The document is the final newsletter of the Strengthening Teacher Education in Pakistan (STEP) project. It discusses the impact and accomplishments of the STEP project over its 7 year duration. It highlights that STEP has strengthened capacity and empowered stakeholders, resulting in remarkable transformations in teaching practices, attitudes, and access to education. The director notes that they hope the positive changes will be sustained by stakeholders. It also summarizes some of the project's activities, including training teachers, education officers, and head teachers to strengthen education systems and improve quality and access to schooling.
This document summarizes a study on a community-based teacher training program in Indonesia. The study aimed to investigate this strategy for improving teacher empowerment and competencies in a sustainable manner. Key findings include:
1) The community-based training program was implemented as a follow-up to a national teacher competency test and was found to successfully increase teacher professionalism, particularly in pedagogical and professional competencies.
2) The training approach involved training teachers locally within their own communities rather than requiring long travel, in order to establish a culture of lifelong learning among teachers.
3) Evaluation found the training quantitatively increased average teacher competency scores by 23.97 points on a 100-point scale
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study aimed to explain educators' views of continuing professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had differing views in three main areas: 1) their overall view of professional development in the education system, 2) their experiences with different types of professional development programs, and 3) the impact of professional development programs on schools.
Strategies applied by the board of management to enhance students academic pe...Alexander Decker
This document discusses strategies applied by Boards of Management (BoM) to enhance student academic performance in secondary schools in Mandera County, Kenya. It finds that most BoM members lack formal education and management skills, resulting in challenges like lack of monitoring, political interference, and mismanagement that negatively impact student performance. The document recommends that BoM members be appointed based on merit and receive management training, and that communication and resource utilization be improved to enhance student academic performance.
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study used qualitative methods to understand educators' views of professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had overall views of professional development in the education system, experiences with different types of professional development programs, and perceptions of the impact of professional development programs on schools.
Teacher Education Plan Prepration and Imlementation- KarnatakaManjunath Revanna
The document outlines a teacher education plan for principals' ICT capacity building. It discusses the background and objectives of revising the teacher education scheme to integrate pre-service and in-service training. The planning approach involves a bottom-up methodology that integrates plans from DIETs, CTEs, IASEs, SCERT, SSA and RMSA. The vision includes addressing teacher capacity, monitoring post-training implementation, and knowledge creation through research. Roles of CTEs include conducting training programs and impact studies, while roles of DIETs include serving as an education resource centre and managing quality in schools. Funds are allocated for programs and activities at CTEs and DIETs, which include
This document summarizes a study on a community-based teacher training program in Indonesia. The study aimed to investigate this strategy for improving teacher empowerment and competencies in a sustainable manner. Key findings include:
1) The community-based training program was implemented as a follow-up to a national teacher competency test and was found to successfully increase teacher professionalism, particularly in pedagogical and professional competencies.
2) The training approach involved training teachers locally within their own communities rather than requiring long travel, in order to establish a culture of lifelong learning among teachers.
3) Evaluation found the training quantitatively increased average teacher competency scores by 23.97 points on a 100-point scale
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study aimed to explain educators' views of continuing professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had differing views in three main areas: 1) their overall view of professional development in the education system, 2) their experiences with different types of professional development programs, and 3) the impact of professional development programs on schools.
Strategies applied by the board of management to enhance students academic pe...Alexander Decker
This document discusses strategies applied by Boards of Management (BoM) to enhance student academic performance in secondary schools in Mandera County, Kenya. It finds that most BoM members lack formal education and management skills, resulting in challenges like lack of monitoring, political interference, and mismanagement that negatively impact student performance. The document recommends that BoM members be appointed based on merit and receive management training, and that communication and resource utilization be improved to enhance student academic performance.
This document summarizes a study on educators' perceptions of continuing professional development for teachers in South Africa. The study used qualitative methods to understand educators' views of professional development in light of South Africa's National Policy Framework for Teacher Education and Development. The study found that educators had overall views of professional development in the education system, experiences with different types of professional development programs, and perceptions of the impact of professional development programs on schools.
Teacher Education Plan Prepration and Imlementation- KarnatakaManjunath Revanna
The document outlines a teacher education plan for principals' ICT capacity building. It discusses the background and objectives of revising the teacher education scheme to integrate pre-service and in-service training. The planning approach involves a bottom-up methodology that integrates plans from DIETs, CTEs, IASEs, SCERT, SSA and RMSA. The vision includes addressing teacher capacity, monitoring post-training implementation, and knowledge creation through research. Roles of CTEs include conducting training programs and impact studies, while roles of DIETs include serving as an education resource centre and managing quality in schools. Funds are allocated for programs and activities at CTEs and DIETs, which include
Teacher education faces several problems and challenges in India. While the number of teacher education institutions and programs have expanded quantitatively, there are issues with the quality and standards. Private institutions lack proper oversight and prioritize commercialization over quality. Teacher educators are often underqualified, underpaid, and contractual staff. Norms and standards decided by regulators are not research-based and do not focus enough on pedagogical processes. There is also a disconnect between theory and practice in teacher education programs. Overall, reforms are needed to improve human resource planning, mentoring, institutional linkages, use of ICT, and qualifications of teacher educators to better prepare the next generation of teachers.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Abstracts - National Award for Innovations in Educational Administration 2014parkavikumar
This document contains abstracts submitted for the National Award for Innovations in Educational Administration held in 2014. It discusses challenges facing the Indian education system such as retention of disadvantaged students, teacher management issues, teaching/learning quality, and infrastructure problems. The award aimed to recognize innovative practices at the district/block level that address these challenges and ensure effective educational administration and service delivery. The abstracts are grouped under themes such as governance, academic support, teaching/learning innovations, community involvement, IT interventions, school performance improvements, and supervision/monitoring.
Quality enhancement in teacher educationprincipalscsa
This document discusses quality enhancement in teacher education. It notes that teacher education underwent expansion in India in heterogeneous conditions, and some institutions ran teacher education programs in a diluted form for commercial purposes. The National Council for Teacher Education (NCTE) was established to regulate teacher education programs and ensure they meet norms and standards. NCTE recognizes institutions that meet infrastructure and other requirements to effectively deliver teacher education curriculums. An agreement between NCTE and NAAC aims to use assessment and accreditation as an effective tool for continuous quality improvement in teacher education programs and institutions.
Shamim Ahmed has over 35 years of experience in education, having worked as a principal at several schools in Rajasthan, India. He has a proven track record of developing strong academic programs, managing staff, and creating positive learning environments for students. Some of his responsibilities as principal include overseeing all school personnel, developing policies and curricula, evaluating student performance, and facilitating professional development for teachers. He holds a master's degree in English and has received several awards recognizing his leadership and schools' academic achievements.
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
1. The Kerala curriculum framework defines clear learning standards and outcomes that students should know and be able to do in order to ensure all students succeed. It aims to eliminate achievement gaps between student groups.
2. The Kerala government has made education more accessible through initiatives like providing textbooks at low costs, free lunches in schools, and ensuring high schools are available in every local government. It has also expanded vocational and technical education.
3. While infrastructure has improved, the learning environment in most schools remains unattractive. Meaningful language learning requires process-oriented, attractive activities but these have yet to be fully implemented. There are also issues with textbooks, planning of learning activities, and teacher training.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
This document provides background information on the Basic Education Sector Reform Agenda (BESRA) in the Philippines. It discusses that BESRA aims to achieve universal basic education through initiatives like school-based management, improved teaching effectiveness, quality assurance standards and assessments, alternative learning programs, and institutional culture change at the Department of Education. BESRA is considered a promising reform package because it focuses on empowering local communities and schools to improve quality and placing students' learning at the center.
CCE stands for Continuous and Comprehensive Evaluation. It was introduced by the Right to Education Act of 2009 to holistically evaluate children's physical, social, cognitive and emotional development throughout the school year. Instead of one annual exam, CCE involves multiple tests and assessments over the course of the year to reduce pressure on children. The National Council for Teacher Education developed the National Curriculum Framework for Teacher Education in 2009 to improve teacher education based on the RTE Act and constitutional principles. The framework outlines three areas of curriculum - foundations of education, curriculum and pedagogical theory, and school internship and practicum. It aims to prepare ideal, innovative and humane teachers through major shifts needed in teacher education.
This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It identifies challenges to developing SBI, such as teacher competencies, curriculum, and resources. The document proposes interventions like improving infrastructure, human resources, and management to bridge gaps between existing schools and SBI. It provides dimensions for SBI standards, including curriculum, facilities, and student and teacher qualifications. Overall, the document provides a framework to enhance education quality and competitiveness in Indonesia by developing SBI.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
This document discusses strategies to enhance the quality of primary education in India. It outlines several problems with the current education system such as untrained teachers, rigid curriculum, and lack of resources. It then proposes solutions like project-based learning, cooperative learning, comprehensive assessments, and involving community partners. Specific implementation strategies are also provided, such as developing relevant curricula, emphasizing real-world learning, and establishing sustainable institutions through reform. The goal is to enable all children to receive a quality education.
The document summarizes a proposal called H.O.P.E. (Hope of Primary Education) which aims to improve the quality of primary education in India. It outlines issues with the current primary education system such as low quality, lack of skills development, and social barriers. The H.O.P.E. initiative would overhaul teaching methods, use technology, train teachers, encourage students, and involve parents and community members to support education. It proposes setting up an organizational structure and allocating funds towards improving infrastructure, curriculum, monitoring, and other areas to strengthen primary education across India.
Quality Education in Rural India - Bharti FoundationBharti Foundation
Bharti Foundation remains focussed on supporting and strengthening the National mission of quality education in rural India, our initiatives in sanitation and legal aid address the other
pressing issues raised by the Government. Within two years, Satya Bharti Abhiyan, a rural sanitation initiative, has successfully provided individual toilets in 15,637 households across
698 villages as well as a separate toilet for girls in 14 Government schools identified by the Education Department of Punjab.
The document provides recipes for Korean BBQ at home, including Bulgogi (marinated grilled beef) served with pickled vegetables and a ginger dipping sauce. It also includes a recipe for spicy pickled vegetables and sesame rice vermicelli to serve alongside the bulgogi. The bulgogi recipe calls for thinly sliced ribeye steak strips marinated in a sauce of brown sugar, rice vinegar, soy sauce, ginger, garlic and sesame oil before being grilled and tossed with more of the sauce.
Teacher education faces several problems and challenges in India. While the number of teacher education institutions and programs have expanded quantitatively, there are issues with the quality and standards. Private institutions lack proper oversight and prioritize commercialization over quality. Teacher educators are often underqualified, underpaid, and contractual staff. Norms and standards decided by regulators are not research-based and do not focus enough on pedagogical processes. There is also a disconnect between theory and practice in teacher education programs. Overall, reforms are needed to improve human resource planning, mentoring, institutional linkages, use of ICT, and qualifications of teacher educators to better prepare the next generation of teachers.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Abstracts - National Award for Innovations in Educational Administration 2014parkavikumar
This document contains abstracts submitted for the National Award for Innovations in Educational Administration held in 2014. It discusses challenges facing the Indian education system such as retention of disadvantaged students, teacher management issues, teaching/learning quality, and infrastructure problems. The award aimed to recognize innovative practices at the district/block level that address these challenges and ensure effective educational administration and service delivery. The abstracts are grouped under themes such as governance, academic support, teaching/learning innovations, community involvement, IT interventions, school performance improvements, and supervision/monitoring.
Quality enhancement in teacher educationprincipalscsa
This document discusses quality enhancement in teacher education. It notes that teacher education underwent expansion in India in heterogeneous conditions, and some institutions ran teacher education programs in a diluted form for commercial purposes. The National Council for Teacher Education (NCTE) was established to regulate teacher education programs and ensure they meet norms and standards. NCTE recognizes institutions that meet infrastructure and other requirements to effectively deliver teacher education curriculums. An agreement between NCTE and NAAC aims to use assessment and accreditation as an effective tool for continuous quality improvement in teacher education programs and institutions.
Shamim Ahmed has over 35 years of experience in education, having worked as a principal at several schools in Rajasthan, India. He has a proven track record of developing strong academic programs, managing staff, and creating positive learning environments for students. Some of his responsibilities as principal include overseeing all school personnel, developing policies and curricula, evaluating student performance, and facilitating professional development for teachers. He holds a master's degree in English and has received several awards recognizing his leadership and schools' academic achievements.
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
1. The Kerala curriculum framework defines clear learning standards and outcomes that students should know and be able to do in order to ensure all students succeed. It aims to eliminate achievement gaps between student groups.
2. The Kerala government has made education more accessible through initiatives like providing textbooks at low costs, free lunches in schools, and ensuring high schools are available in every local government. It has also expanded vocational and technical education.
3. While infrastructure has improved, the learning environment in most schools remains unattractive. Meaningful language learning requires process-oriented, attractive activities but these have yet to be fully implemented. There are also issues with textbooks, planning of learning activities, and teacher training.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
This document provides background information on the Basic Education Sector Reform Agenda (BESRA) in the Philippines. It discusses that BESRA aims to achieve universal basic education through initiatives like school-based management, improved teaching effectiveness, quality assurance standards and assessments, alternative learning programs, and institutional culture change at the Department of Education. BESRA is considered a promising reform package because it focuses on empowering local communities and schools to improve quality and placing students' learning at the center.
CCE stands for Continuous and Comprehensive Evaluation. It was introduced by the Right to Education Act of 2009 to holistically evaluate children's physical, social, cognitive and emotional development throughout the school year. Instead of one annual exam, CCE involves multiple tests and assessments over the course of the year to reduce pressure on children. The National Council for Teacher Education developed the National Curriculum Framework for Teacher Education in 2009 to improve teacher education based on the RTE Act and constitutional principles. The framework outlines three areas of curriculum - foundations of education, curriculum and pedagogical theory, and school internship and practicum. It aims to prepare ideal, innovative and humane teachers through major shifts needed in teacher education.
This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It identifies challenges to developing SBI, such as teacher competencies, curriculum, and resources. The document proposes interventions like improving infrastructure, human resources, and management to bridge gaps between existing schools and SBI. It provides dimensions for SBI standards, including curriculum, facilities, and student and teacher qualifications. Overall, the document provides a framework to enhance education quality and competitiveness in Indonesia by developing SBI.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
This document discusses strategies to enhance the quality of primary education in India. It outlines several problems with the current education system such as untrained teachers, rigid curriculum, and lack of resources. It then proposes solutions like project-based learning, cooperative learning, comprehensive assessments, and involving community partners. Specific implementation strategies are also provided, such as developing relevant curricula, emphasizing real-world learning, and establishing sustainable institutions through reform. The goal is to enable all children to receive a quality education.
The document summarizes a proposal called H.O.P.E. (Hope of Primary Education) which aims to improve the quality of primary education in India. It outlines issues with the current primary education system such as low quality, lack of skills development, and social barriers. The H.O.P.E. initiative would overhaul teaching methods, use technology, train teachers, encourage students, and involve parents and community members to support education. It proposes setting up an organizational structure and allocating funds towards improving infrastructure, curriculum, monitoring, and other areas to strengthen primary education across India.
Quality Education in Rural India - Bharti FoundationBharti Foundation
Bharti Foundation remains focussed on supporting and strengthening the National mission of quality education in rural India, our initiatives in sanitation and legal aid address the other
pressing issues raised by the Government. Within two years, Satya Bharti Abhiyan, a rural sanitation initiative, has successfully provided individual toilets in 15,637 households across
698 villages as well as a separate toilet for girls in 14 Government schools identified by the Education Department of Punjab.
The document provides recipes for Korean BBQ at home, including Bulgogi (marinated grilled beef) served with pickled vegetables and a ginger dipping sauce. It also includes a recipe for spicy pickled vegetables and sesame rice vermicelli to serve alongside the bulgogi. The bulgogi recipe calls for thinly sliced ribeye steak strips marinated in a sauce of brown sugar, rice vinegar, soy sauce, ginger, garlic and sesame oil before being grilled and tossed with more of the sauce.
Este documento describe una actividad educativa diseñada para ayudar a estudiantes de segundo grado a comprender el concepto de presión. Los estudiantes calculan la presión que ejercen sobre el suelo al pararse, midiendo su masa con una báscula y determinando el área de contacto de sus pies usando papel cuadriculado. Esto les permite entender que la presión depende tanto de la fuerza como del área, y hacer conexiones como por qué nos cansamos más parados sobre un pie. La mayoría de los estudiantes lograron difer
Michael M. Cannon- Accounting Specialist- 2016- 2 copyMichael Cannon
Michael Cannon has over 15 years of experience in accounting and accounts payable roles. He has worked for various companies in real estate, property management, and financial services. His experience includes processing accounts payable and payroll invoices, setting up new vendors, obtaining proper documentation, troubleshooting issues, and assuming responsibility for entire departments. He is proficient in various industry software programs and accounting systems.
This document outlines a course on Introduction to Economics offered at the International Islamic University Malaysia. The 3-credit, 3-hour course is offered every semester to political science students. It introduces both conventional and Islamic perspectives on microeconomic and macroeconomic concepts. Topics include scarcity, production possibilities, demand and supply, market structures, unemployment, inflation, economic growth, fiscal and monetary policy. Assessment includes two midterm exams and a final exam. The course aims to familiarize students with relevant economic theories and enable them to apply economic policies through an Islamic lens.
This document provides a summary and analysis of a thesis titled "Sacrificial Aspects of Eucharist and Marriage" by Casey Truelove. The thesis explores the notion of sacrifice, examining Jesus' sacrifice on the cross and how it is re-offered in the Mass. It also discusses how spouses unite their sacrifices in marriage and family life to Christ's sacrifice. When the emphasis in the Mass is not placed on sacrifice, marriages suffer. The document defines sacrifice and outlines its key elements. It examines Jesus' sacrifice as the perfect and true sacrifice, to which all others point. Finally, it discusses how marriage involves sacrifice in imitating Christ's sacrifice for the Church.
The document provides an introduction to key economic concepts such as scarcity, opportunity cost, choice, and the factors of production. It explains the differences between microeconomics and macroeconomics, and positive and normative economics. Production possibilities curves are introduced to illustrate the concepts of scarcity, economic growth, and unemployment.
Mr. Abilullazubr'ir completed a seminar on Training Management in Vocational Training Institutions organized by the Japan International Cooperation Agency from June 17, 2003 to July 25, 2003. The certificate certifies that he successfully completed the seminar held at the Overseas Vocational Training Association and was signed by the president of the association on July 25, 2003.
This document discusses using Maven to build and manage Java projects. It describes how to create a new Maven project with different components like EJBs, data, and web applications. It outlines the directory structure for the overall project and each sub-project. It also explains the project object model (POM) file which is used to describe the project, its dependencies, build configuration, and reports. The POM sections cover project management details, dependencies, build configuration including source and test directories, and defined reports.
The document discusses Jenkins, an open source continuous integration tool. It provides an overview of continuous integration and how Jenkins fits into the continuous integration workflow by automating the build, testing and deployment processes. Jenkins allows teams to focus on their work by handling these processes on a regular basis. The document outlines Jenkins' core functionality, flexibility and wide range of supported plugins that make it suitable for various environments.
Un juego de pistas con 6 pistas guía a una clase de 4 años a jugar diferentes juegos como parchís, 4 en raya y el uno, culminando con un mensaje de que ahora es momento de jugar.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses ways to control problems in concrete like porosity, moisture damage, and corrosion. It focuses on crystal growth liquid products that can permanently fill pores and block moisture movement in concrete. These products use hydrophilic and sometimes hygroscopic crystals to seal concrete from the inside. They continue working even under pressure and reactivate when moisture is present. The crystals provide waterproofing and protection against contaminants in a way that is environmentally friendly and long-lasting with a single application. The cost of preventative treatment with these products is compared to ongoing repair costs from doing nothing as concrete deteriorates.
A Hybrid Trademark Retrieval System Using Four-Gray-Level Zernike Moments and...CSCJournals
There are just too many trademarks out there so that a good automated retrieval system is required to help to protect them from possible infringements. However, it is from people, i.e., the general consumers' viewpoint how similar or confusing two trademarks can be. Thus, in this paper we propose a hybrid system where we patently incorporate human inputs into a computerized trademark retrieval scheme. Various surveys involving general consumers' cognition and responses are conducted, and the results are used as benchmarks in developing the automated part. The core mathematical features used in the scheme are four-gray-level Zernike moments and two new image compactness indices. Experimental results show that this hybrid system, when compared with human-generated results, is able to achieve an average accuracy rate of 95% while that of the closest competing existing method is 65%.
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
This document presents the Evansville Vanderburgh School Corporation's (EVSC) five-year continuous improvement plan called "Maximizing Potential: Blueprint for Student Success 2016-2021". The plan aims to maximize student learning and close achievement gaps by prioritizing student learning through a framework called GAIN, investing in staff professional development, and ensuring strategic alignment of systems and processes through infrastructure improvements. Student learning will be advanced through developing student ownership of learning, implementing social-emotional learning and response to intervention programs, and refining rigorous standards-based lessons. Teachers will be supported through instructional coaching and frameworks, and all staff will be engaged and developed to believe in EVSC's vision. Systems and structures will foster collaborative continuous improvement across
JCPSForward was created to promote teacher leadership and collaboration. It aims to foster communication between teachers and create a culture of learning. JCPSForward coordinates various teacher-led initiatives to encourage professional learning and collaboration, such as Twitter chats, meetups, and EdCamps. It also develops tools to support new and experienced teachers and provide leadership opportunities. The goal is to reduce teacher attrition and enhance professional practice through collaborative teacher networks.
This document summarizes a study on the Bachelor of Teaching program in Malaysia that trains primary school teachers. The study evaluated the program's achievement of 8 learning outcomes through a questionnaire of 106 final year students. The outcomes included knowledge, practical skills, ethics, communication, social skills, lifelong learning, problem-solving, and entrepreneurship. Most outcomes were achieved at a mean of 3.68-3.76 on a 4-point scale. Ethics, professionalism and communication skills ranked highest, while knowledge and practical skills ranked lowest. The results provide guidance to improve teaching practices and student guidance to better achieve learning outcomes.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
RELATIONSHIP BETWEEN MENTORING TRAINING PROGRAMME AND TEACHERS’ JOB PERFORMAN...UsmanAhmadTijjani
This study examines the relationship between mentoring training programs and teachers' job performance in public primary schools in Nigeria's North-West Zone. The study found that mentoring programs can improve teachers' instructional delivery, subject mastery, classroom management skills, and ability to conduct student assessments. When implemented effectively as a teacher training approach, mentoring contributes to teacher development and positively influences job performance. The study recommends that government and school authorities support mentoring programs to help enhance educational standards.
PPT on In service Education by Tanveer AhmedRafiya Khan
The document discusses in-service education for teachers. In-service education involves ongoing training to help teachers upgrade their professional knowledge, skills, and teaching competence. The goal is to improve teacher effectiveness in planning lessons, teaching approaches, and monitoring student learning. In-service programs are developed based on recognized school and community needs and involve all school personnel. They aim to continuously improve instruction quality and encourage self-realization among participants.
1. In-service teacher training is essential to help teachers improve their skills and stay up-to-date with educational reforms and new concepts. It promotes lifelong learning for teachers and supports quality education.
2. When conducting a needs assessment for in-service teacher training, it is important to consider the teachers' professional development needs, curriculum changes, challenges in implementing new teaching methods, and goals for improving student performance.
3. Assessing teacher training needs helps ensure the programs are relevant, effective, and lead to positive outcomes like increased teacher knowledge, motivation, classroom performance and student achievement.
Janice Case is an experienced principal and education consultant with 19 years of experience in public and private K-12 education. She has expertise in areas such as professional development, teacher/principal evaluation, school improvement, and data-driven decision making. Currently, she works as the CEO of her own education consulting firm and provides services to schools, districts, and state departments of education through projects focused on leadership development and school transformation.
This document presents the National Curriculum Framework for Teacher Education in India. It discusses the changing context of school education in India and the new demands this places on teachers. Key points include:
1) India has made progress on education access but quality remains a challenge, especially with high dropout rates. The Right to Education Act increases the need for well-trained teachers.
2) The National Curriculum Framework 2005 places new expectations on teachers' roles, requiring skills in facilitating learning, assessment, and curriculum development.
3) Teachers must be prepared to implement the Right to Education Act's aims of holistic child development, activity-based and child-centered learning, and continuous evaluation. They must also address issues like
Emerging Trends in Teacher Education Under NEP2020ijtsrd
Through the goal of brining about a paradigm shift in how teacher education is delivered, the National Education Policy NEP 2020 constitutes a key milestone in Indias educational system. It highlights the value of transdisciplinary instruction, technological integration and education and care for young kids. One kind of program that is very transformative, inquisitive, and universal is teacher education. Modify Programs for teacher education should be created with needs and desires in consideration. A world and civilization in transition Thus, every step of the recruiting, onboarding, training, reward, retention, and feedback processes for teachers needs to be carefully planned properly. Additionally, insuring that the greatest education occurs in the classroom ought to be the ultimate objective of in service teacher development. For it to provide the next generation of teachers with the necessary skills to effectively integrate technology into their teaching practices, teacher education programs ought to incorporate experiential learning opportunities and hands on training. It is recommended that teacher education courses be revised to incorporate thorough instruction on technological and digital tool integrating practices. Examine suggested changes to professional development and teacher preparation programs in order to guarantee that educators have the abilities and know how to successfully execute new educational campaigns. mentoring, on site academic support for teachers, training courses, Peer learning, distance education, and practicing instruction in a classroom under an outstanding instructor are a few possible avenues for teachers to develop their ability to greet plurality.The instructor Development tends to be an ongoing endeavor rather than something that occurs once and for all. Be flexible and involved. Just as effective as career long teacher development. A instructor ought to With his knowledge, he can help learners grow. There ought to be educators who have the ability to make learning fun. Both in service and pre service training are required. The primary aim of the dialogue will be to examine particular reforms that have been proposed suggested for the education of teachers, like the enactment of multidisciplinary training programs and chances for ongoing professional development. The significance of incorporating technology into teacher preparation programs and the importance of mentoring to improve teaching methods will also be addressed in this essay. Learners’ ought to be prepared for complete growth and continuing education throughout their lives. Shibsankar Jana "Emerging Trends in Teacher Education Under NEP2020" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61305.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61305/emerging-trends-in-teacher-education-unde
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
A positive school culture is key to making initiatives successful when facing limited budgets. The principal of Shiloh High School outlines several strategies to build such a culture, including celebrating successes, modeling expectations, increasing parent/community involvement, and developing a shared vision. He emphasizes the importance of collaboration through common planning times, technology, and professional development led by teacher leaders. Building capacity in teachers, students, and administrators helps ensure consistent messaging that supports the school's vision.
Rahul Pachori presented on promoting quality and sustainable schools. The presentation focused on shifting primary focus to learning outcomes with a student-centric approach. It discussed how quality education encompasses curriculum, learning resources, pedagogy, assessment, teacher competency, and technology. A sustainable school prepares students for sustainable living through its teachings, facilities, and daily practices by caring for health, others, and the planet. The National Education Policy 2020 focuses on universal access, early childhood education, multilingualism, teacher standards, equitable education, and reforms like vocational education and assessment. Initiatives under the Samagra Shiksha Scheme and external projects focus on learning outcomes, early childhood education, vocational education, assessment, and
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
STRATEGI PENGEMBANGAN SBI OLEH SURYA DHARMAMIAlIhsan5
This document outlines strategies for developing International Standard Schools (SBI) in Indonesia. It discusses the legal basis for SBI based on national laws and regulations. It also presents characteristics of SBI, including rigorous international curriculum, well-qualified teachers, modern facilities, strong student support, and high expectations. The document argues that SBI are important to improve national competitiveness and presents challenges to developing SBI such as teacher competencies, resources, culture and policies.
Innovations in curriculum to make it globaldrvijayamravi
1. The document discusses the need for innovation in school curriculum to equip students for the modern world and global competition. It argues traditional teaching methods are inefficient and curriculum must be comprehensive, inclusive, and address a global, multicultural perspective.
2. Four aspects of curriculum innovation are identified: approach, design, procedure, and evaluation. Schools should ask why they are innovating and how benefits and challenges will be addressed. An innovative leader is key to managing curriculum changes.
3. Suggestions include establishing an advisory committee to regularly evaluate fields and update the curriculum. The focus should be on competency-based instructional objectives and concept evaluation rather than content. Schools must support research, technology use, and independent curriculum
Rahul Pachori presented on promoting quality and sustainable schools in India. The presentation focused on improving the quality of education beyond just access, with an emphasis on learning outcomes, pedagogy, and developing well-rounded students. It discussed making schools more sustainable by caring for student and teacher well-being as well as the environment. Key initiatives discussed include the Samagra Shiksha Scheme 2.0, STARS program, developing 15,000 exemplar schools, and adopting a whole-school sustainability framework. The ultimate goal is for schools to continuously improve and benefit students both now and in the future while minimizing environmental impact.
1. STEP Newsletter – Issue No. 5, Vol. No. 1
Message from Dr Sarfaroz Niyozov, Director, AKU-IED
The Strengthening Teacher Education in Pakistan
(STEP) Project has been the hallmark project for
Aga Khan University-Institute for Educational
Development (AKU-IED). I am pleased to write this
note for STEP’s final Newsletter. As the project
moves towards its culmination, the focus has not
only been on strengthening capacity but also on
empowering the stakeholders and ensuring long
term commitment.
Over a span of seven years, STEP has both
engendered and witnessed examples of
remarkable transformation in teaching and
learning practices, attitudes and perceptions
resulting in improved quality, increased access,
and enhanced equity. We hope that these changes
will be sustained by the various stakeholders STEP
has engaged.
A STEP FORWARD
I am delighted to present the last issue of the
STEP newsletter. Over the last seven years, STEP
has demonstrated that through consistent effort
and support, bringing about change is possible at
all levels. The stories in this issue focus on the
commitment, resilience and hard work by
various stakeholders that has resulted in
significant transformation.
STEP colleagues, government officials, mentors,
teachers, head teachers, students and others
have consistently enhanced the teaching and
learning environment in schools and
strengthened systems to improve quality and
access. We acknowledge and appreciate their
Editorial
exceptional efforts and dedication and hope
that they will sustain and scale up this work.
I hope that the readers will find these stories
motivating and will inspire them to build on
these examples and models for their own
professional development and for the
development of their own organizations.
Happy Reading!
Nida Dossa
Associate - Documentation
Dr Sarfaroz Niyozov,
Director, AKU-IED
About STEP
Strengthening Teacher
Education in Pakistan (STEP)
project is a multifaceted
intervention that aims to
improve the quality and
delivery of elementary
education services
appropriate particularly to the
poor and disadvantaged,
women and children through
professional development
opportunities and networks.
Transforming
education one
classroom at a
time!
AKU-IED values partnerships with the
government and other national and
international stakeholders in the education
sector and believes that through these inclusive
collaborative endeavours, maximum impact can
be achieved. We look forward to continue to
work with our trusted partners, valued donors,
schools and local communities to not only
sustain the positive changes brought about by
STEP Project but also to leverage these changes
and make an impact on the overall education
system in the country.
Congratulations STEP team!
Page 1
2. TEOs engaged in discussion during
the training.
Empowering TEOs for improved school management
Schools nurture children to become
productive and skilled members of the society
inculcating the values our young generation
carries. To ensure that the school does this job
effectively, quality teaching and learning is
essential which can only be possible with the
right amount of support and a continuous
monitoring system.
The STEP project paid special attention to the
capacity building of those responsible for
monitoring and decision making to create
holistic impact.
In this context, a three day training of 36
Taluka Education Officers (TEOs) and other
officials with school monitoring
responsibilities was conducted in December
2015. This training focused on quality
Monitoring and Evaluation strategies using
tools that the STEP project has developed.
mentors. The headteachers acknowledged
that although change is important, it
requires sustained effort. One of the
participants commented, “Real change takes
time. It is significant that all school
stakeholders must be involved and have a
clear understanding of school improvement
processes and implement school
improvement plans”.
Participants developed knowledge and skills
with regards to school improvement,
enhanced thinking skills and a sense of
ownership. In addition, reinforcing the
concepts of gender equity was also a
highlight of the program. Gender as a cross
cutting theme in the STEP project, has been
incorporated in all of the project facets
leading to visible changes in practice at
school and classroom level. This is evident
from observations and reflections of
stakeholders as well as quantitative results
like increased girls’ enrolment. One of the
headteachers at the refresher course noted,
“We now give equal opportunities to boys
and girls, we have implemented gender
focused activities in school, and shared with
teachers and parent the importance of
gender equality”.
It is hoped that these changes will be
sustained and will continue to make an
impact in the communities where these
schools exist long after the project is
culminated.
Shifting Mindsets: Re-orientation of STEP trained Head teachers
Head teachers are the pillars of a school.
Through the STEP intervention, there has been
a paradigm shift in the mind-set of the
headteachers. It has been observed that
headteachers who were part of STEP are now
more encouraging and motivating to the
teachers and have much more clarity on their
roles and responsibilities as leaders.
A six days refresher workshop course was
organized at AKU-IED for 95 head teachers of
Whole School Improvement Program (WSIP)
schools in two cohorts in May and August 2015,
as well as for 131 headteachers from Cluster
Based Mentoring Program (CBMP) schools in
three cohorts in May, June and July 2015.
Sustainability of the STEP model is pivotal
therefore emphasis was given on how the
activities will be sustained after project
culmination in the selected schools by STEP
trained MEd graduates, lead teachers and
TEO is a new cadre in the Sindh government
system and this training empowered these
newly appointed officers with the tools and skills
they need to ensure that they assess the school
management, academics and infrastructure
effectively in both quantitative and qualitative
ways. Mr Abdul Aziz, a TEO from Sukkur notes,
“It (the training) has given us a better
understanding of M&E processes and enabled us
to play our role in the results oriented way
resulting in better educational atmosphere in
the society.”
During training, a need for further clarity on
roles of school staff was identified. It was noted
that this lack of clarity is a major hindrance in
the performance and observations that TEOs
have to undertake.
The facilitators discussed these problems and
explained how it is possible to carry out M&E
activity in each school despite the challenges.
Headteachers engaged in group work at the CBMP Refresher
course
Page 2
3. Leadership for Holistic Change – Capacity Building for
Education Managers
A teacher is an agent of change who inspires
generations of intellectuals, change makers,
creative and innovative professionals who
strengthen a society. However, in order for
teachers to work at their best, systems and
governance needs to be strengthened. The
model of change that the STEP project has
implemented has ensured that stakeholders
at all tiers, from students to senior
government officials, are engaged to
strengthen that support system.
STEP organized a capacity building
programme for 30 education managers in
August 2015 at AKU-IED. The programme
aimed at strengthening senior education
leaders/mangers’ skills and knowledge about
leadership and management. The
programme also aimed at increasing
awareness about the successful work that
has been done at school level by STEP
through the CBMP, WSIP and PNTD
programmes, to demonstrate the value of
these initiatives, to enlist ongoing support
and to determine ways to ensure adequate
resources are allocated to these activities in
district budgets so that this work can be
sustained.
Educational leaders shared pictorial
presentation of pre and post condition of
STEP intervened schools.
Furthermore, the program also highlighted
project sustainability and participants
developed a complete sustainability plan for
project activities in future. “Learning about
sustainability plan, its strategies and
important areas was helpful for us and now
we have sustainability plan in our hand so it
will be easy to implement in districts to
sustain STEP activities. We can modify the
plan according to local needs”, a participant
commented.
Multi-grade teacher training in
progress in Killa Saifullah
Mentoring support being provided to
teachers in Hyderabad
More in less: A STEP for Multi-grade Teaching
Page 3
Multi-grade teaching (MGT) is an appropriate way to provide good quality education to children
who are often at a disadvantage because they live in small, poor, and remote communities. Multi-
grade teaching practices include classroom organization, student management, and ultimately,
the successful transmission of curricula. A Multi-grade teacher plans and organizes the classroom
to get the best results from the space and resources available.
Needs analysis surveys done by the STEP team, found that in some districts, teachers were
unaware of techniques to use when teaching more than one Grade at the same time. Keeping this
in view, in 2013 a group of CBMP mentors from 10 districts was selected and given training at
AKU-IED. In 2015, these mentors were re-orientated by the AKU-IED before they conducted a 10
day field training in all STEP districts on multi-grade teaching practices for over 272 teachers.
The focus of the training was designing of curriculum in four subject areas, time tabling, lesson
planning, integration of concepts across the curriculum and classroom management. Further,
teachers’ resource kits were also distributed to all participating schools to establish learning
corners and facilitate MGT. Teachers were given orientation and follow up support with the use of
these kits in their lesson.
As a result of the training and follow up, it was observed that teachers benefitted immensely from
the training and they are utilizing the techniques learnt in their classrooms. One of the teachers
commented, “In the beginning of the session when we were asked what is multi-grade teaching,
we were not able to answer but by the end of the program we are able to not only define the term
but also implement it in our classrooms”.
The programme not only equipped teachers with the right skills but also motivated them to apply
group work, peer learning, games, puzzles etc. in their teaching. Use of MGT kit supported their
teaching and they felt that now they can manage MG classes better than before.
The programme helped participants
understand the complete model of STEP,
the ongoing activities and major outputs &
outcomes and gained commitment from
these influencers and decision makers in the
field to ensure that these models are not
only sustained but are replicated, scaled up
and improved to benefit teachers and
students in their districts.
4. Continuous Professional Development – Strengthening Networks
The Professional Network for Teacher
Development (PNTD) is a cluster of nine
voluntary professional associations. The
mission of PNTD is to promote a
sustainable environment for the
professional growth and development of
teachers and educators from diverse
backgrounds and communities with the
vision to bring improvement and quality in
the Education system of Pakistan.
In order to provide a sustainable
professional development platform for
teachers/head teachers the existing PNTD
was strengthened by the STEP project and
expanded in 7 districts across Pakistan. A
variety of schools including government,
private, NGO and community-based
schools are members of PNTD and their
teachers regularly attend PNTD
professional development workshops at all
seven chapters.
During 2015, 3,336 teachers which
includes over 75% female participation,
attended PNTD activities.
Various activities have been conducted by
PNTD chapters, including professional
development workshops, seminars, courses
and student Olympiads.
The workshops not only enhance the skills of
teachers but also provide a platform to form
professional links and networks for knowledge
sharing.
The student Olympiads are a unique facet of
the PNTD network as it inculcates a sense of
healthy competition, achievement and
scholastic ability in students. Each district
organized Olympiads where students from
various schools participated.
Students noted that one of the most exciting
aspects of participating in this event is working
with students of different schools in team
activities fostering a collaborative learning
culture. One of the teachers from a
participating schools commented, “…students
should be provided with such opportunities
where they develop different skills, such as
group work, team work, leadership skills and
arts etc.
While working with different students in
mixed-groups, students learn to respect both
cultural and intellectual diversity and use this
as strength to excel. This is something we
hope to continue when we go back to our
school”. Other stakeholders in districts have
also committed to continuing and replicating
this practice.
STEP sponsored MEd graduates, in all the
districts, continue to support the chapters by
leading PNTD workshops and sessions as
facilitators and provide trainings to their
fellow teachers in their role as teacher
educator.
Through the PNTD effort, tangible
transformation in the professional
development in targeted schools has been
observed. It is hoped that this strong
network will now be sustained by the
teachers, government officials, community
members and stakeholders who have taken
ownership of the PNTD initiatives in their
respective districts.
Page 4
Sustaining Professional Network
In order to ensure that the impact from
the PNTD effort is disseminated widely,
seminars are being conducted in each
district engaging stakeholders at all tiers.
These one day seminars were a platform
to bring stakeholders together to gauge
commitment and resources to sustain
PNTD activities in all the districts. Steering
committees were formed and
comprehensive TORs were formulated by
PNTD and STEP officials. These committees
comprise of government officials,
headteachers, mentors, lead teachers and
STEP sponsored MEd graduates who will
carry forward the work done under PNTD.
The seminars focused to develop an
understanding and consensus around the
need for teachers’ and educators’
professional networking as well as
deliberating on how this need can be
addressed by sustaining the PNTD network
through public private partnerships.
Realizing this essential need for continuous
professional networking and development,
each district came up with action plans
suited to their own context to continue and
expand the PNTD initiative. This was
informed by the successes and challenges
experienced by existing PNTD chapters.
The seminar also provided excellent
opportunity to the participants to identify
monitoring and follow up mechanisms for the
successful functioning of PNTD initiatives
which was highlighted in each of their action
plans. The sense of responsibility and
commitment from stakeholders evident from
the robust discussion, the pragmatic action, a
vow to presenting voluntary services for
future workshops, and activities in the
districts is a significant achievement and one
that will ensure that these networks continue
to benefit teachers and students for a long
time to come.
5. Community Mobilization
Community mobilization increases the
participatory decision-making processes
by bringing diverse stakeholders to the
table including those people who may
not normally be involved in the decision
making process. Mobilization also
fosters strong relationships between
local governments, businesses and
community members.
Community mobilization played an
important role in reaching out to the
community members during the STEP
project. Community mobilizers
conducted regular face to face meetings
with stakeholders and strengthened the
existing school management committee
(SMC/PTSMC) structure in selected
districts of Sindh and Balochistan
through trainings and consistent follow
up. This effort continued throughout the
project despite harsh weather, security
risks and cultural sensitivities in even the
remote areas of Sindh and Balochistan
making sure that the community is
empowered to support schools in their
areas.
Through STEP interventions, role of school
committees was strengthened. It also
motivated parents to participate in school
events and to play an active role in the
education of their children. All the STEP
interventions have gender equity
strategies embedded in them. This facet
was also part of STEP’s community
mobilization efforts. Training included
gender sensitive material and advocacy
around girls’ education. In addition,
female SMCs were formed in schools to
address the issue of gender equity in
education which has resulted in increased
girls’ enrolment in very difficult areas of
Sindh and Balochistan. .
The key to successful mobilization efforts
is making sure that communities are in the
driver’s seat during the process. This has
been the approach that the STEP project
has taken.
Engaging parents through
community mobilization efforts
at a school in district Hyderabad
Synergy for change – Success story from Balochistan
Community plays a vital role in a school’s
development. In this regard PTSMCs
(Parent Teacher School Management
Committees) are established in schools in
Balochistan. The STEP project has been
working in Balochistan for several years
over the life of the project and has
conducted sessions and training programs
for PTSMCs covering multiple dimensions
such as organizing administrative sessions
for education managers and dynamic
leadership skills sessions for head
teachers. The project also trained teaching
staff, mobilized community through
training and advocacy so that PTSMC and
the wider community can perform their
role in the whole school improvement of
their school to ensure quality of and access
to education for children. Women were
empowered during this effort to ensure
that their voices are heard and they have
equal participation in the community’s
effort to make learning environments
better.
Government Girls High School (GGHS)
Wahdat Colony is a great example of how
sustained and consistent community
engagement can bring transformation.
GGHS Wahdat Colony is a girls’ school
located in Quetta with 1300 students and
45 teaching staff.
Through deeper engagement with the
community, constructive measures have
been taken to improve the ambience of
the school. One can observe that the
school now has a stimulating teaching and
learning environment where students
engage with the text they study via hands
on activities and project work. The
students not only use the STEP established
LRCs but also a community established
computer lab.
The school lacked a computer lab in the
past and due to lack of resources
computers could not be purchased. The
PTSMC realizing the importance of ICT for
learning took this up as a challenge.
The PTSMC members lobbied with the local
government and extensively raised
awareness about the importance of ICT
integration in teaching and learning. These
efforts resulted in a substantial grant from
a Member of the Provincial assembly that
enabled the establishment of the new
computer lab. Now the school has an
updated computer lab which is functional
and is being used by both students and
teachers. Without motivation, ownership
and collective effort from the community,
this would not have been possible.
STEP is a multi-faceted project and has
empowered and built capacity of not only
individuals but has also motivated and
empowered communities at a broader level
so that a school can develop holistically and
that development is owned and sustained
at local level.
Page 5
Community mobilization
session in progress in
Balochistan
The following stories from the field
showcase examples of the impact
achieved through this effort.
6. Director Schools, signing approval for
school upgradation
Community leaders and educational
managers attending community
mobilization event
In his speech, Director Schools appreciated
the efforts and commitment of students,
teachers and the community; and
announced the upgradation of this primary
school to middle level with immediate
effect as well as an approval to start high
school classes from the upcoming academic
session 2016-17. This will facilitate a
comprehensive education for children of
this village, particularly girls as there is no
other middle school in the area and the
nearest high school is 18 KMs away which
puts children, particularly girls at a
disadvantage who cannot travel that far.
The journey of this school has seen children
being taught in a small hut in the 1940s to
the school falling into disrepair and being
shut down, to it reopening, striving,
surviving and thriving due to the initiative
and consistent dedication of its teachers,
head teachers, students and especially the
community that drive the school to
excellence both in term of access and
quality.
When Hope Meets Commitment – Success story from Sindh
Page 6
Village Habib Soomro of Union Council
Sonda, District Thatta is an old and
underdeveloped area which lacks basic
facilities of education and health. In this
context, the Government Boys Primary
School, Habib Soomro provides hope to the
community; and when hope meets
commitment, transformation happens.
In a setting like this, it is not only important
to open schools and offer classes but to also
ensure that children in the community have
access and are attending regularly. The STEP
Project has worked over the last seven years
on school transformation through
multifaceted interventions and community
mobilization is one of them. The enrolment
at the school has risen from 12 to 179 boys
and girls over the past few years.
STEP’s community mobilization team
conducted regular activities including Broad
Based Community Meetings in the nearby
village to mobilize the villagers and parents
to enhance educational awareness about
the importance of quality education for
their children. As a result of this consistent
effort, the community started to take a
deeper interest in the school, working to
upgrade their school from primary to middle
level as well as improve existing facilities.
The community leaders along with STEP
mentors, mentees and teachers had several
meetings with officials from the
government’s education department
including, TEO, DEO and Director Schools in
this regard.
Recently an event was organized at the
school by the STEP mentor in coordination
with the community leaders and villagers to
showcase the achievements of the students
in front of their parents. The main purpose
of the event was to involve the wider
community and parents in their children’s
education. Students from Grades 1 to 8
participated in different activities such as
gallery presentation, poetry, oratory, role
play, writing, reading and drawing activities.
7. Page 2
Education for All: Facing Challenges around equity in education
Pakistan ranks second last on the World
Economic Forum’s Global Gender Gap
report rankings 2014 for gender equality.
Despite education being a constitutional
right of every child in Pakistan, according to
a UNICEF report, an estimated 31 million
girls of primary school age and 32 million
girls of lower secondary school age were out
of school in 2013.
AKU-IED, Pakistan organized a two-day
National Seminar on October 28th and 29th
to deliberate on this key concern. Over 100
professionals including policy makers,
researchers, academicians and heads of civil
society organizations from across Pakistan
attended the seminar to develop deeper
insights into classroom and school-based
challenges, structural barriers, worthwhile
strategies and policy initiatives to enable
equitable delivery of quality education.
Gender equity has been a cross cutting
theme under the STEP project which has
reached over 1600 schools across Pakistan,
integrating gender equality into classroom
teaching and school governance as well as
community mobilization efforts. The stories
of change shared by mentors and teachers
during presentations and live panel
discussions reflected how the multi-pronged
strategies employed by the STEP project
helped them transform their personal belief
systems about gender equity in education
and permeated into their families, other
teachers, communities and students in the
classroom.
“I became part of the STEP project as a
mentee teacher. Initially when there were
discussions about gender in the project
trainings, I and my other colleagues used to
feel uncomfortable. But gradually the
programs helped us question our own pre-
conceived notions about gender. The project
adopted very unique strategies sensitive to
my family norms and culture to make my
participation in the M.Ed program possible at
AKU-IED. It now feels very rewarding when I
see my community members, who were
earlier against me getting a higher
education, requesting me to counsel their
daughters and encourage them for further
education” shared Sadia Kanwal from
district Tando Allayar, who is an MEd
graduate from AKU-IED and was part of a
live panel at the seminar.
Sadia’s story represents the complex social
context of Pakistan, particularly in the rural
areas where cultural and religious
sensitivity, issues around mobility and
poverty make it difficult for children,
especially girls to get access to the quality
and relevant education. A consistent
discourse during the seminar to address
this was through community engagement.
This means that communities are more
susceptible to change if the change comes
from within. Initiatives that are sensitive to
the culture and value systems of the
communities, which take into account the
needs of the community, the safety and
security of children and familiar examples
of success much like Sadia’s, enable a sense
of agency and lead to changes in
perceptions and actions.
A display of gender inclusive material
prepared by various government school
teachers under the STEP project was also
organized showing best practices in
integrating gender inclusiveness in teaching
curriculum in classrooms.
The two day seminar drew on these
examples and academic research to analyze
issues and identify potential solutions and
policy recommendations. One of them is to
acknowledge that one size does not fit all. A
case-to-case based approach is more
effective to ensure education for girls and
women coming from diverse socio-cultural
backgrounds. This means taking into
account unique circumstances of
communities with reference to religion and
culture particularly, and empowering
communities from within. Secondly, real life
experiences and successes are powerful
and relevant to inspire and trigger the
change process and should be shared as
widely as possible.
Though education for all is difficult to
achieve in Pakistan given the various socio-
economic, political and cultural challenges,
reflections and deliberations from this
seminar instill some hope. If the needs of
the communities are understood, if they
are empowered in their own contexts, if
good role models are created and
opportunities provided, these challenges
can be turned into possibilities.
Page 7
Top: Panellists speaking on theorizing lessons learnt from the field
Bottom: Seminar participants attending presentation on case study from
Quetta
8. For more information:
STEP Project Office at
Institute for Educational
Development, Aga Khan
University, Karimabad,
Karachi
Phone:
+92 21 3634 7611-4/3682
6991, Ext: 8559
Email:
Nida.dossa@aku.edu
Web Site:
www.aku.edu
Page 8
Inspiring change from within – exploring successes of localized models of
teaching
quality but is what the child can relate to and
understand. “Previously teachers would teach
us from the book. Now when the teachers
enter the class, they have something in their
hand, maps or globes or charts which make
learning in classrooms fun” said the student
panelist further elaborating on how these
models have made teaching and learning
innovative and child friendly.
The Senior Minister for Education and Literacy,
Government of Sindh, Mr Nisar Khuhro also
commented on the quality of teaching and the
commitment of teachers towards professional
development in his address. He said, “Quality
education is important so that we can identify
diamonds in our rural areas and polish them so
that they can face any challenges in the world.
And this responsibility of polishing these
diamonds in the rough lies with the teachers in
schools. Teachers must engage with the
society and the community.”
It is hoped that these partnerships with the
government will be built upon for sustainable
impact in the sector. These partnerships will
ensure that the change created and the
models introduced are sustained and
replicated on a much larger scale.
Access to quality education has been deemed
an essential foundation to improve chances of
people having a better quality of life and for
the economy to grow. However, this requires a
consistent effort to make education relevant
and for teachers and education managers to
develop and sustain local practices that are
suited to the needs of the context of the
learner. This was the primary discourse at the
AKU-IED’s 10th International conference. The
conference also showcased the successes and
lessons learnt from the STEP project.
The STEP dissemination seminar at the
conference highlighted the impact from STEP’s
local models for school development which
have been running successfully in districts of
Sindh and Balochistan since 2009. The seminar
featured panel discussions, research
presentations and an exhibition displaying low
/ no cost teaching learning aid developed by
teachers and students to aid learning in a way
that is relevant to their own context.
STEP disseminated success on the level of
governance and leadership, teaching and
learning and community engagement; each
reflecting on experiences of senior government
officials, headteachers, teachers, students and
community members.
The panel discussion on leadership focused on
ownership of schools and its related
stakeholders, keeping in mind their needs and
ensuring quality in that perspective. “We have
been motivated by the (STEP) project and the
training it provided to actually go to schools
and monitor change, change which is visible”,
said Mr Liaquat Ali Khaskheli, DEO, District
Khairpur. “I learnt that we cannot change the
government as a whole but when we change
ourselves, we start seeing change externally
as well. This is what we did. Not only do we
teach, our walls teach as well by the
learning resources that adorn them”, added
Ms Fehmida Khanum, Education Supervisor
from District Tando Allayar.
This sense of ownership combined with
strategies implemented to make teaching
and learning child centric has led to visible
change not just in the quality of teaching
but also the academic achievement of
students.
The STEP project has implemented a whole
school improvement programme focusing
on holistic development of the school as
well as a cluster based mentoring
programme which promotes training and
peer coaching to improve teaching and
learning practices. This mentoring model, as
shared in the research findings at the
conference has huge potential for improving
teaching practices and can be replicated.
Both of these models have successfully
transformed the way teachers teach in
these schools, making sure that the child is
at the centre of the process and the
education being provided is not only of high
Senior Minister for Education and Literacy, Government of
Sindh, Nisar Khuhro addressing the audience at the
conference