develop Gender Parity in classroom &
school .. case studies, lesson plans
• Feed Back of the Participants Concluding the Training Workshop
11:00 am-11:30 am 11:30-1:00 pm 1:00 pm- 1:30 pm 1:30 pm- 03:30 pm 03:30 pm- 03:45 pm 03:45 pm- 04:00 pm
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3.3 Training Strategy on Early Childhood Education: Rationale:
“The early years of life are recognized as a vital stage in children’s physical, linguistic, intellectual and emotional development. ECE refers not only to what is happening within the child, but also to the care that child requires in order to thrive.”
Every child should have the opportunity to grow in a setting that values children and provides conditions for a secure environment, allowing for diversity. Children are both the present & the future of every nation. They must receive appropriate nurture and education within and outside their families from birth onwards if they are to develop optimally.
As a remedial measure, Whole Schools Improvement Program (WSIP) is determined to meet the above challenges by activating the stake holders through cluster based trainings. The training of ECE teachers is one of the effective initiatives of WSIP which specially focuses on catering for the needs of ECE students by enhancing the pedagogical skills of ECE teachers.
Objectives:
To familiarize the participants with the importance of Early Childhood
To make them understand about the influence of Early Childhood on a child as a person
Give the teachers knowledge about “Early Childhood Education”
To make them realize the need & importance of Early Childhood Education
To enable them for effective teaching with better understanding of “National Curriculum for Early Childhood Education 2007”
To enable them to identify the key learning areas and competencies required for “Early Childhood Education”
To equip them with the teaching skills to make their ECE class rooms more interactive & child friendly
Content:
• Significance of ECE
• Key learning areas
• Assessment
• Learning Environment for ECE • Record keeping
• Guidelines for effective implementation of Quality ECE
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2-Days Training Schedule on ECE Day-1
Time Activities Methodology Facilitator (15 Minutes) 09:00 -09:15
Recitation & Registration of participants Introduction of the participants
Pair activity
Ms.Razia Mughal Ms.Huma Sikander
(90 Minutes) 09:15-10:30 09:30-9:40 09:40-10:00 10:00-10:25 10:25-10:50
Introduction and significance of ECE:- Early Childhood Experience What is ECE Why Early Childhood Education Significance of ECE Methodology of Learning in ECE
Brainstorming Individual
Activity Group work Discussion Presentation
Ms.Razia Mughal Ms.Huma Sikander
(3 Hrs & 35 Minutes) 10:50-11:00 11:00-11:20
Key Learning Areas, Competencies and Expected Learning Outcomes for ECE:-
Introduction of Key Learning Areas
Connection between learning areas, its competencies and expected outcomes
Brainstorming Group work Peer work
Ms.Sadia Ms.Ayesha
11:20-11:30 Lunch Break 11:30-11:45 11:45-12:00 12:00-12:20 12:20-12:35 12:35-12:45 12:45-12:55 12:55-1:00
Personal & Social Development Creative Art Language & Literacy Basic Mathematical Concepts The World around Us Health, Hygiene & Safety Conclusion day 1
Role play Experiential
learning Discussion Power point
Presentation
Ms.Razia Mughal Ms.Huma Sikander
Day 2:
Time Activities Methodology Facilitator 09:00-09:15 Recitation & Review of Day 1 (1Hour) 09:15-09:30 09:30-09:50 09:50-10:15
Learning Environment for ECE:- Introduction of Learning
Environment? Creating Learning Corners
“Goshay” The Daily Routine (Time Table
for Early Childhood Education)
Group work Group
Presentations Dialogues
Ms.Asma Tabbasum Ms.Rashida
(80 Minutes) 10:15-10:35 10:35-10:55 10:55-11:15 11:15-11:35
Assessment:-
Introduction of Assessment Types of Assessment Assessment in Early Childhood
Education/ Assessment of Young Children
Child Assessment & Record Keeping
Group work & Presentation
Individual
work
Ms.Razia Mughal Ms.Huma Sikander
11:35-11:45 Tea Break 11:45-12:00 12:00-12:15 12:15-12:30 12:20-12:40
Guidelines for effective implementation of Quality ECE:-
Attribute of an ECE Teacher Key Competencies for ECE
Teacher Early Childhood Development
Brainstorming Group work Discussion
Ms.Razia Mughal
12:40-12:50 12:50-1:00
Early Childhood Development and Relationship Building
Knowledge and Understanding of NCECE (Key Features)
Conclusion Day 2
Material: • National Curriculum of ECE • Training Manual of ECE • White board • Markers • Chart paper • Display board • Ball Points • Folders • Writing Pads
Training Methodology: The following participatory tools/ methodologies will be followed by the trainers to make the training session joyful and interactive:
• Brainstorming • Question answer assessment • Group work • Presentations by the trainees • Role Play • Filling of worksheets • Usage of flipcharts • Drawings/models by the participants • Practical work • Use of multimedia • Presentation method
3.4 Training Strategy on Citizenship
Rationale Citizenship means relationship between an individual and state. Citizenship is a complex and
multidimensional concept. It consists of legal, cultural, social and political elements and
provides citizens with defined pride, obligation, sense of identity and social bonds.
In our education system, it is not properly focused at primary level. If we look at the
curriculum, it does not strongly emphasize on citizenship education as much as it should be
done considering its importance. Only one portion of social studies talks about citizenship
which is not sufficient. Looking at the issues, our county is currently facing only because of
lack of citizenship. This is the need of time to incorporate the concept of citizenship in our
education system to make our children active citizens. Teachers can play a tremendous role
in developing a sense of citizenship among them by integrating this concept in their lesson
plans. it can help them to develop knowledge and skills for being active citizens of Pakistan This is important to train our teachers for being enabled to perform this task. Effectively Objectives: The main objectives of this training are to:
• Give the participants an understanding of the concept of citizenship • Share with them political systems and their weaknesses and strengths
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• Discuss political systems, its types, the most appropriate political system and its attributes
• Equip them with such skills which can help developing active and responsible citizenship among their students
• Enable them for incorporating the concept of citizenship in teaching through effective lesson planning
Content:
• Political Systems • Approaches to Citizenship Education • Models of Citizenship Education • Social Issue inquiry • Conflict Resolution
Materials Required for Training:
• White Board • Board Markers • Flip Charts • Multi Media • Handouts • Writing Pads • Stationary • Camera • Evaluation Forms • Creating a Better World (Urdu & English) Institute of Development Agha Khan
University
• Human Rights, Citizenship & Democracy in Schools (AKU)
• Insaani Haqooq Shehriat Aur Tanaazaat Kay Hal Ki Taaleem Ki Nisaab Mein
Shamuliat (ITA)
• Punjab Text Books up to Primary Level
• Youth and Active Participation (AKU)
Schedule for 3-Days Training on Citizenship Education S.NO TOPIC Time Duration 1. Day 1:
Welcome and Introduction Introducing the Concept of Citizenship and its Hard Core
Exploring the concept of community Discussing the definition of Citizenship Understanding the Hard core of Citizenship: 1. Identity (Diversity) 2. Shared Values 3. Rights and Responsibilities (Activity) 4. Active Participation
Break Exploring Political System
Understanding about political system Explaining the attributes of Democracy
Discussion: which form of political system is suitable for Pakistan and why?
Jigsaw on Government
11:00 am-11;30 am 11:30-1:00 pm
1:00 pm- 1:30 pm 1:30 pm- 03:30 pm
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Identifying the key features of parliamentary and presidential form of government
Concluding Day 1
03:30 pm- 04:00 pm
2. Day 2:
Review Citizenship Education: Developing an understanding of Citizenship Education
Approaches to Citizenship Education Models of Citizenship Education Identifying the Strengths and Weakness of each model
What needs to be done to educate for Democratic Citizenship
Break Introduction to Citizenship Skill: Social Issue Inquiry (government; politics; elections; women’s rights and human rights violations; domestic violence; diversity) Concluding Day 2
11:00 am -11:30 am
11:30 am -1:00 pm 1:00 pm- 1:30 pm 1:30 pm- 03:30 pm 03:30 pm- 04:00 pm
3. Review day 2 Inquiry:
What is Social Issue Inquiry and its steps Walking through the steps of inquiry Preparing the Presentation on social issues of gender discrimination and women’s rights violation
Presentation of the social inquiry
Conflict resolution Conflict resolution among student Negotiation, Mediation and communication
Lesson Planning What is lesson planning Sharing and Discussing the format of a lesson planning (sample)
Developing a lesson plan on any one of the skill or values of citizenship education
Feed Back of the Participants
Concluding the training workshop
11:00 am-11;30 am 11:30 am-1:00 pm 1:00 pm- 1:30 pm 1:30 pm- 03:15 pm 03:15 pm- 03:45 pm 03:45 pm- 04:00 pm
3.5 Training Strategy on Health and Environmental Education Rationale:
Health & Environmental Education is very necessary and helpful for addressing the personal, social, physical and psychological well being of children and teachers. It is a basic component of whole school improvement which is supplemented with Health Club Activities, Daily Health Checklist, Medical Screenings, Medical Records, Referral Networks and First Aid Kit .Health and Environmental Education is a child to child curriculum based approach for which teachers are provided training .It will help children, teachers and parents to learn about preventive practice for good health and environment to mobilize them to promote primary health care for improved quality of life . Sincere effort has been made to incorporate all these aspects in the training strategy
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Objectives:
To provide the participants sufficient knowledge of School Health Program To remove the gender based inequalities in access of health & environmental
facilities To improve the condition of School health and environment To make the connection of health and environment along with other necessities of
life To assist the community through teachers and students by giving them skills of
availing equally accessible improved state of health and environment To educate the teachers about the common infectious diseases their prevention
/Spread /cure and treatment so they can replicate this knowledge towards other teachers and also to the students
To help the teachers to make it effective for the students to be healthy, strong energetic and full of life
Training Material:
Training Manual on Health & Environment Health Lesson Plans Presentation on the concept of Recycle, Reduce & Reuse CD on hospital waste management Tools on environmental health
Content:
Schedule for 2-days training on Health & Environment Day 1 Sessions
9:00 am to 11:30am
• Recitation • Introduction • Personal Health & Hygiene • Safe water and Cleanliness • Nutritional importance • Immunization(TB/Bacillus/Measles/) • (Tuberculosis/ malaria) • Diarrhea / Dysentery • Cough /Flue/Pneumonia
11:30 to 12:00 Break 12:00 pm to 2:00pm
• Identification of Disabilities among Children(Sight/Hearing/Speaking
• Iodine Deficiency Syndrome • Dental Cleanliness • Basic Information on HIV/AIDS • Jaundice/Hepatitis • Group Work
Day 2 Sessions
9:00am -11:30am
• Recitation of Quranic Ayahs • First Aid Kit (its Usage /Expiry/dosage rates
etc) • Health Checklists Monthly/Daily/Weekly(its
role /importance) • Health lesson Plans • Health file(record file ) • Role of School Health Teacher • MRF/Referral Networks/Screening/
11:30 to 12:00 Break
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12:00am -2.00pm
• Personal Hygiene • Health & Environmental Clubs • Extra curricular activities • Health Monitors(Badges) • Health Corners • Group work • Presentation
Material Required: • Training manual • Handouts • Multimedia Presentation • Posters • Flex Charts • First Aid Box • Video Clips
3.6 Training Strategy of Life skills
Rationale:
Quality education plays a vital role in personality development of a child. It is often observed that the people, who are very successful in education, are not able to play an effective role in their daily life. In the opinion of educationists not only educational skills are enough but life skills also need to be developed for being successful person in life.
On the above grounds, ITA encompasses the area of life skills considering its significance for teachers’ training of WSIP schools in the target districts as an integral part of promotion of quality education.
Objectives:
• To high light the importance of self awareness and to provide an opportunity to teachers to undergo the process of self-awareness
• To work on building teachers facilitation skills while working with the children
• To sensitize teachers about issues related to emotional health of children
• To make them understand about the influence of emotional health on child as a successful person
Contents:
1-Day Training Schedule on Life Skills
Sessions Time
Recitation
Introduction of all participants
Exploring the definition of “Life Skills”
Discussing the need & importance of life skills
9:00-10:00
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Exploring “Life Skills”
Communication
Confidence
Critical thinking
Observation
Imagination
10:00-11:30
Creativity
Information gathering skills
Evaluating information
Team work
Empathy
11:30-12:30
Exploring the teaching strategies of “Life Skills”
Role play
Story telling
Questioning techniques
Group/pair work
Presentation
12:30-1:30
Conclusion of the day 1:30-1:45
Material Required:
• White Board • Board Markers • Flip Charts • Multi Media • Handouts • Writing Pads • Stationary • Camera
3.7 Training Strategy of Educational Leadership & Management Rationale: Educational Leadership and Management are actually about ensuring the enhancement of qualities of good leaders and managers in the participants. Every person is a leader and a manager somehow or the other. Even at the personal level, one can not lead a successful and good life unless one is a good leader and manager. One needs to learn how to lead and how to follow. This ability becomes a pre-requisite for the Head of an institution. Such a person has to administer and manage his or her subordinates, and has to monitor and mentor the whole set up. Therefore, it is very necessary that the head teachers and the officials from the education department are well equipped with the skills such as planning, administration and management. This training will prove to be an effective initiative in this respect.
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Oxfam emphasizes that the gender parity should be there to ensure the human rights for men and women equally. It also focuses on Enhancing Girls Enrolment in Remote Areas of Pakistan not only to provide equal chances to the girls to get education but also to sensitize the people living in remote areas, on the significance of girls’ education. On the above grounds, ITA is determined to work in collaboration with Oxfam in the remote areas where the issues of gender parity and girls’ education need to be tackled immediately. Head teachers being the most pivotal character, can be very effective in terms of influencing all the stakeholders to bring about the revolution in remote areas of Pakistan through education. Therefore, ITA keeps it on the priority to engage the people from management offices of education department with the head teachers, in the training on Educational Leadership and Management. Objectives: The objectives of training are as follow:
• To enhance understanding of Educational Leadership and Management in the participants.
• To enhance qualities of Educational Leadership and Management in the participants. • To enable the participants to mobilize the community to contribute in the betterment
of school. • To enable the participants to sensitize the stakeholders on gender parity and girls’
education. • To introduce classroom based pedagogical skills and assessment techniques for
effective learning.
Materials
• Training Manual • Flip charts • Board Markers • Small markers • Crayons • Flash cards • Scotch tape • Scissors
Content:
Schedule for a 2-Days Training on Leadership and Management is as follows:
Day:1 From To
Session/ Topic
09:00 am
09:10 am Registration
09:10 am
09:15 am Recitation from the Holy Quran
09:15 am
10:00 am Introductory session Introduction of the participants
• Objectives of the workshop 10:00 a m
11:00 am Leadership and Management • What is leadership? • Vision crafting
11:00 am
11:15 am Tea Break
11:15 am
12:00 am Activity • Vision of an ideal school
12:00 am
01:15 pm Community Mobilization • What is community? • Stakeholders, their roles and responsibilities in the
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school. • How to involve the community in the school
improvement
01:15 pm
01:30 pm Closing session
Day:2 From To
Session/ Topic
09:00 am 09:10 am Registration 09:10 am 09:15 am Recitation from the Holy Quran 09:15 am 10:00 am • Review of the previous day 10:00 a m 11:00 am Child friendly School
• What steps would you take as a head teacher, to create child friendly environment in the school? (Group Activity)
• Presentation
11:00 am 11:15 am Tea Break 11:15 am 12:00 am Planning
• The stages of Planning?
3.8 Training Strategy on School Management Committee (SMCs) Rationale
Objectives Contents
Materials
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SECTION IV Timelines for Trainings
The entire duration of these training activities is from October 2008 – 2010
Activity Venue Duration Dates Training Material Development ITA, Lahore 02 Months 2008 Oct-Nov 08 TOT Multan 06 days 2008 Nov 24th – 29th Review and distribution of materials & manuals
ITA Lahore 15 days 2008 Dec
SMC's Training and Orientation WSIP Schools (35)
02 days 2008 Dec
Subject Based Training-I Eng, Math, Science
WSIP Model Schools (35)
06 days 2009 Jan
Subject Based Training-II Urdu, Islamiat, Social Studies
WSIP Model Schools (35)
03 days 2009 April
BA
SIC
TR
AIN
ING
S
All Subject Cluster schools (150)
06 days 2009 April
Gender Parity WSIP Model Schools (35)
03 days 2009 June
Educational Leadership and Management
WSIP Model Schools (35)
02 Days 2009 July
Follow-up reflection session I WSIP &Cluster Schools (185)
01 day 2009 August
WSIP Model Schools(35)
03 days 2009 Sep Health Environment and Life Skills
Cluster Schools (185)
02 days 2009 Oct
Follow-up reflection session II WSIP &Cluster Schools (185)
01 day 2009 Nov
Citizenship
WSIP Model Schools (35)
02 days 2009 Dec
Follow-up reflection session III WSIP &Cluster Schools (185)
01 day 2010 Feb
Early Childhood Education WSIP Model Schools (35)
02 day 2010 April
Follow-up reflection session IV WSIP &Cluster Schools (185)
01 day 2010 May
ICT WSIP Model Schools (35)
02 day 2010 June
FUR
THER
TR
AIN
ING
S A
ND
FO
LLO
W-U
P SE
SSIO
NS
Follow-up reflection session V WSIP &Cluster Schools (185)
01 day 2010 Sep
