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Ministry of Education Islamic Republic of Afghanistan Final Report on Strengthening of Teacher Education Program Phase 2 (STEP2) in Islamic Republic of Afghanistan January 2011 Japan International Cooperation Agency System Science Consultants Inc. Naruto University of Education HDD JR 10-107

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Page 1: Final Report on Strengthening of Teacher Education Program ...open_jicareport.jica.go.jp/pdf/12013561_01.pdfFinal Report on Strengthening of Teacher Education Program Phase 2 (STEP2)

Ministry of Education Islamic Republic of Afghanistan

Final Report on

Strengthening of Teacher Education Program Phase 2 (STEP2)

in Islamic Republic of Afghanistan

January 2011

Japan International Cooperation Agency

System Science Consultants Inc.

Naruto University of Education HDD

JR

10-107

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Teacher using Teachers' Guide and Students(Jalalabad)

  Teaching How to Use Microscope at Bamyan TTC

TTC Lecturers Teaching and Learning Together

Distance Lecture Connected between Japan and Afghanistan

Japanese Expert Participating in Workshopthrough DVD

Assistance for Practical Teaching using Video Material

Teachers' Guide Users' Manual Development Workshop

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Teaching in Outside Corridor

Japanese Expert Teaching Math

Math Exercise at School in Kabul City

Science Experiment (Sketch of flowers)

Girl Student Indulging in Sketch

Boy Student Presenting his Sketch to Teacher

Girl Students Taking Math Test

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School Training using Teachers' Guides

School Teacher using Teachers' Guide

TTC Material Development with Japanese Experts

Biology Model Lesson by Japanese Expert

TTC Material Development through TreeObservation

Open-air Class in Jalalabad

Promotion of Use of Teachers' Guides

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Warehouse of Ministry of Education Teachers' Guides Waiting for Packing

Teachers' Guides Packed for Dari-speaking SchoolsTeachers' Guides Packed for Pashto-speaking Schools

Trucks Loaded with Teachers' Guides for Delivery to Provinces

Teachers' Guides for Islamic Studies Separately Packed by Sunni/Shia

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Table of Contents

Project Area Map Project Photos Table of Contents List of Figures List of Tables Abbreviation 1. OUTLINE OF THE PROJECT ..................................................................................... 1

1.1 Project Target......................................................................................................... 1 1.1.1 Project Targeting Area................................................................................ 1 1.1.2 Project Targeting Schools........................................................................... 1 1.2 Project Purpose and Outputs .................................................................................. 2

1.2.1 PDM and its Revision ................................................................................. 2 1.2.2 PDM Indicators........................................................................................... 2

1.2.3 Project Outputs ........................................................................................... 3 1.3 Project Implementation Period .............................................................................. 4 1.4 Project Implementation Structure and Input .......................................................... 4 1.4.1 Dispatch of Japanese Experts ..................................................................... 6 1.4.2 Local Expenditure on Project Activities ..................................................... 11 1.5 Activity Implementation Schedule ........................................................................ 12 1.5.1 Work Implementation Flow........................................................................ 12

1.5.2 Implementation Schedule........................................................................... 13 1.6 Project Implementation Method............................................................................. 17 1.6.1 First Year (September 2007-March 2008).................................................. 17

1.6.2 Second Year (April 2008-March 2009) ...................................................... 20 1.6.3 Third Year (April 2009-August 2010)........................................................ 22

2. ACHIEVEMENT OF PROJECT OUTPUTS ............................................................... 27

2.1 Briefing to the Ministry of Education.................................................................... 27 2.1.1 Briefing of Draft of Inception Report........................................................ 27 2.1.2 Submission of Inception Report and Explanation..................................... 27 2.1.3 First Joint Coordination Committee.......................................................... 28 2.1.4 Briefing of 2nd Year Activities and JCC.................................................... 28 2.1.5 Briefing of 3rd Year Activities and JCC.................................................... 29

2.2 Implementation of Activities of Each Output........................................................ 29 2.2.1 Activities Common to All Outputs............................................................ 29

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2.2.2 Component 1: Development of TGs ....................................................... 30 2.2.3 Component 2: Development of Teaching Resources, Lesson Plans and Student

Resource Book .......................................................................................... 82 2.2.4 Trainees Received in Japan ....................................................................... 95

2.3 Measures Taken for the Better Implementation of the Project and Lessons Learned 97

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INTRODUCTION

The field of education is the foremost priority in the process of reconstruction in the Islamic Republic of Afghanistan (hereafter referred to as “Afghanistan”), and the teacher training is one of the eight principal pillars in ‘National Education Strategic Plan for Afghanistan’ launched by the Ministry of Education in March 2007.

In Afghanistan, many teachers have not acquired adequate educational training, and have neither qualifications nor experience. Simultaneously, as the process of reconstruction progresses, the number of primary school students has exploded, and it has become an urgent issue to assure quality teachers who have been sufficiently trained. Under these circumstances, new curricula have been introduced in Afghanistan at the primary education level and new textbooks have been prepared. However, training materials and teacher training were not arranged and it was the urgent demand to develop teachers’ guides in accordance with new textbooks and to implement in-service training in addition to upgrade fundamental teaching capability of primary school teachers.

Strengthening of Teacher Education Project (STEP) was implemented to improve teaching skills of in-service teachers by development of practical teachers’ guides and implementation of short-term in-service training from June 2005 to August 2007. In response to the strong request for the further assistance from the Ministry of Education, both Japanese and Afghanistan governments agreed on the implementation of the Phase 2 of the Project (STEP2) as signed in the Record of Discussion (R/D) in July 2007.

The STEP2 commenced in order to develop teachers’ guides for G4-G6 as well as to strengthen the capacity of Teacher Training Colleges (TTCs) using the developed teachers’ guides in September 2007. In addition, the STEP2 mid-term evaluation team was dispatched from February 9 till February 26, 2009. Based on the result of terminal evaluation conducted in May 2010, the Record of Discussion was signed to extend the project implementation period for four months. This Final Report is prepared to present the progress and achievement of the project from September 2007 till January 2011.

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List of Table and Figures Tables Table 1-01 PDM Indicators......................................................................................................... 3

Table 1-02 List of Experts of the 1st year.................................................................................... 6

Table 1-03 List of Experts of the 2nd year................................................................................... 8

Table 1-04 List of Experts of the 3rd year ................................................................................... 9

Table 2-01 Content of Inception Report ................................................................................... 28

Table 2-02 List of Project News ............................................................................................... 30

Table 2-03 Participants of Teachers’ Guide Development Preparatory Workshop .................. 32

Table 2-04 Members of Grade 4 Teachers’ Guide Development ............................................. 35

Table 2-05 Members of Grade 5 Teachers’ Guide Development ............................................. 37

Table 2-06 Members of Grade 6 Teachers’ Guide Development ............................................. 43

Table 2-07 Topics of G4, G5, and G6 teaching material for science teachers’ guide............... 46

Table 2-08 Topics of G4, G5, and G6 teaching material for math teachers’ guide .................. 47

Table 2-09 Schools/Place/Subject for Rubric assessment ........................................................ 51

Table 2-10 Participants of Rubric assessment workshop.......................................................... 51

Table 2-11 Rubric assessment result......................................................................................... 52

Table 2-12 2nd Rubric assessment result ................................................................................... 53

Table 2-13 Rubric assessment result of Bamyan teachers ........................................................ 54

Table 2-14 Students’ ages ......................................................................................................... 55

Table 2-15 Number of examinees, average score, standard deviation ...................................... 55

Table 2-16 Rate of correctness of each question ...................................................................... 56

Table 2-17 Result of science test .............................................................................................. 57

Table 2-18 Math test and the use of teachers’ guides ............................................................... 60

Table 2-19 Science test and the use of teachers’ guides ........................................................... 60

Table 2-20 Monitoring Areas and Schools ............................................................................... 63

Table 2-21 Finding on the distribution of G1-G3 teachers’ guides .......................................... 67

Table 2-22 Number of schools by language and number of teachers’ guides to be printed ..... 69

Table 2-23 Breakdown of number of TGs to be distributed ..................................................... 70

Table 2-24 Number of printing of teachers’ guides (as of August 15, 2010) ……………… 72

Table 2-25 Participants of workshop for development of manual for the promotion of

teachers’ guides...................................................................................................... 74

Table 2-26 1st TG workshop participants from Ghor TTC ....................................................... 77

Table 2-27 2nd TG workshop participants from Ghor TTC ..................................................... 77

Table 2-28 Participants from NGOs in Ghor ............................................................................ 78

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Table 2-29 UNICEF Training participants ............................................................................... 79

Table 2-30 Pre-workshop participants ...................................................................................... 80

Table 2-31 Pre-workshop program ........................................................................................... 80

Table 2-32 Participants of TG guidelines and development workshop .................................... 81

Table 2-33 TTC Core Group Members..................................................................................... 84

Table 2-34 Session program ..................................................................................................... 84

Table 2-35 Subjects and lesson period...................................................................................... 85

Table 2-36 STTC lecturers for lecture note development......................................................... 86

Table 2-37 Number of printed TTC materials .......................................................................... 87

Table 2-38 Distance lecture program on “Teaching Methodology of Mathematics” ............... 90

Table 2-39 Participants of the 1st lecture on Teaching Methodology of Physics..................... 91

Table 2-40 Participants of the 2nd lecture on Teaching Methodology of Physics.................... 91

Table 2-41 Participants of the 3rd lecture on Teaching Methodology of Physics .................... 92

Table 2-42 Participants of the 1st lecture on Teaching Methodology of Biology .................... 92

Table 2-43 Participants of the 2nd lecture on Teaching Methodology of Biology................... 94

Figures Figure 1-01 Work Implementation Flow .................................................................................... 13

Figure 1-02 Initial Plan of Operation based on R/D ................................................................... 14

Figure 1-03 Revised Plan of Operation....................................................................................... 15

Figure 1-04 Actual Implementation up to December 2010......................................................... 16

Figure 2-01 Reediting system in MOE ....................................................................................... 45

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Appendices Appendix 01 Original PDM in R/D

Appendix 02 Revised PDM

Appendix 03 The 1st JCC Minutes of Meeting

Appendix 04 The 2nd JCC Minutes of Meeting

Appendix 05 The 3rd JCC Minutes of Meeting

Appendix 06 The 4th JCC Minutes of Meeting

Appendix 07 Teachers’ Guide Editing Members

Appendix 08 Teachers’ Guide Editing Format

Appendix 09 Rubric Assessment

Appendix 10

Appendix 11

Analysis on Teachers’ Guides’ Impact on Teaching

Math Test Questions

Appendix 12 Number of Students and Rate by Each Question

Appendix 13 Rate of Correctness of Each Question

Appendix 14 Analysis of Results of Word Problems

Appendix 15 Rate of Studying Outside of School and Comparison of Scores

Appendix 16 Science Test Questions

Appendix 17 Analysis on Teachers’ Guides’ Impact on Students

Appendix 18 Interview Result from Bamyan School Principals

Appendix 19 Questionnaire for Teachers on the Use of Teachers’ Guides

Appendix 20 Interview Result from Bamyan teachers (June 2008)

Appendix 21 Interview Result from Bamyan teachers (November 2008)

Appendix 22 Interview Result from Jalalabad School Principals

Appendix 23 Report of Monitoring in Bamyan (May 2009)

Appendix 24 Report of Monitoring in Mazaresharif (May 2009)

Appendix 25 Report of Monitoring in Jalalabad (May 2009)

Appendix 26 Report of Monitoring in Jalalabad (December 2009)

Appendix 27

Appendix 28

Appendix 29

Appendix 30

Report of Monitoring in Jalalabad (March 2010)

Report of Monitoring in Kabul city (April 2010)

Report of Monitoring in Mazaresharif city (April 2010)

Data of Number of Schools by Province/Language

Appendix 31

Appendix 32

Appendix 33

Appendix 34

Delivery Certificate from PED and DED in Bamyan

Radio Manuscript for Teachers’ Guide Nationwide Campaign

List of Radio Stations for Broadcasting

Report on Development of Teachers’ Guide Users’ Manual

Appendix 35 Workshop Manuscript for TG-use for Ghor TTC lecturers and NGO trainers

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Appendix 36

Appendix 37

Appendix 38

Appendix 39

Appendix 40

Appendix 41

Appendix 42

Appendix 43

Feedback of TG workshop from Ghor TTC Lecturers

Report on TG workshop for Ghor Teachers

Feedback of TG workshop from Ghor Teachers

INSET2 Training (JACK) Report

Outline of TG-use Workshop with UNICEF

UNICEF Workshop Manuscript for TG-use

List of participant of INSET2 Training (ADA)

Report on Pre-workshop

Appendix 44 Report on Development of Teachers’ Guide Development Guideline

Appendix 44 Report on Development of Teachers’ Guide Development Guideline

Appendix 45

Appendix 46

Appendix 47

Appendix 48

Observation of lessons of Teaching Methodology of Biology

Report on the Trial Lesson of Teaching Methodology of Biology

TTC Lesson Assessment Sheet

Report on Lesson Observation and Model Lesson at Bamyan TTC

Appendix 49 Report on Lesson Observation and Model Lesson at STTC

Appendix 50 Report on Lesson Observation at Balkh TTC

Appendix 51

Appendix 52

Appendix 53

Appendix 54

Appendix 55

Appendix 56

Monitoring Report at Balkh TTC

Monitoring Report at Bamyan TTC

Monitoring Report at Nangarhar TTC

Summary of TTC Monitoring Report

Report on the 1st Distance Lecture on Teaching Methodology of Physics

Report on the 2nd Distance Lecture on Teaching Methodology of Physics

Appendix 57 Report on the 3rd Distance Lecture on Teaching Methodology of Physics

Appendix 58

Appendix 59

Sketch of Pollen by Participants

Report on the 1st Distance Lecture on Teaching Methodology of Biology

Appendix 60

Appendix 61

Report on the 2nd Distance Lecture on Teaching Methodology of Biology

Participant Lists for TTC Material Workshop

Appendix 62 TTC Workshop Report

Appendix 63 TTC Workshop Discussion Record

Appendix 64 TTC Workshop Evaluation Result

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Abbreviations

ADA AKF BEPA CED C/P CTD DED DVD G-1 G-2 G-3 G-4 G-5 G-6 GTZ IC/R JCC JICA LN MM MOE NGO N/S PACE-A PDM PED PO R/D SRB STEP STEP2 STTC TED TG TIMSS TTC UNICEF USAID

Afghan Development Association Aga Khan Foundation Basic Education Project for Afghanistan City Education Department Counterpart Compilation and Translation Department District Education Department Digital Vide Disc (Digital Versatile Discs) Grade 1 Grade 2 Grade 3 Grade4 Grade5 Grade6 Deutsche Gesellschaft für TechnischeZusammenarbeit Inception Report Joint Coordination Committee Japan International Cooperation Agency Lecture Note Man Month Ministry of Education Non Governmental Organization National Staff Partnership Advancing Community-based Education in Afghanistan Project Design Matrix Provincial Education DepartmentPlan of Operation Record of Discussion Student Resource Book Strengthening of Teacher Education Program Strengthening of Teacher Education Program Phase 2 Sayeed Jamaluddin Teacher Training Collage Teacher Education Department Teachers’ Guide Trend of International Mathematics and Science Study Teacher Training Collage United Nations Children's Fund United States Agency for International Development

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1. OUTLINE OF THE PROJECT 1.1 Project Target

1.1.1 Project Targeting Area

The project, which placed the main activity base in Kabul city, covered all provinces in the

country. Teachers’ Guides (TGs) were developed at Compilation and Translation Department

(CTD) of Ministry of Education (MOE), and developed TGs were printed and distributed across

the country. Monitoring of use of TGs was conducted at approximately 30 sample schools in

Kabul city, Kabul province, Mazar-e-Sharif city in Balkh province, Bamyan city in Bamyan

province, Jalalabad city in Nangarhar province, Panjshir city in Panjshir province and Herat city

in Herat province (only national staff (N/S) were dispatched to Kabul province, Panjshir city,

and Herat city where no permit of dispatch was given to JICA experts). In addition, monitoring

of distributed TGs were conducted at around two or three District Education Department (DED)

in 23 provinces in order to check the situation of distribution in as many provinces as possible.

In respect to the syllabi development, Lecture Note (LN) development, and practical teaching

assistance with use of developed lesson plans, the direct assistance was largely provided to

Sayed Jamaludin Teacher Training College (STTC) in Kabul city. Lecturers from Nangarhar

Teacher Training College (TTC) and Bamyan TTC were also invited to participate in some of

the activities if possible, and workshop/training was conducted in Kabul city with participation

of all 42 TTCs across the country.

1.1.2 Project Targeting Schools

As mentioned in 1.1.1, approximately 9,000 schools across the country were initially

considered as target schools for TG distribution. However, as the reconstruction assistance

proceeds, more schools have been newly built. Consequently, the number of schools in the

country reached approximately 10,250 as of December 2009. Direct assistance for syllabi

development, LN development, and practical teaching assistance were provided to STTC in

Kabul city. At the same time, the effect of the project was expected to spread as much as

possible by including lecturers from TTCs in Bamyan province and Nangarhar province as well

into activities such as monitoring activities and distance lecturing using JICA-Net system.

While the number of TTCs to participate in workshop/training was thought to be 34 across the

country, as in the case of rapid increase of number of primary schools, the number of TTCs

increased to 42 as of December 2009.

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1.2 Project Purpose and Outputs

1.2.1 PDM and its Revision

Project Design Matrix (PDM) was presented in the Record of Discussion (R/D) signed

between the Government of Japan and the Government of Afghanistan in July 2007 as attached

in Appendix 01. Nevertheless, although the component 2 was originally planned based on the

assumption that TTC new curriculum would be divided into three phases, namely, Phase I

(G1-G3 pre-service education: G1-G3), Phase II (G4-G6 pre-service education: G4-G6) and

Phase III (G7-G9 pre-service education: G7-G9), this plan was completely changed in the new

curriculum and all grades are supposed to use the same curriculum as well as much more focus

is given on G7-G9, rather than G1-G6 as initially expected. Therefore, the new TTC curriculum

became inconsistent with the original plan of STEP2. Based on the result of the mid-term

evaluation conducted in February 2009, the Outputs and indicators have been revised as shown

in Appendix 02 in order to respond to this inconsistency.

1.2.2 PDM Indicators

At the 4th Joint Coordination Committee (JCC) held on January 25, 2010, PDM indicators

were confirmed as follows. The indictors 1.1 and 2.4 regarding the project outputs were

modified in order to respond to the increase of the number of schools (10,250) and TTCs (42) in

the country. The overall goal, project purpose, and indicators of each output are presented in

Table 1-01.

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Table 1-01 PDM indicators

Overall Goal

Primary school teachers are able to teach in compliance withthe new primary school curriculum using Teacher's Guides.

1. In rubric towards G4-G6 primary school teachers, the score which isequivalent to Project Purpose is obtained.

2. 50% primary school teachers utilize TGs by 2014.

Project Purpose1. 70% teachers of sample primary schools* utilize TGs by August 2010.2. In rubric towards G4-G6 teachers at sample primary schools, the

score of the group of teachers who consistently utilize TGsimproves 1 point in each evaluation criterion.

3. The average scores in Mathematics and Science tests of G4-G6students who are taught by teachers utilizing TGs in sample primaryschools improve by 20 % compared with the average scores beforedistribution of TGs.

4. 50% of TTC lecturers besides STTC and monitored provinces**utilize developed lesson plans.

5. In rubric towards lecturers of STTC and TTCs in monitoredprovinces, 1 point increases in each evaluation criterion afterutilization of lesson plans by August 2010.

Outputs

1.1-1. 18,500 sets of TGs (7 subjects for G4-G6 and G3 Islamic Studies) are

printed and 2 sets of TGs per school are distributed to 9,000 schoolsnationwide.

1-2. Average score in questionnaire regarding the quality of TGsresponded by sample primary school teachers becomes more than 3.

1-3. Average score in questionnaire regarding the usability of TGsresponded by sample primary school teachers becomes more than 3.

2.2-1. Lesson plans for Joint Teaching Science (16 hours×3 subjects),

Teaching Method of Math and Solving Math Problems (32 hourseach) are developed.

2-2. 70% lecturers of STTC and TTCs in monitored provinces utilizedeveloped teaching resources and lesson plans.

2-3. Average score in questionnaire regarding the quality of teachingresources, lesson plans and student resource books responded bylectures of STTC and TTCs in monitored provinces becomes morethan 3.

2-4. More than 1 lecturer per school from 34 TTCs participates inworkshops/ training at STTC.

Project Summary

Concerning the subjects of Joint Teaching Science (teachingmethod of physics, chemistry and biology), Teaching Methodof Math and Solving Math Problems), the syllabi are completedand the teaching resources, lesson plans and student resourcebooks are developed and shared among TTCs.

Objectively Verifiable Indicators

Developed Teacher's Guides are utilized at primary schools andlessons of teaching methodology using the concept of Teacher'sGuides are conducted at TTC.

G4-6 Teacher's Guides for 7 subjects (Islamic Studies, Dari,Pashto, English, Mathematics, Science, and Social Studies) andG3 Teacher's Guides for Islamic Studies are developed anddistributed nationwide.

Source: STEP2

1.2.3 Project Outputs

The project purpose and outputs defined in PDM are as follows:

(1) Project Purpose

Developed TGs are utilized at primary schools, and lessons of teaching methodology with

effective use of TGs are conducted at TTC.

(2) Outputs

Outputs were set as follows in the R/D signed between the Government of Japan and the

Government of Afghanistan in July 2007.

Output 1: G4-6 TGs for 7 subjects (Islamic studies, Dari, Pashto, English, mathematics,

science, and social studies) are developed and distributed nationwide.

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Output 2: Lesson plans of pre-service G1-6 teacher education curriculum (teaching

methodology of life skills, science and mathematics, and pedagogy) are developed and

shared among TTCs.

The development of G3 TG for Islamic Studies was discontinued during Strengthening of

Teacher Education Program (STEP) because of the development of two separate textbooks for

Islamic Studies. However, since STEP 2 started, the development of G3 TG for Islamic Studies

restarted based on the developed textbooks. In addition, as previously explained in 1.2.1, in

accordance with the result of the mid-term evaluation conducted in February 2009 and the

amendment made on the agreement between JICA and the JICA expert team (joint venture for

the Strengthening of Teacher Education Program Phase 2) on February 17, 2009, the Outputs

were modified in order to respond to the fluid situation facing the project as follows:

Output 1: G4-6 TGs for 7 subjects (Islamic studies, Dari, Pashto, English, mathematics,

science, and social studies) and G3 TGs for Islamic Studies are developed and

distributed nationwide.

Output 2: Concerning the subjects of Joint Teaching Science, Teaching Method of Math and

Solving Math Problems, the syllabi are completed and the teaching resources,

lesson plans and student resource books (SRB) are developed and shared among

TTCs.

1.3 Project Implementation Period

Based on the R/D agreed between Japanese government and Afghan government in July 2010,

the duration of cooperation for the project was extended up to 40 months from September 20,

2007 to January 25, 2011.

1.4 Project Implementation Structure and Input

The Afghan counterpart (C/P) personnel and administrative personnel for the implementation

of the project were provided as follows.

(1) Related ministry

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Ministry of Education (MOE)

(2) C/P institutions

Teacher Education Department (TED), Compilation and Translation Department (CTD),

STTC

(3) Beneficiaries

school teachers nationwide (estimated approximately 90,000 as of April 2009), about 50

STTC lecturers, about 170 TTC lecturers, and about 4.67 million students nationwide

The JICA expert team (JICA technical cooperation project team) consists of a joint venture

between System Science Consultants Inc. and the Naruto University of Education. In addition to

the utilization of national staff (N/S), working groups for TG development, TG revision

guideline development, TG users’ manual development, and TTC lesson plan development were

organized respectively to enhance their initiative and participation in conducting each activity

under the supervision of JICA expert team.

(1) Utilization of local human resources

Since the assistance of N/S from the Afghan side is critical to the implementation of the

project, the office manager, the facilitator, computer operators, manuscript editors, interpreters,

supervisors, and office assistants were hired to facilitate the smooth implementation of the

project.

(2) TG development team

The TG development team was composed of human resources from CTD, TED, and they

were in charge of development of overall concept of the TGs, development of TGs, and revision

of TGs based on the result of trial use.

(3) TG revision guideline development team

The TG revision guideline development team, which was composed of those selected from

the TG development team, was organized for concept designing for revision of TGs when

textbooks are revised and guideline development based on that.

(4) TG users’ manual development team

TG users’ manual development team was organized by human resources from TED, CTD,

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and TTC (largely TG writers and editors) with the purpose of developing such users’ manual

that explains how to use G4-G6 TGs and can be utilized at trainings as well.

(5) TTC Lesson plan development team

TTC lesson plan development team, which was composed of academic human resources of

faculty of education at Kabul University and Kabul Education University, decided the direction

of the activities for the syllabus and lesson plan development under the administration of TED

of MOE. On the other hand, syllabi were developed in collaboration with JICA experts and the

Afghan personnel. A group of approximately ten STTC lecturers assigned by Mr. Tokfi, the

STTC Director, worked on the development of lesson plans and SRBs of “Joint Science

Teaching” (Teaching Methodology of Physics, Teaching Methodology of Chemistry, Teaching

Methodology of Biology), “Teaching Methodology of Mathematics,” and “Solving Problems of

Math” with JICA experts. The content was carefully checked through practical lessons.

1.4.1 Dispatch of Japanese Experts

JICA experts dispatched are listed as follows. In response to the change that TTC lesson plans

are developed subject-wise, the team composition was changed with input of new experts and

the change of assigned task of relevant experts.

(1) The first year (Sep. 2007- March 2008)

The total input for work in Afghanistan was 34.33 MM (Man-Month) and that for work in Japan

was 2.00 MM.

Table 1-02 List of Experts of the 1st year

Assignment Name Affiliation Task Contents Project Manager/ Teacher Training

Masami Suda System Science Consultants Inc.

Overall supervision of the Japanese expert team, consultation and negotiation with the Afghan side, supervising the development of TGs and lesson plans, coordination with other donors, etc.

Teachers’ Guides Development (1)

Dr. Kensuke Chikamori

Professor, Naruto University of Education

Development of TGs, development of TTC science lesson plans, consultation and negotiation with the Afghan side, etc.

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Assignment Name Affiliation Task Contents Teachers’ Guides Development (2)

Sakiko Yamaguchi

System Science Consultants Inc.

Assistance to TGs Development (1) and Project Manager, consultation and negotiation with the Afghan side, etc.

Pedagogy Yumiko Ono Professor, Naruto University of Education

Identifying current situation in pre-service G1-6 teacher education at TTCs, supervision of the Japanese professors’ team of experts, consultation and negotiation with the Afghan side, development of TTC lesson plans in pedagogy, etc.

Science Education Dr. Masakazu Kita

Professor, Okayama University

Identifying the current situation in pre-service G1-6 teacher education at TTCs, consultation and negotiation with the Afghan side, development of TTC science lesson plans, etc.

Mathematics Education (1)

Dr. Hiroshi Murata

Executive Director, Naruto University of Education

Identifying the current situation in pre-service G1-6 teacher education at TTCs, consultation and negotiation with the Afghan side, development of TTC math lesson plans etc.

Mathematics Education (2)

Kan Motoyama System Science Consultants Inc.

Assistance to Mathematics Education (1), consultation and negotiation with the Afghan side, etc.

Training Management/ Project Coordination

Utako Morita System Science Consultants Inc.

Logistics, preparation and management of workshops at STTC, assistance to Project Manager, etc.

Source: STEP2

(2) Second year (April 2008-March 2009)

The input was initially planned to be 18.80 MM for work in Afghanistan and 6.20 MM for work

in Japan. However, due to the amendment of the contract dated February 16, 2009 between

JICA and the JICA expert team, two new experts on “Teaching Methodology of Physics” and

“Teaching Methodology of Mathematics” were added. As a result of this, the input increased to

26.80 MM for work in Afghanistan.

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Table 1-03 List of Experts of the 2nd year

Assignment Name Affiliation Task Contents Project Manager/

Teacher Training Masami Suda System Science

Consultants Inc. Overall supervision of the Japanese expert team, consultation and negotiation with the Afghan side, supervising the development of TGs and lesson plans, coordination with other donors, etc.

Teachers’ Guides Development (1)

Dr. Kensuke Chikamori

Professor, Naruto University of Education

Development of TGs, completion of syllabi, development lesson plans of Teaching Method of Biology at TTCs, consultation and negotiation with the Afghan side, etc.

Teachers’ Guides Development (2)

Sakiko Yamaguchi

System Science Consultants Inc.

Assistance to TGs Development (1) and Project Manager, consultation and negotiation with the Afghan side, etc.

Pedagogy Yumiko Ono Professor, Naruto University of Education

Identifying the current situation in pre-service G1-6 teacher education at TTCs, supervision of the Japanese professors’ team of experts, consultation and negotiation with the Afghan side

Science Education Dr. Masakazu Kita

Professor, Okayama University

Development of DVD material for TG science, identifying the current situation in pre-service G1-6 teacher education at TTCs, consultation and negotiation with the Afghan side, completion of syllabi, development of lesson plans of Teaching Methodology of Chemistry at TTCs

Teaching Method of Physics

Akira Honda Assoc Prof.Naruto University of Education

Completion of syllabi, and development of teaching resources, lesson plans of Teaching Methodology of Physics at TTC

Teaching Method of Mathematics

Akio Matsuzaki Lecturer, Naruto University of Education

Completion of syllabi, development of teaching resources, lesson plans of Teaching Methodology of Mathematics at TTC

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Assignment Name Affiliation Task Contents Mathematics Education (1)

Dr. Hiroshi Murata

Professor, Naruto University of Education

Identifying the current situation in pre-service G1-6 teacher education at TTCs, consultation and negotiation with the Afghan side, completion of syllabi, and development of lesson plans of Teaching Method of Mathematics at TTC.

Mathematics Education (2)

Kan Motoyama System Science Consultants Inc.

Assistance to Mathematics Education (1), development of DVD material for TG mathematics, consultation and negotiation with the Afghan side, completion of syllabi, development of lesson plans of Solving Math Problems at TTC

Training Management/ Project Coordination

Utako Morita System Science Consultants Inc.

Logistics, preparation and management of workshops at STTC, assistance to Project Manager

Source: STEP2

(3) Third Year (April 2009-January 2011)

The input of experts was initially planned to be 34.37 MM for work in Afghanistan and 8.10

MM for work in Japan. This was changed to 37.37 MM for work in Afghanistan and 8.60MM

for work in Japan due to the increase of local work of “Project Manager/Teacher Education” and

“Science Education/Chemistry Teaching Method” experts and additional input of “Teachers’

Guide Distribution Management II” expert as the contract with JICA was amended for the

extension of the project implementation period on December 3, 2010.

Table 1-04 List of Experts of the 3rd year

Assignment Name Affiliation Task Contents Project Manager/ Teacher Training

Masami Suda System Science Consultants Inc.

Overall supervision of the Japanese expert team, Consultation and negotiation with the Afghan side, Supervising the printing and distribution of TGs and development of lesson plans, Coordination with other donors, etc.

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Assignment Name Affiliation Task Contents Science Education/Teaching Methodology of Chemistry

Dr. Kensuke Chikamori

Professor, Naruto University of Education

Monitoring of TGs, Assistance for development of lesson plans and SRBs of Teaching Method of Chemistry at TTCs, Monitoring and practical teaching assistance of Teaching Methodology of Joint Teaching Science, Consultation and negotiation with the Afghan side, etc.

Pedagogy Yumiko Ono Professor, Naruto University of Education

Monitoring of TGs, Assistance for development of TG revision guidelines, Assistance for development of TG users’ manual, Monitoring and practical teaching assistance of teaching methodology at TTCs, Consultation and negotiation with the Afghan side

Teaching Methodology of Biology

Dr. Yoshihiko Yonezawa

Professor, Naruto University of Education

Assistance for development of lecture note and SRBs of Teaching Methodology of Biology at TTCs, distance lecturing using JICA Net system

Teaching Method of Physics

Akira Honda Assoc Prof.Naruto University of Education

Assistance for development of lecture note and SRBs of Teaching Methodology of Physics at TTCs, distance lecturing using JICA Net system

Teaching Method of Mathematics

Akio Matsuzaki Lecturer, Naruto University of Education

Assistance for development of lecture note and SRBs of Teaching Methodology of Mathematics at TTCs, Monitoring and practical teaching assistance of Teaching Methodology of Mathematics, distance lecturing using JICA-Net system

Solving Problems of Math

Kan Motoyama System Science Consultants Inc.

Monitoring of TGs, Assistance for development of TG revision guidelines, Assistance for development of TG users manual, Assistance for development of lesson plans and SRB of Solving Problems of Math, Monitoring and practical teaching assistance of Solving Problems of Math at TTCs, Distance lecturing using JICA-Net system

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Assignment Name Affiliation Task Contents Teachers’ Guides Development

Sakiko Yamaguchi

System Science Consultants Inc.

Monitoring of TGs, Assistance for development of TG revision guidelines, Assistance for development of TG users’ manual, Assistance to Project Manager, Consultation and negotiation with the Afghan side, etc.

Teachers’ Guide Distribution Management

Satoko Okamoto System Science Consultants Inc.

Overall management of distribution of TGs (all subjects of G1-G6 and Islamic studies of G3), Monitoring of distribution condition

Teachers’ Guide Distribution Management II

Michio Tsuji System Science Consultants Inc.

Management of distribution of TGs (all subjects of G4-G6 and G3 Islamic Studies), Monitoring of distribution

Training Management Utako Morita System Science Consultants Inc.

Management of TTC national workshop, Monitoring of TTC workshop, Assistance to Project Manager

Source: STEP 2

1.4.2 Local Expenditure on Project Activities

Local expenditure spent on project activities every year is presented as follows.

(1) First year (September 2007 – March 2008)

Table 1-05 Local Expenditures of the 1st year

Items Yen Locally hired personnel 9,744,234 Transportation 2,316,097 Printing 55,652 Office rent and car rental 5,587,822 Capacity development 1,002,723 Operation and maintenance of facility 296,227

Total 19,922,755 Source: STEP2

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(2) Second year (April 2008 – March 2009)

Table 1-06 Local Expenditures of the 2nd year

Items Yen Locally hired personnel 11,085,125 Equipment maintenance and management 80,186 Consumables 1,908,400 Transportation 0 Communication 895,288 Printing 13,483,732 Office rent and car rental 4,389,564 Capacity development 9,549,160 Operation and maintenance of facility 656,104 Training 1,674,704

Total 43,722,263 Source: STEP2

(3) Third year (April 2009 – September 2010)

Table 1-07 Local Expenditures of the 3rd year

Items Yen* Locally hired personnel 19,075,209 Equipment maintenance and management

430,057

Consumables 7,514,366 Transportation 1,648,612 Communication 33,772,613 Printing 146,212,105 Office rent and car rental 4,985,263 Capacity development 999,567 Operation and maintenance of facility 436,620 Training 4,919,462 Domestic sub-contract 4,789,350 Miscellaneous expenditure 224,000

Total 225,007,224 Source: STEP2 *some estimated expenses included

1.5 Activity Implementation Schedule

1.5.1Work implementation flow

The overall work implementation flow is presented in Figure 1-01.

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Mathematics Educat ion (1): Naruto University ofEducat ion, Dr. Hiroshi Murata

Science Education: Okayama University,    Dr.Masakazu KitaPedagogy: Naruto University of Education, Prof.Yumiko OnoTeachers’ Guides Development (1): Naruto Universityof Education, Dr. Kensuke Chikamori

Mathemat ics Education (2): SystemScience Consultants Inc., Mr. KanMotoyama

 TG development: Target subjects: Mathematics, Science, Social study, Islamic study (Shair, Sunni), English, Language (Dari 1, Dari 2, Pashto 1, Pashto 2) TTC Teaching materials: Syllabus, Textbooks Lesson Plans, Students' Resources Books Target subjects : Mathematics Problem Solving, Mathemat ics, Physics, Chemistry, Biology

STEP Supervisors Ms. Deeba: Dari version Ms. Bobak: Pashto version

STEP teachers’ guides development team (1 sub-teamconsisted of approx. 4 members per subject)1. Compilation and Translation Department (CTD): 2 or 3 people

2. General Education Department etc.: 1 person Sub-team × 4 people: In total 40 peopleTTC Teaching Materials1. Professors of Kabul University, GTZ Experts2. Approx. 9 persons from TTC teaching stuffs

Ministry of EducationMinistry of Higher EducationEducation Department of KabulUniversityKabul Education UniversitySTTCPrimary schools in Kabul citiesAffiliated school of STTCDonors

NGO

STEP2: Computer inputSTEP2: Compilation ofmanuscripts for print ingPrinting company in Kabul city

30 pilot schoolsField testTG monitor ingSTTC / TTCs

Discussion in basicprinciple in TGdevelopment

Instruction intechnical field inTG development

Advice intechnical

terms for TG

Explanation andcoaching based onviews of Japanese

experts, if necessary

Advice

Development

Assistance ofDevelopmentwork, Printingand binding

Feed backfrom results ofthe test andmonitoring

Source:STEP2

Figure 1-01:Work Implementation Flow

1.5.2 Implementation Schedule

The initial plan of operation (PO) designed in the R/D, the one revised after the mid-term

evaluation, and the actual implantation from the beginning of the project up to December 2010

are shown in Figure 1-02, Figure 1-03, and Figure 1-04 respectively.

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2009 20105 6 7 82 31 2

YearMonth

2007 200811 121 2 3 4 45 6 7 8 9 10 11 12 13 45 6 7 8 9 10

To support syllabi development of pre-service G1-G6 teacher education curriculum

11 129 10

1-7 To develop a guideline for Teachers' Guides writing

1-3

2-3To support STTC lecturers to conduct practical lessons by experimenting the newly developed lesson plans

2-4To hold workshops/training with other TTCs for development and utilization of the lesson plans

To print and distribute Teachers' Guides to cover all schools in the nation

2-2To support lesson plan development of pre-service G1-G6 teacher education curriculum

1-4 To conduct nation-wide campaign for Teachers' Guides

1-5 To monitor utilization of Teachers' Guides in sample schools

1-6To develop a mechanism to reflect feedbacks on the revision of Teachers' Guides

2-1

Activity

To conduct a workshop for development of Teachers' Guides1-1

1-2

To support development of Teachers' Guides for 7 subjects of Grade 4-6 through regular field testing at primary schools

Figure 1-02 Initial Plan of Operation (PO)

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Activities

JulAug Sep Oct NovMay Jul Mar Apr May JunAprMar Jun

To print and distribute Teacher’s Guides to cover all schools in the nation

To conduct nation-wide campaign for Teacher’s Guides

To monitor utilization of Teacher’s Guides in sample schools

To develop a mechanism to reflect feedbacks on the revision of Teacher’s Guides

Aug

20102009Dec Jan Feb

To support the completion of syllabi of Joint teaching science (teaching method of physics,chemistry and biology), Teaching Method of Math and Solving Math problems in pre-service G1-9 teacher education curriculum

TTC Breaks

1-1

1-2

1-3

1-4

1-5

To conduct a workshop for development of Teacher’s Guides

To support development of Teacher’s Guides for 7 subjects of Grade 4-6 through regularfield testing at primary schools

To hold workshops/training with other TTCs for development and utilization of the lessonplans2-4

1-6

1-7

2-1

2-2To support the development of teaching resources, lesson plans and student resource booksof Joint teaching science (teaching method of physics, chemistry and biology), TeachingMethod of Math and Solving Math problems in pre-service G1-9 teacher education

i lTo support STTC lecturers to conduct practical lessons by experimenting the newlydeveloped lesson plans2-3

To develop a guideline for Teacher’s Guides writing

Figure 1-03 Revised Plan of Operation (PO)

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20109 10 11 1241 8

Activity

To conduct a workshop for development ofTeachers' Guides1-1

1-2To support development of Teachers' Guides for7 subjects of Grade 4-6 through regular fieldtesting at primary schools

2-2

To support the development of teaching resources,lesson plans and student resource books of Jointteaching science, Teaching Method of Math andSolving Math problems in pre-service G1-G9 teachereducation curriculum

1-4 To conduct nation-wide campaign for Teachers'Guides

1-5 To monitor utilization of Teachers' Guides insample schools

1-6 To develop a mechanism to reflect feedbacks onthe revision of Teachers' Guides

2-1

To support the completion of syllabi of Jointteaching science, Teaching Method of Math andSolving Math problems in pre-service G1-G9teacher education curriculum

2-3To support STTC lecturers to conduct practicallessons by experimenting the newly developedlesson plans

2-4 To hold workshops/training with other TTCs fordevelopment and utilization of the lesson plans

11 129 10

1-7 To develop a guideline for Teachers' Guideswriting

1-3 To print and distribute Teachers' Guides to coverall schools in the nation

3 45 6 7 8 9 10 11 125 6 7 8h

Month2007 2008

11 121 2 3 42009

5 6 72 31 2 9 10

Figure 1-04 Actual Implementation up to December 2010

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1.6 Project Implementation Method

The implementation method of each year is as follows.

1.6.1 First Year (September 2007- March 2008)

(1) Common Activities of Output1 and Output2

1) Explanation and Discussion on Inception Report

The JICA expert team explains the content of Inception Report (IC/R) to the Afghan C/P and

receives agreement. It is also shared with other donors in order to enhance understanding of

project activities as well as to find the possible collaboration with other projects (especially

INSET11 and 22).

2) Establishment of office and employment of N/S

Setting up the office and employment of N/S are carried out to start the activities. The office

is provided in the building of TED in Kabul city by MOE.

3) Publicity Activities

Efficient and effective publicity activities are conducted to disseminate significance of the

project, contents of activities, progress and outputs throughout the project period. A wide variety

of media such as brochure, newsletter and website is effectively used.

4) Joint Coordination Committee (JCC)

JCC is held when IC/R and the Progress Report 1 are prepared to explain the content and

discuss on the content with the Afghan counterpart personnel.

(2) Component 1:Development of TGs (G4 to G6 major 7 subjects)

1) Holding TG Development Workshop

Academics from Kabul University and Kabul University of Education review G1-G3 TGs

which were developed in STEP of the project to receive suggestions for development of TGs in

STEP2. Considering the capacity development of TG development team, the process of

1 In-service teacher training that was mainly conducted by Teacher Education Program of MOE as a task force under the assistance of World Bank and UNICEF 2 In-service teacher training program that is largely focused on more integrated subject-based teaching after INSET1

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development of TGs is reviewed and shared with other stakeholders. In addition, draft of TG

development guideline is reviewed and revised in the course of project implementation.

Changes and improvement such as appropriate portioning of G4-G6 TGs, presentation of charts

and tables, and introduction of lesson plans and the end-of-chapter questions are also taken into

consideration.

2) Development of G4-G6 TGs of Major 7 Subjects

TGs are developed in English, Dari, and Pashto.

A) Organization of TG Development Team

The TG development team is composed of nine sub-teams in total based on the target

subjects for the development of TGs (two first languages (Dari and Pashto), two second

languages (Pashto and Dari), mathematics, science, social studies, Islamic studies, and

English). The members are mainly the textbook writers from CTD as well as those

selected from TED and STTC. Members from STTC are selected from the shortlisted

candidates based on the discussion with MOE. Under the supervision of JICA experts,

TG development team examines the concept and design, and work on the writing.

B) Review on the Composition of TGs

The TG development team clarifies the content after reviewing new curriculum and

content of textbooks. The composition of TGs is examined by subject after deciding the

content to be included in each subject /grade.

C) Development of TGs

Based on the above review, TG development team starts writing TGs. TGs for G4 are

developed in the first year, those for G5 and G6 in the second year. With supervision

and progress management of JICA experts, the team divides the chapters to be written

among members. JICA experts are not only in charge of the overall management of

TGs development but also provide advice on general teaching methodology, science, and

math for the improvement of content.

D) Field testing and revision of G4 TGs

In order to improve the quality of TGs in the course of development, field testing is

conducted continuously at several schools in Kabul city including STTC experimental

school. The content of TGs is revised based on the feedback from teachers after actually

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using G4 TGs (lesson plan and end-of-chapter test).

3) Nationwide Campaign for Promotion and Utilization of TGs

For the purpose of enhancing understanding of TGs by teachers and District Education

Department (DED) officers, it is planned to announce the distribution time and outline of

TGs across the country.

4) Establishment of Mechanism for Revision of TGs

The mechanisms for revision of TGs are considered and shared among those concerned.

(3) Development of lesson plans of pre-service G1-G6 teacher education curriculum

1) Support for syllabi development of pre-service G1-G6 teacher education curriculum

(Teaching methodology of life skills, science, mathematics, and pedagogy)

Syllabi of “Teaching Methodology of Life Skills,” “Teaching Methodology of Science,”

“Teaching Methodology of Mathematics” and “Pedagogy” for the pre-service G1-G6

education are developed by N/S, TED and STTC instructors with the assistance from JICA

experts.

As for “Teaching Methodology of Life Skills,” “Teaching Methodology of Science,”

“Teaching Methodology of Mathematics,” syllabi of 32 hours are developed respectively.

The syllabus of “Pedagogy” developed by Afghan C/P personnel is improved based on the

comment from JICA experts. Development of syllabi is conducted in collaboration with

JICA experts and Afghan team that includes TTC lecturers, TED personnel, and academics

of Kabul University and Kabul University of Education.

2) Support for lesson plans development of pre-service G1-6 teacher education curriculum

(Teaching methodology of life skills, science and mathematics, and pedagogy)

It is planned to develop lesson plans of teaching methodology of life skills, science, and

mathematics, and pedagogy upon the completion of above-mentioned syllabi development.

Lesson plans are developed in collaboration with JICA experts and Afghan team.

Development and revision of lesson plans are done with TTC lecturers’ initiative through

team-teaching with JICA experts.

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1.6.2 Second Year (April 2008- March 2009)

(1) Common Activities of Output1 and Output2

1) Publicity Activities

As done in the first year, efficient and effective publicity activities are conducted to

disseminate significance of this project, contents of activities, progress and outputs throughout

the project period. In addition, the progress and output are updated on the website.

2) Joint Coordination Committee (JCC)

JCC is held at least once a year when Progress Report 3 is prepared to explain the content and

discuss on the content with the Afghan counterpart personnel.

(2) Component 1:Development of TGs (G4 to G6)

1) Printing and Distribution of TGs to Elementary Schools across the Country

G4 TGs (Dari 1 and 2, Pashto 1 and 2, Mathematics, Science, Islamic Studies and English)

which were developed in the first year are printed and distributed. TGs are distributed with

textbooks every year. The number of TGs for printing and distribution is estimated to be

approximately 19,000 sets per subject, which is two sets per school to all elementary schools

(approximately 9,500 schools) in Afghanistan. The breakdown of Dari and Pashto is decided

after consultation with MOE. G4 and G5 TGs are printed this year and experiment videos of

science and mathematics which can be practically conducted with local materials are attached.

The cost of printing and binding of TGs are shouldered by Japanese side, but the distribution

is undertaken along with MOE’s textbook distribution system. While textbook distribution was

scheduled to be the end of March which is the beginning of the school year, its delay will cause

the delay of TG distribution of TGs as well. Distribution of TGs is carried out under the

responsibility of MOE with the coordination between MOE and STEP2.

2) Nation-wide Campaign to Promote TG

In order to promote the understanding of teachers and DEDs on TGs, distribution time and

contents of TGs are planned to be announced all over the country through media.

3) Development of TGs (G5-G6)

Under the TG development system that was established in the first project year, G5 and G6

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TGs are developed. In the similar way to the first project year, TGs are revised based on the trial

use. The usability of teachers in actual teaching condition is taken into account based on their

opinions. G5 and G6 TGs of Islamic Studies that were not developed in the first year are

developed once the textbooks are developed.

4) Field Testing at School and Revision in the Process of TG Development

In order to improve the quality of TGs, the field test targeting at approximately 30 teachers at

schools in Kabul city, including STTC experimental school, is continuously conducted.

Teachers’ concrete comments and review for improvement based on their actual use of the

developed lesson plans and the chapter test are reflected to develop G5 and G6 TGs.

5) Monitoring of Use of TGs at Sample Schools

As it is fairly difficult to monitor the use of TGs nationwide, monitoring is conducted only at

selected sample schools. The reasonable number of schools, i.e. approximately 30 schools, is

selected to conduct monitoring. A wide variety of sample schools is selected from the target

areas in STEP as well as both cities and rural areas. Since MOE makes selection, STEP2

needs to present the clear criteria for the selection of schools. It is highly likely that JICA

experts may not be able to conduct monitoring due to the unstable security situation.

Therefore, such monitoring system is established that enables the Afghan side to carry out the

necessary activity instead.

Not only the use of TGs but also the quality improvement by TGs is monitored. Items

monitored are how the quality of lesson has been improved by using TGs, how teachers’ attitude

has been changed, as well as how the improvement of lesson quality has given impact on

students’ interest and learning.

6) Holding TG Development Workshop

TG development workshop is planned to revise the draft of guideline for TGs development

which was developed in the 1st project year.

(3) Component 2: Development of lesson plans of pre-service G1-G6 teacher education

curriculum at TTCs

1) Support for lesson plans development of pre-service G1-6 teacher education curriculum

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As in the first year, lesson plans are developed in collaboration with JICA experts and

Afghan team. Development and revision of lesson plans are done with initiative of TTC

lecturers through team-teaching with JICA experts.

2) Supporting STTC lecturers to conduct practical lessons

The technical assistance is provided to STTC lecturers to perform practical lessons using

developed lesson plans. Specifically speaking, teaching practice using TGs through team

teaching is planned in order to establish the teaching method focused on TGs by actually

performing exercise at STTC.

3) Holding workshop/training with other TTCs for development and utilization of lesson

plans

Developed teaching resources, lesson plans, and SRB are introduced to other TTC lecturers

at the workshop/training that is scheduled for July 2008. All TTCs across the country are

invited to participate in this workshop at STTC in Kabul. In the workshop, developed lesson

plans are introduced in such a way that encourages each TTC to use them in practical and

active manner by including hands-on content such as lesson study of actual classroom teaching.

In addition to the developed lesson plans, developed TGs are expected to be used as training

materials. The JICA expert team assists STTC organize workshop/training with its own

initiative under the supervision and support of TED.

1.6.3 Third Year (April 2009- January 2011)

(1) Common Activities of Output1 and Output2

1) Publicity activities

Efficient and effective publicity activities are conducted to disseminate significance of this

project, contents of activities, progress and outputs throughout the project period as in the

second project year. Moreover, the progress of project activities and outputs are published and

regularly updated on the JICA technical cooperation website.

2) Joint Coordination Committee (JCC)

JCC is to be conducted at least twice a project year (when the draft of project final report and

the project final report are prepared) to explain the content of report and have a discussion on it.

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(2) Component 1:Development of TGs (G4 to G6 major 7 subjects and G3 Islamic Studies)

1) Printing, submission, and packing of G4 TGs except Islamic Studies

All G4 TGs but Islamic Studies that were developed in the first project year are printed and

submitted to MOE and packaged afterwards. The number of printing is three sets per school in

all capital cities and two sets per school in other areas (in total approximately 10,250 schools

across the country) in addition to extra 8,000 sets, i.e. approximately 30,000 sets in total. The

breakdown of numbers in Dari and in Pashto is decided upon the discussion with the C/P. In the

subjects of science and mathematics, DVD (Digital Versatile Disc) teaching materials on

science experiment and mathematics practical exercise using locally available materials are

developed as attachment of TGs. One DVD of science and mathematics each is packed per

school (approximately 10,250 schools) and extra 1,050 are attached to the extra TGs.

Therefore, the total number of DVD prepared is 11,300 for science and for math respectively.

2) Printing, submission, and packing of G5 and G6 TGs except Islamic Studies

G5 and G6 TGs of all subjects but Islamic Studies that were developed in the second project

year are printed and submitted to MOE and packed afterwards. As explained in the case of G4

TGs, the number of printing is approximately 30,000 sets in total. Similarly, in the subjects of

science and mathematics, 11,300 copies of DVD teaching materials on science experiment and

mathematics practical exercise using locally available materials are attached to TGs.

3) Distribution of G4-G6 TGs except Islamic Studies

G4-G6 TGs of all subjects except Islamic Studies are distributed to schools across the country

after being printed, submitted, and packed in the third project year. Although the initial

agreement was that the Japanese side would shoulder the printing and packing cost of TGs and

transportation cost to Provincial Education Department (PED) in each province from the MOE

warehouse, the Afghan government and the Japanese government agreed that the transportation

cost to deliver TGs up to DED is also assumed by the Japanese side. On the other hand, MOE

would take full responsibility for distribution from DED to schools as depicted in the R/D

signed on July 7, 2010. The timing of distribution is expected to be December 2010 based on

the coordination between the project and MOE. JICA expert team considers the progress of

packing, capacity of transportation companies, security situation, and climate conditions such as

snow in order to take adequate measures for distribution management.

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4) Printing, submission, and packing of G3-G6 TGs of Islamic Studies

G3 TGs of Islamic Studies whose printing has been postponed since STEP1 as well as G4-G6

TGs of Islamic Studies which were developed in the second project year are printed, submitted

to MOE, and packed afterward.

It is likely that the whole process may become intricate because TGs of Islamic Studies need

to be not only printed by sect and language but also packed by regional situation. Therefore,

printing, submission, and packing of G3-G6 TGs of Islamic Studies are done at the same time.

The number of printing is 30,000 sets respectively. The breakdown of Sunni/Shia by

Dari/Pashto is determined based on the discussion with the Afghan C/P.

5) Distribution of G3-G6 TGs of Islamic Studies

G3-G6 TGs of Islamic Studies are distributed to all schools across the country. As mentioned

in 3), although the initial agreement was that the Japanese side would shoulder the printing and

packing cost of TGs and transportation cost to PED in each province from the MOE warehouse,

the Afghan government and the Japanese government agreed that the transportation cost to

deliver TGs up to DED is also assumed by the Japanese side. On the other hand, MOE would

take full responsibility for distribution from DED to schools as the R/D was signed on July 7,

2010. The timing of distribution is expected to be December 2010 based on the coordination

between the project and MOE. JICA expert team considers the progress of packing, capacity of

transportation companies, security situation, and climate conditions such as snow in order to

take adequate measures for distribution management.

The distribution of TGs for Islamic Studies is separately packed in a carton box after the

numbers of TGs of Sunni and Shia in each district are confirmed by checking with the

distribution manager of each province.

6) Study on the distribution method and monitoring of distributed TGs

In order to ensure the delivery of TGs to all schools, JICA expert team coordinates with MOE

as well as other related institutions such as USAID and UNICEF for collection of information

about distribution of TGs. The use of distributed TGs is also monitored.

7) National PED workshop for distribution management of TGs and nationwide campaign for

the promotion of TGs

In order to make it possible to deliver TGs up to school level from DED, national workshop

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with participation of directors and distribution officers from all PEDs across the country is

organized for promotion of use of TGs after delivery. Moreover, such information as the

distribution schedule and outline of TGs are announced across the country with effective use of

media in order to enhance understanding of teachers and DEDs on TGs.

8) Master trainer training3 of TGs through other donors and delivery of TGs through G14

INSET Training

TGs user’s manual is developed for the promotion of TGs. Along with this user’s manual,

extra 8,000 sets of TGs are distributed not only for G14 students at TED but also for master

trainers during the master trainer training conducted by INSET and other donors including

NGOs. The breakdown of the number of distribution is determined in discussion with other

donors and NGOs. The Japanese side assumes the printing and packing cost of TGs and

transportation cost up to the MOE warehouse whereas TTC and other donors take full

responsibility for distribution.

9) Monitoring of use of TGs at sample schools

The monitoring on the use of TGs is conducted at approximately 30 sample schools as done

in the second project year.

10) Establishment of the system for revision of TGs

Such system that reflects suggestions provided by those involved is established by clarifying

who, when, and how to revise TGs.

11) Holding TGs development workshop

TG development workshop is held to finalize the draft of TG development guideline which

was already developed by examining its content.

(3) Component 2:Development of Teaching Resources, Lesson Plans and SRB using TGs for

Pre-service Teacher Education Program at TTCs

(1) Support to develop syllabi and lesson plans (including teaching resources and SRB) using

TGs at TTC

Teaching resources, lesson plans, and SRBs for “Joint science teaching methodology (biology,

3 The training that starts from core trainers and moves down to master trainer, (teacher educator), and eventually to teachers in a cascade manner in order to implement the training in a large scale.

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chemistry, and physics)” and mathematics teaching methodology (“Method of teaching

mathematics” and “Solving Mathematical Problems”) for pre-service teacher education (G1-G9)

are continuously developed as in the second project year.

JICA experts and the Afghan team work together on the development of lesson plan and SRB.

Through team-teaching on practical lesson with JICA experts, TTC lecturers largely engage in

development and revision of lesson plans. JICA experts who stay in Japan also work on the

development of lesson plans and SRB of their assigned subject through distance lecture. In this

manner, not only direct assistance in Afghanistan but also remote assistance using TV

conference system connecting between Naruto University of Education or JICA Shikoku branch

and JICA Afghanistan office is provided.

(2) Supporting STTC lecturers to conduct practical lessons

The JICA expert team supports STTC lecturers to perform practical lessons of “Joint science

teaching methodology (biology, chemistry, physics),” “Teaching Methodology of Mathematics,”

and “Solving Problems of Math,” using developed lesson plans. Specifically speaking, lesson

practice using TGs through team teaching is conducted in order to establish the teaching method

focused on TGs by actual exercise at STTC. As previously mentioned in (1), JICA experts

working in Japan provide assistance through TV conference system.

(3) Holding workshop/training with other TTCs for development and utilization of lesson plans

Developed teaching resources, lesson plans, and SRB are introduced to other TTC lecturers at

the workshop/training that is scheduled for September. All TTCs across the country are invited

to participate in this workshop at STTC in Kabul. In the workshop, developed lesson plans are

introduced in such a way that encourages each TTC to use them in practical and active manner

by including hands-on content such as lesson study of actual classroom teaching. In addition to

the developed lesson plans, developed TGs are used as the training materials. The JICA expert

team assist STTC organize workshop/training with its own initiative under the supervision and

support of TED.

Moreover, based on the termination evaluation of the project conducted in May 2010, STEP2

monitors the utilization of developed TTC materials after the workshop in cooperation with

TED and share the result with other stakeholders.

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2. ACHIEVEMENT OF PROJECT OUTPUTS

The activities and achievement of outputs during the period from September 2007 to January

2011 are presented as follows.

2.1 Briefing to the Ministry of Education

2.1.1 Briefing of Draft of Inception of Report

The draft of IC/R was shared with the Afghan C/Ps and other donors including the Deputy

Minister, Director and Deputy Director of TED and CTD, Senior Advisors of TED, General

Education, and Curriculum Department, UNICEF, and UNESCO. The JICA expert team briefly

presented the draft of IC/R and received some feedbacks to be reflected in the implementation

process of the project through the discussion with them.

2.1.2 Submission of Inception Report and Explanation

The content of IC/R was explained at the first JCC and the report that was finalized based on

the feedback from Afghan C/P and other donors was distributed to JICA, Afghan C/P personnel

and other related institutions in late October 2007.

The changes are made as followings:

(1) The composition of TGs development members is changed to nine from CTD and nine

experienced teachers from the original plan of 18 from CTD

(2) The participants for development workshop of Component 2 includes TTC lecturers as well

as director and deputy directors

The content of Inception Report is summarized in Table 2-01.

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Table2-01:Content of Inception Report

Chapter 1 Project Outline and Work Contents 1.1 Background of the Project

1.2 Scope of the Project 1.3 Project Area

1.4 Project Purpose and Outputs 1.5 Organizational System for Project Implementation 1.6 Project Reports

Chapter 2 Conditions for Implementing the Work 2.1 Convenience to be Provided by the Japan Side 2.2 Convenience to be Provided by the Afghan Side 2.3 Safety Management

Chapter 3 Project Activity Plan 3.1 Contents of Activities During the First Year [Sep 2007 - March 2008]

3.2 Contents of Activities During the Second Year [April 2008 - March 2009] 3.3 Contents of Activities During the Third Year [April 2009 - March 2010] 3.4 Contents of Activities During the Fourth Year [April 2010 - August 2010] 3.5 Implementation Schedule

Chapter 4 Project Implementation Method (the first year) 4.1 Development of TGs (G4 to G6)

4.2 Development of lesson plans of pre-service G1-G6 teacher education curriculum 4.3 Monitoring of TGs

Source:STEP2

2.1.3 First Joint Coordination Committee

On October 10th, 2007, the first JCC was held at MOE. The JICA expert team made a brief

presentation of IC/R as well as explained several feedbacks which had been previously provided

by the Afghan C/Ps. The details of the discussion at JCC are summarized in the Minutes of the

Meeting in Appendix 03.

2.1.4 Briefing of 2nd Year Activities and JCC

At the second JCC held on July 10th 2008, JICA expert team briefly explained the progress

of the first project year and activity implementation plan of the second project year. The first

progress report as well as the draft of TGs in Dari and in English was distributed. Moreover, the

summary of science experiment video teaching materials that are attached to G4 TGs was

presented. Those present confirmed the importance of collaboration not only with C/P

institutions but also MOE-affiliated departments such as Science Department and Secondary

Education Department in order to implement the project activities more smoothly. The minutes

of meeting of the 2nd JCC is attached to Appendix 04.

The third JCC was held on February 24, 2009 to fulfill the purpose of presenting the minutes

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of meeting developed by the mid-term evaluation team. The STEP2 mid-term evaluation team,

explaining the project outline, evaluation on the project progress, and the next steps to be taken

during the last half of the project term, shared the mutual understanding with the C/P. Regarding

the printing of G4 and G5 TGs, Dr. Ghaznawi emphasized the importance of editing through

review and correction done by those beyond writers. It was agreed that CTD and TED review

TGs after CTD’s approval and that Science Center would also check science and math TGs. The

minutes of meeting of the third JCC is attached to Appendix 05.

2.1.5 Briefing of 3rd Year Activities and JCC

The fourth JCC was held on January 30, 2009 where the JICA expert team explained the

progress and the future activity plan and confirmed the indicators of PDM. Deputy Minister, Dr.

Ghaznawi highly appreciated the strengthened collaboration between the JICA expert team and

the MOE in the editing process of TGs. On the other hand, in response to the Deputy

Minister’s comment on difficulty of distribution of TGs by MOE due to the limited budget,

JICA expert team reviewed the distribution procedure in order to deliver TGs to as many

teachers as possible. The minutes of meeting of the fourth JCC is attached to Appendix 06.

2.2 Implementation of Activities of Each Output

2.2.1 Activities Common to All Outputs

(1) Public Relation Activities

Using the slogan for the project, “STEP2 Quality Teachers,” which was decided in the first

year, two kinds of posters were designed for the promotion of project. The posters were

distributed to schools, PEDs, and DEDs when field testing of TGs, baseline study, and

monitoring were conducted.

On July 2, 2008, the website of STEP2 (http://project.jica.go.jp/afghanistan/0613805/)was

set up and the project activities were updated every a few months in Dari, English, and Japanese,

reporting the project activities regularly. The updated project activities are listed in Table 2-02.

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Table 2-02: List of Project News

Date updated Topic of Project News October 4, 2007 Baseline Survey October 10, 2007 JCC November 6, 2007 TTC Lesson Plan Development Workshop November 7, 2007 TG Development Workshop May 1, 2008 Development of Science Experiment Video June 8, 2008 TG Development for G 5 July 7, 2008 Visit to Bamyan TTC and TG Monitoring July 10, 2008 The Second JCC September 15, 2008 Preparation of Math Exercise DVD December 1, 2008 TTC Lecturers’ Writing Workshop May 15, 2009 Monitoring in Regions May 18, 2009 Workshop for TG Development Guideline and Users’Manual May 23, 2009 Report from Bamyan by Prof. Chikamori May 26, 2009 Distance Lecture using TV-Conference System December 3, 2009 Monitoring in Jalalabad January 6, 2010 Distance Lecture on Biology Teaching Method March 20, 2010 Model Lessons Conducted by JICA experts at TTCs March 30, 2010 Distance Lecture in Anticipation of Unlimited Potentialities

Source:STEP2

(2) Holding of JCC

JCC was established with the chair of Deputy Minister, Dr. Ghaznawi for the smooth and

effective implementation of the project, and the progress of project and matters of concern were

with Afghan C/P personnel as previously mentioned in 2.1.3, 2.1.4 and 2.1.5.

2.2.2 Component 1: Development of TGs (G 4-G 6)

In comparison with STEP when TGs of mathematics, life skills, Islamic Studies, Pashto, and

Dari for G 1-G 3 were developed, STEP2 had to consider not only the increase in the number of

targeting subjects but also the advancement of content and interlinked relationships between

grades because the targeting grades are G4-G6. In the beginning of development of TGs, G1-G3

TGs were reviewed to identify the points to be considered for development of G4-G6 TGs,

followed by formation of subject-wise teams. The teams presented their progress of

development almost every month to check the progress and exchange ideas and opinions with

other subject teams. Development of TGs of Dari 1st, Dari 2nd, Pashto 1st, Pashto 2nd, Math (Dari,

Pashto), Science (Dari, Pashto), English (Dari, Pashto), Social studies (Dari, Pashto), Islamic

Studies of Sunni (Dari, Pashto), Islamic Studies of Shia (Dari, Pashto) for G4-G6 and Islamic

Studies of Sunni (Dari, Pashto) and Islamic Studies of Shia (Dari, Pashto) for G3 was

successfully completed by March 2009. Moreover, DVD teaching materials for science

experiment and math exercises were developed that visualize what is not easily explained only

on the blackboard or in the textbook for the improvement of lesson and better understanding of

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students.

Besides, monitoring activities were continuously carried out to reflect teachers’ feedbacks in

TGs and to measure the use, change of teaching, and understanding of students. A wide variety

of methods such as direct lesson observation, video-shooting of classroom teaching, interview

with questionnaire, and math and science tests were applied to examine the effect on students’

understanding through use of TGs. Furthermore, great efforts were made to establish such

distribution method that ensures delivery of TGs to teachers based on the challenging findings

that had been identified through monitoring on the distribution of G1-G3 TGs. TGs users’

manual was developed by TG writers with the aim of promoting school training using TGs. And

TG revision guideline was also developed to be used for revising TGs when new textbooks are

introduced in the future. With these manuals, it is expected that TGs are revised as well as

utilization of TGs in classrooms is promoted.

(1) Holding of TG Development Workshop On November 4th, 2007, the TG development preparatory workshop was held with

participation of members of TGs development team, TTC lecturers, TED, and school teachers as

listed in Table 2-03. The main objectives of this workshop were 1) the review of G1-G3 TGs, 2)

the review of G4-G6 textbooks, and 3) identification of points to be considered in G4-G6 TGs

development.

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Table 2-03: Participants of Teachers’ Guides Development Preparatory Workshop

Name Organization 1 Abdul Kabir CTD 2 Abdullah shah CTD 3 Frozan Khamosh CTD 4 Ghulam Sarwar Baghlani CTD 5 Mohammad Amin Nazhand CTD 6 Mohd Baqir Jafari CTD 7 Nezam-u-din CTD 8 Prof. Ihsanullah CTD 9 Fawzia jan TED 10 Kanishka Shahabi TEP 11 Sardar Hussain Hussaini TEP 12 Shahpiry TEP 13 Shir Zaman Abasin TEP 14 Sima TEP 15 Abdul jan STTC 16 Abdullah amiri STTC 17 Alia Jan STTC 18 Ghoshma Gul STTC 19 Ghulam Jialani STTC 20 Ghulam Rabani STTC 21 Hilina jan STTC 22 Khan Ali STTC 23 Mohammad Azam Tokhi STTC 24 Mohammad Qahir STTC 25 Mohammad Rafiq Haider STTC 26 Sayed Shirin STTC 27 Shamsul habib STTC 28 Alia Jan Lamia Shahid High school 29 Aqela jan Lamia Shahid High school 30 Belqis jan Lamia Shahid High school 31 Mah jan Lamia Shahid High school 32 Nazia jan Lamia Shahid High school 33 Farida jan Maryam High school 34 Huma jan Maryam High school 35 Sosan Maryam High school 36 Zahina jan Maryam High school 37 Baaser jan Sayed Jamaludin Exp. School 38 Fawzia jan Sayed Jamaludin Exp. School 39 Gul Wahidi UNICEF

Source:STEP2

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The following comments were presented at the workshop.

1) Review of G1-G3 TGs

1. Structure/Composition

Good points of TGs Points to be improved in TGs ・ The way of questioning and answering is

consistent with the lesson’s objective ・ “Objectives” and “Questions” are clear and

meet students’ competency ・ Different skills are introduced ・ The selection of teaching aids is

appropriate ・ “Activities” are sufficiently planned

・ The period for group work is very short ・ The pedagogy and psychology are not

taken into consideration ・ The class period should be considered ・ “Objective” is unclear

2. Utilization

Good points of TGs Points to be improved in TGs ・ It can be applied to the lesson plan ・ TGs are very useful

・ It is impossible to start teaching on the first day of the semester

3. Points to be highlighted by subject

Good points of TGs Points to be improved in TGs ・ G1 TG of Dari meets students’

competency ・ G1 TG of mathematics meets students’

competency

・ G1-G3 TGs of Dari and mathematics have too much content

・ The content of Islamic studies for G1 is beyond students’ understanding

・ The homework in Chapter 1 should not be assigned in G1 TG of Dari

2) Review of G4-G6 new textbooks

1. Structure/Composition

Good points of TGs Points to be improved in TGs ・ The volume of teaching is appropriate ・ “Objective” is clear ・ Pictures are clear and they meet the

objective ・ The way of Questioning and Answering is

better ・ “Objective” and “Words” are written in

bold

・ “Objectives” should be demonstrated in students’ activities

2. Utilization

Good points of TGs Points to be improved in TGs ・ It functions as the lesson plan as well

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3. Points to be highlighted by subject

Good points of TGs Points to be improved in TGs ・ G4-G5 textbooks in social studies are

interesting ・ Pictures in Dari are clear to understand and

consistent with the objective

・ The second Dari for G4 should have the conversation style.

・ Both Dari and Pashto should not be inserted in language textbooks

・ In the second Pashto, “Objectives” and “Activities” should be written in Dari.

・ In Dari for G5, “Objectives” are not clear.・ The “objective” of figures should be

clarified ・ In figures of G4, it is necessary to clarify

the definition of circle, triangle, and their area and to describe the formula.

・ Addition and subtraction should be written from right to left.

・ Some pictures in mathematics are not appropriate.

・ Dari alphabet should be put at the beginning of sentences

・ Students who have not learned suffix in Dari cannot find it in sentences

3) Points to be considered in G4-G6 TG development

・ The colored pictures should be inserted

(At the end, it was concluded that the colored pictures were not necessary because TGs are used

with textbooks that are printed with colors.)

Very useful opinions and ideas were exchanged at this workshop for the development of TGs

of G 4-G6 whose content are more advanced and whose characteristic features need to be taken

into consideration.

(2) Development of TGs

1) Development of TGs

Based on the discussion made at the workshop held on November 4, 2007, G4 TGs

development started on November 14. The TG development team members are listed as Table

2-04.

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Table 2-04: Members of Grade 4 Teachers’ Guides Development

No subject No Name Academic Level Department1 1 Mir Naqibullah Bachelor CTD2 2 Abdul Kabir Bachelor CTD3 3 Mahjaben Bachelor Teacher4 4 Ghoshma Gul Bachelor TEP5 5 Hussain Muhsini TED6 1 Gulam Sarwar Bachelor CTD7 2 A. Razaq Kohistani Bachelor CTD8 3 Wazir Gul Sidiqi Bachelor Teacher9 4 Sardar Hussain Bachelor TED10 5 Said Mahmod Paimanari Bachelor CTD11 6 Sima Bachelor TEP12 7 Shams-ul-Habib Bachelor TEP13 8 M. Munir Bachelor Teacher14 1 Najibullah Bachelor CTD15 2 Shir Mohammad Raonaqi Bachelor CTD16 3 Qadim Bachelor Teacher17 4 Anwar Mushfaq Master CTD18 5 Shir Zaman Abasin Bachelor TEP19 1 Abdul Wodod Bachelor CTD20 2 Gulam Naqshband CTD21 3 Mir Saifullah Hashimi Bachelor CTD22 4 Shahperai Bachelor TEP/Inset23 1 Aminullah Nazhand Bachelor CTD24 2 Shahla Bachelor CTD25 3 Mirwais Bachelor CTD26 4 Aziz Bachelor CTD27 5 M. Qahir Bachelor TED28 6 M. Rafiq Bachelor TED29 7 Obaidullah Bachelor CTD30 1 Rahmatullah Bachelor CTD31 2 Mir Namatullah Master CTD32 3 Jamshid Bachelor CTD

Pashto Language

English

Math

Dari language

Social Studies

Science

Source: STEP2

No major change was made in the framework of G 4-G6 TGs from the one used in STEP.

The framework of TGs is presented as following.

A copy of textbook for one lesson

Title of lesson

Duration of lesson

Objective of lesson and important points to achieve lesson objective

Supplementary teaching aids

Teaching content

Exercise and practice

Assessment – knowledge, skills, behavior, relation to society, homework

In light of linkage to the lower secondary education, it was necessary to clarify linkage and

interconnectedness of teaching content in TGs of G4-G6. Therefore, the concept map of each

chapter is presented in the beginning of the chapter and basic necessary knowledge is

summarized so that teachers can overview the whole composition and understand how each

lesson is linked to others.

TG development team delivered presentation on the progress of each subject almost every

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month. Checking progress and exchanging ideas during the presentation, each team reflected

suggestions and feedbacks into the TGs.

On December 31, the developed TGs were presented to report the progress and exchange

opinions for revision among writers. The following comments and suggestions were shared.

Dari 1 The order of “objectives” and “assessment (criteria)” should be exchanged.

Dari 2 There are too many questions in “assessment” (seven)

Pashto 1 It is suggested to prepare supplementary teaching aids for students’ activities.

It is suggested to add more details in homework.

Pashto 2 The questions in “assessment” rather sound questions to teachers, and the

expressions should be modified.

Is it appropriate to present answers in the “assessment”? (In other subjects, answers

are not attached)→It is better to present answers in order to meet the various level

of teachers.

English Is enough time allocated at the introduction of the lesson?

Social Study The order of activities does not seem consistent.

Math “Background knowledge,” the prerequisite for teaching, is described as the

knowledge which students have already acquired.

Science The overall expressions such as “background knowledge”, “objectives”, and

“assessment” are not clear. The assessment questions are not placed in the right

order.

Having reviewed the above-mentioned points, the TG development team included the following

points to reflect in the process of TGs development.

Points to be improved regarding structure and composition of TG

The sequence of activities should be considered.

Specific supplementary teaching materials should be determined in each lesson activity.

Teaching method should be reflected on activity in lesson flow.

There is no need to put the numbers for activities in the lesson flow.

Sequence of evaluation questions should be considered (starting for knowledge and

finishing for importance of the lesson).

Homework should be written under the table of lesson flow.

Points to be improved in the process of TG development

Suggestions from other groups should be considered in the process of TG development.

Each lesson should be edited by group discussion.

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The drafts of following G4 TGs were developed in the first year:

Language (Dari 1, Dari 2, Pashto 1, Pashto 2)

Mathematics (Dari and Pashto)

Science (Dari and Pashto)

English (Dari and Pashto)

Social studies (Dari and Pashto)

The G5 TGs were developed since June 2008 by TG development team members as listed in

Table 2-05. Compared with the first project year when only one female in each of mathematics,

Dari, science, and Pashto participated, more than one female were involved in all subjects but

mathematics for the TG development that year.

Table 2-05 Members of Grade 5 Teachers’ Guides Development

No subject No Name M/F level of Qualification Department Remarks

Math

1 1 Amanullah M Bachelor CTD2 2 Mukhtar Nawid M Bachelor CTD3 3 Abdullah Shah M Bachelor CTD4 4 Nasratullah Ahmadi M 14 Teacher5 1 Gulam Sarwar Baghlani M Bachelor CTD6 2 Maryam Munaza Khohistani F Bachelor CTD7 3 Shugufa Safa F Bachelor CTD8 4 Sardar Mohammad Jami Zada M Teacher9 1 Shakilla Shams Hashimi F Bachelor CTD

10 2 Madina Mohabatyar F Bachelor CTD11 3 Wazhma Mehrzad F Bachelor CTD12 4 A. Raziq Kohistani M Teacher13 1 Shakilla Habib F Bachelor CTD Short time14 2 Shir Mohammad Rawnaqi M Bachelor CTD15 3 Najebullah Amin Afghan M Bachelor CTD Short time 16 4 Samia Waeaz F Bachelor CTD17 5 Abudul Malik Abed M Bachelor CTD Short time 18 6 Rahman Enayeat M Bachelor CTD19 7 Qadim Shirzai Babakarkhil M Bachelor CTD20 8 Mir Obaidullah M Bachelor CTD21 1 Rabia Mansoor F Bachelor CTD22 2 Atiq Ahmad Shinwari M Bachelor CTD23 3 Gulam Naqshband Khaliqi M Bachelor CTD24 4 Aziza Stanikzai F Bachelor Teacher25 5 Zahira Nasiri Stanikzai F Bachelor CTD26 1 Faizullah Faiez M Bachelor CTD27 2 M. Aziz Tahrik M Bachelor CTD28 3 Frozan Khamosh F Bachelor CTD29 4 Zarghona Ahmadzay F Bachelor Teacher30 5 Gulistani M Bachelor CTD31 1 Agha Mohammad Garandai M Bachelor CTD32 2 Sayed Mahmod Kargar M Bachelor CTD33 3 M. Qudous Zako Khil M Master CTD34 4 Rahmatullah Hemat M Bachelor Teacher35 1 Jamshid M Bachelor CTD36 2 Sayed Namatullah M Bachelor CTD37 3 M. Osman Azizi M Master CTD Short time 38 4 Marzia Yousufi F Bachelor Teacher Short time 39 5 Freshta Kazimi F Bachelor CTD40 6 Rahmatullah Hamidi M Bachelor CTD One month only41 1 Mayal Agha Mutaqi M Bachelor CTD42 2 Shir Ahmad Masodi M Bachelor CTD43 3 Laila Sayer F Bachelor CTD44 4 M. Anis Younus M Bachelor CTD45 5 Abdul Wakil M 14 CTD46 1 Hussain Ali M Bachelor CTD47 2 Fatema Rashidi F 14 Teacher48 3 Nekbakht F Bachelor Teacher49 4 M. Jawad Ahsani M Bachelor Teacher

English

Islamic Sonni

Islamic Shiah

SocialStudies

Science

Pashto FirstLanguage

PashtoSecond

Language

Math

Dari Firstlanguage

Dari SecondLanguage

Source: STEP2

In commencing the development of G5 TGs, the workshop was held for TG development

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team members on June 8, 2008. The participants reviewed the G4 TGs and exchanged their

following ideas about the format.

・ Framework is good.

・ It is good to include teachers’ necessary knowledge.

・ It is good to have lesson flow.

・ It is good that students’ activity is included in lesson flow.

In developing G5 TGs, the following comments were pointed out for improvement.

Points to be considered for TG development

・ Decrease preface time

・ Avoid repeating the same words

・ How to deliver comments, conclusion, and how to get lesson points have to be

explained among lessons in TG.

・ Motivation should be strongly considered.

・ Explanation of expressions and new concepts should be in necessary knowledge for

teachers

・ Writing of English letters (from left to right)

Opinions regarding how teaching should be

・ The majority of lesson activities should be done by students.

・ The weak students must have more opportunity.

・ The homework should be given according to students’ understanding level (from

simple one to difficult one).

・ The number of group activities should be increased.

・ Let students propose lesson topics

・ In languages subjects, role play method should be utilized.

The TG framework was determined on June 8 and 9, 2008, and the TG development team

started writing on the afternoon of June 9. On June 14 and 15, each group presented the first

lesson to others for reviewing and sharing with others.

・ The technical issues of each lesson have to be considered in TG development.

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・ The topic on new lesson should be proposed from students by asking one or two question.

・ The group arrangement should be done at least once a week

・ The necessary knowledge for teacher should be stated clearly according to lesson

content.

・ The appropriate place for Necessary Knowledge for Teacher is below the lesson topic.

・ The meaning of new words and expressions have to be written in TG

・ The homework should be given according to the lesson content of the lesson and should be

different every day.

・ In giving homework we have to consider more about practical side than theoretical side.

・ We should not use difficult and complicated words and sentences in TGs

・ The answers for evaluation questions should be given.

・ In evaluation part, we have to consider knowledge, skill, attitude and importance of the

lesson.

After a month passed since they started to develop G5 TGs, each subject team checked the

progress of development and commented the following points to be improved to others at the

presentation held on July 6, 2008. These points are reflected in the further work of TG

development.

Regarding the overall framework

・ There was imbalance found in framework.

・ The framework should be examined carefully.

・ There was not a consistent way of writing in the lesson flow.

(Teacher asks students …., or Dear teacher you ask students ….)

Regarding each item of framework

・ We should write the Important Points to Achieve the Objectives in such a way to approach

the objectives; for example, if we analyze a word, we will approach to the objectives.

・ The Important Points to Achieve the Objectives should be written in such a way to observe

Knowledge, Skill, Attitude, and Importance.

・ Standard should be included in activities; e.g. the standard of reading, writing, etc.

・ The presentation of lesson should be explanatory or readable.

・ The concept map should be standardized in all subjects and short explanation should be

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given if necessary or if there are some problems.

・ We should surely give information to the teacher related to Necessary Knowledge, not

just topic.

・ The continuity of activities should be observed.

・ Four types of varieties should be observed in assessment questions; Knowledge, Skill,

Attitude, and Importance.

・ In phase of reading the text, teacher should read at first.

・ There should not be answers in assessment questions of previous lesson.

Regarding the process of TG development and editing

・ Some writers have made mistakes in writing the teachers guide, but they do not accept.

・ Lesson’s editing must be done carefully in each group.

Moreover, the following comments were shared after each subject’s presentation during the

workshop on August 5, 2008.

・ The correction was very good than the last three presentation

・ Some participants spoke the weak points seriously

・ In the second language, the conversation given in the textbook should be considered more

than the other activities because the students needs to speak than writing

・ TG was very accurate and these points should be considered.

- The Teachers’ Necessary knowledge should be in accordance with the content of the

textbook and the objectives should be clear and the assessment also should be based

on the activities in the lesson

- The address for the teacher has to be politely such as “dear sir”, “dear teacher”, etc.

- The new lesson has to be linked with the previous lesson

- The section of lesson should be clearer because teacher may get confused

- In the “Teachers’ Necessary Knowledge”, participants should write more information

because our teachers do not have books or library.

After the presentation given by each subject team, both positive points and points to be

improved were pointed out during the workshop on September 15, 2008. Based on this

feedback about good points and points to be improved in terms of the process of TG

development, structure and content of TGs, they completed the draft of G5 TGs.

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Positive points about TG development process:

In general, all groups have prepared their lessons based on the structure.

The atmosphere was good and friendly

Enough time was equally given to everyone to say his/her comments and questions

In general, the workshop was well arranged

Comments and critics were accepted easily

The tools such as overhead projector and computer were helpful in presentation.

Positive points about TG structure and content:

The lesson flow of all groups were good

Some groups have written their lesson on class behavior

The important points to achieve the objective was well written

Some groups have written “Teachers’ Necessary Knowledge” well

Points to be improved about TG structure and content:

Separate questions should be given for motivation and assessment of previous lesson

Whatever mentioned in teaching method and teaching material should be reflected in

activities as well.

Homework should be based on the students’ level

The knowledge, skill, attitude and importance points should be clearly identified in

important points to achieve the objective

The questions and practices of math book should be solved step by step or only answer

is enough.

Necessary knowledge should be based on lesson or chapter (precisely and

knowledgeable)

The lesson summary should be the directly explanatory to the lesson.

Activity time should be allocated based on its volume.

TGs should be developed based on the result of observation.

Activities should be clear not as in the form of story or essay.

Teaching material and teaching supplementary material should be distinguished from

each other.

After teacher reads the text, students should read or teacher explains.

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Questions:

Where should the motivation question be inserted?

With what words the evaluation questions should be started?

This monthly workshop continued from June 2008 to September 2008 until the draft of G5

TGs of major seven subjects (Math, Science, Social studies, English, Islamic Studies, First

language, Second language) in Dari and in Pashto were completed. G3 and G4 TGs of Islamic

Studies that had not been developed in STEP and in the first project year respectively were

developed as well based on the two Sunni and Shia textbooks.

Once the draft of G5 TGs was completed, they were submitted to MOE for editing. The

editing process by CTD was 1) subject department officers in CTD check the format and

curriculum, 2) subject department officers in CTD check language, expression, and concept of

content, 3) head of subject departments in CTD check the political context and Islamic religious

matter. The translation from Dari to Pashto started upon the completion of this process, and

the same checking process applies to the Pashto version. The checking process was performed

with the check-sheet developed by CTD. Moreover, both MOE and Japanese side agreed on the

final review and correction of the TGs that had been edited by CTD at the 3rd JCC. As a result,

all TGs went through the final review by MOE after being edited.

After the completion of draft of G5 TGs, development of G6 TGs started on September 2,

2008. The TG development team for G6 is listed in Table 2-06.

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Table 2-06 Members of Grade 6 Teachers’ Guides Development

No subject No Name M/F level of Qualification Department

Math

1 1 Mir Naqibullah M Bachelor CTD2 2 Abdul Kabir M Bachelor CTD3 3 Nezamudine M Bachelor CTD4 4 Mohammad Yousuf Bajawri M Bachelor CTD5 5 Nasratullah Ahmadi M 14 Teacher6 1 Gulam Sarwar Baghlani M Bachelor CTD7 2 Maryam Munaza Kohistani F Bachelor CTD8 3 Shugufa Safa F Bachelor CTD9 4 Sardar Mohammad Jami Zada M Teacher10 1 Shakilla Shams Hashimi F Bachelor CTD11 2 Madina Mohabatyar F Bachelor CTD12 3 Wazhma Mehrzad F Bachelor CTD13 4 M. Azim Sadiqyar M Bachelor CTD14 1 Shir Mohammad Rawnaqi M Bachelor CTD15 2 Mohammad Afzal M Bachelor CTD16 3 Hussain Khil M Bachelor CDT17 4 Qadim Shirzai Babakarkhil M Bachelor CTD18 1 Parwin Qarizada Lali F Bachelor CTD19 2 Mir Saifullah Hashimi M Bachelor CTD20 3 Aziza Stanikzai F Bachelor Teacher21 4 Wahid-u-Rahman Kochi M Bachelor Teacher22 1 Faizullah Faiez M Bachelor CTD23 2 Frozan Khamosh F Bachelor CTD24 3 M. Aziz Tahrik M Bachelor CTD25 4 Mohamad Aziz Hussain Khil M Bachelor CTD26 5 Mirwais Zadran M Bachelor CTD27 1 Aminullah Nazhand M Bachelor CTD28 2 Obaidullah M Bachelor CTD29 3 Shakilla Dost F Master CTD30 4 Rahmatullah Hemat M Bachelor Teacher31 5 Gulistani M Bachelor CTD32 1 Jamshid M Bachelor CTD33 2 Sayed Nematullah Mushtaq M Bachelor CTD34 3 Freshta Kazimi F Bachelor CTD35 4 Khwaja Sayed Sharif M Bachelor Teacher36 1 Abdul Salam M Bachelor CTD37 2 Sakhi jan M Bachelor CTD38 3 Laila Sayer F Bachelor CTD39 4 Abdul Raqib Jahid M 14 CTD40 5 Abdul Wakil M 14 CTD41 1 Hussain Ali M Bachelor CTD42 2 Fatema Rashidi F 1443 3 Nekbakht F Bachelor Teacher44 4 Mohammad Jawad Ahsani M Bachelor Teacher

Islamic Shiah

Math

Dari Firstlanguage

Dari SecondLanguage

SocialStudies

Science

Pashto FirstLanguage

PashtoSecond

Language

English

Islamic Sonni

.

Source: STEP2

Prior to the development of G6 TGs, TG development team analyzed selected three videos of

actual lessons (Dari, Social Studies, and Mathematics) and exchanged several findings to reflect

on TGs during the TG development workshop on September 3rd.

Dari lesson

Lesson was not organized well

Teacher’s control was weak

Teacher did not encourage students

Teacher did not care about students misreading

Teacher did not discuss about new words

Time management was weak

No group work

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No chart, no teaching materials

No information about the topic of the lesson

No blackboard use

No lesson plan

No summary

Reading and checking homework at the same time

Social Studies

No motivation

Teacher walked around too much

Teacher read text but no explanation

No supplementary materials

Mathematics lesson

Only one method of teaching

Same students answered

In addition to these opinions based on the lesson observation, TG development team,

realizing the need of TGs for education in Afghanistan, shared the need for teacher education

and identified the problems facing teachers in a class.

In the middle of November 2008, the math group of TG development team started revising

the lesson activity (exercises) in the G5 TG of mathematics. For instance, the previous edition

mentioned no other than a student who answers a question on the blackboard. In fact, other

students were only watching the student in the actual class. Based on this observation, it was

revised to encourage other students to answer the question in their notebook and suggest the

teacher go round in a classroom while the appointed student is answering on the blackboard.

Another revision was made to encourage students to find and correct the mistake when a wrong

answer is given on the blackboard. G6 TGs already included these revisions on the process of

development. Furthermore, based on the analyzed result of the math baseline test, the Japanese

expert proposed to include such suggestions as drawing a vertical line for alignment of digit and

writing down a number that is carried over into the TGs. The development of G5-G6 TGs of all

subjects was successfully completed on January 10, 2009, and the editing by MOE proceeded

afterward.

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Regarding the MOE’s logo that is to be printed on the cover page of TGs, the final decision

making process ran into difficulties. However, on August 25, 2009, the Deputy Minister, Dr.

Ghaznawi issued the official notice to authorize the printing of “Ministry of Education, Deputy

Minister of Teacher Education, Curriculum Development and Compiling Text Books & Science

Center and Technology Education.” Furthermore, TED Director, Ms. Wardak, also agreed with

the final decision given by the Deputy Minister.

3) Editing of TGs

CTD in charge of editing TGs already completed the editing process of G4 TGs except Islamic

studies that had been developed in the first project year. However, the agreement was made at

the third JCC on February 24, 2009 that printing could be commenced upon the final review and

correction done by MOE. Based on this agreement, MOE started the final review of TGs on

February 28. The MOE editors are listed in Appendix 07 and the editing format is attached in

Appendix 08. In spite of the initial plan of completing this process by the end of March 2009,

the project encountered a serious delay because the MOE’s decision requiring the reediting as

shown in figure 2-01 prolonged the whole process as well as some editors needed to work on

the G7-G9 textbook editing at the same time. Moreover, the delay in the final approval of TED

director’s proposal about the use of TED’s logo on the cover also affected the preparation for

printing.

Source:prepared based on MOE’s instruction

Figure 2-01:Reediting system in MOE

4) Development of Supplementary Teaching Materials

In order to attach to the TGs, DVD materials for science experiment and math exercises in

both Dari and Pashto were developed. Video shooting of science experiment and math exercise

was carried out from the mid September 2008 under the supervision of experts on science

Editing byreediting team

Input ofcorrection bySTEP2

Check ofcorrections byreediting team

Input of correctionby STEP2 ifnecessary

Final check ofcorrections byreediting team

To STEP2To

reeditingteam

To STEP2To

reeditingteam

Finalization ofdraft by makingcorrections ifnecessary

To STEP2

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education and mathematics education with the purpose of introducing teachers how to conduct

experiment based on TGs, how to conduct lessons, and especially how to explain to students in

a lesson and how to give exercise to students. These videos, including science experiment and

math exercise methods that apply easily available experiment facility and materials are used as

proposed in the project, were shot at STTC experimental school in Kabul city, selected several

schools in Kabul Province and in Jalalabad city, Nangarhar province.

The topics of G4, G5 and G6 teaching materials of TGs for science and mathematics are

listed as Table 2-07 and Table 2-08.

Table 2-07 Topics of G4, G5 and G6 teaching material for science Teachers’ Guides

G 4 G 5 G 6 1 String Telephone Substances (Air) (Same as

G4) Circulatory system

2 Pinhole Camera, Water Lens

Solubility Respiration system

3 Smell Quiz Boiling Point Definition of matter, element, and compound

4 Tasting Quiz Rain Reaction of elements gives compound

5 Which is hotter? Day and Night Filtration of a mixture of water and flour and a mixture of charcoal and water

6 Sketching Plants 4 Seasons Solution, Solubility and its concentration

7 Effect of Heat String Telephone (same as G4)

Energy, Types of energy, Energy change

8 Solid, Liquid, Gas Magnet Making heat by shaking 9 Measurement of

Temperature Usage of Magnet Sunlight makes heat

10 Light Source Static Electricity Potential energy makes kinetic energy

11 Shadow Play Serial and Parallel Connections

Energy changes, torch to power plants

12 Water Purification Electric Conductivity and insulator

Types of force

13 Air - Gravity 14 Soil Component - Friction 15 - - Velocity and its unit Source: STEP2

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Table 2-08 Topics of G4, G5 and G5 teaching material for math Teachers’ Guides

G 4 G 5 G 6 1 Addition of Whole Numbers Addition of Whole Numbers

(same as G4) Additional of Fractions of different denominators (same as G5)

2 Subtraction of Whole Numbers

Subtraction of Whole Numbers (same as G4)

Subtraction of Fractions of different denominators (same as G5)

3 Multiplication of Whole Numbers

Multiplication of Whole Numbers (same as G4)

Multiplication of factions (same as G5)

4 Division of Whole Numbers Division of Whole Numbers (same as G4)

Division of fractions (same as G5)

5 Addition of Fractions with the same denominators

Addition of Fractions of different denominators

Addition of decimal numbers

6 Subtraction of Fractions with the same denominators

Subtraction of Fractions of different denominators

Subtraction of decimal numbers

7 Area of a square and a Rectangle

Multiplication of fractions Multiplication of decimal numbers

8 Making a Ruler Division of fractions Division of decimal numbers 9 - Common multiple Prime factorization 10 - Common divisor Area of triangle 11 - Making a Ruler (same as

G4) Volume of a rectangle prism

12 - Making a protractor - Source: STEP2

(3) Field testing at Schools and Revision in the Process of Development of TGs

In the process of TG development, the teaching reality was made clear through lesson

observation and video shooting of classroom teaching in order to reflect the improvement of

identified problems and feedback from teachers who use TGs. Moreover, math and science tests

for G4-G6 students were conducted continuously in order to measure the improvement in

quality of lesson as well as in students’ understanding with use of TGs.

1) Lesson observation, Video shooting, and Rubric Evaluation

At the visit of four schools in Kabul city (STTC experimental school, Maryam High School4,

Abdul Hadi Dawi High School, Lamie Shaheed High School) in October 2007, JICA experts

identified several points to be improved through the direct observation of the science lessons.

Use of old/new textbooks Concerning the science subject, the objective of the new textbook is not reflected in

teaching at all. This is partly explained by the large problem found in a new textbook.

4 In general, schools are called “High School” since the education from primary level up to upper secondary level is provided in many cases in Afghanistan.

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The components of the new textbook are: “Today’s lesson topic” “Today’s lesson

objectives (two or three)” “Questions for each today’s objective,” ”Students’ activities

(Teachers’ instruction)”, ”Main content (background knowledge for teachers, not

designed for students,” ”Questions for students’ evaluation” and “Homework”

Such composition of the new textbook does not give a sort of worksheet for students

to work, and the main content does not tell students what to learn (it is extremely

difficult for G4 students) because it is rather designed to be TGs than a textbook for

students.

Findings at lesson observation

In many classes, the activity is not student-centered. Teachers let students read

“Students’ activities” and “Main content” after teachers read “Today’s lesson

objectives” and “Questions for each today’s objective”. In spite of the necessity of

group work as emphasized in the new textbook, either a teacher or students just read

the textbook and there was no group work observed.

Due to the current four-shift system which has shortened the class period to 30

minutes from 45 minutes (about 20 minutes in reality), it is difficult to conduct other

activities rather than read textbook and repeat it. Therefore, this limitation of time

makes it impossible for students to sufficiently get involved in a class. (Is it possible to

have 45 minutes in a class by adjusting the timetable?)

Progress of textbook teaching

Whereas the G4 science textbook has nine chapters, they have not finished the 5th

chapter in the end of October (the end of school year), which implies the difficulty in

completing the remaining four chapters (sanitary, communicable disease, injury, and

environment).

Points to be considered for TG development

It is necessary for TGs to clearly suggest that class activities be student-centered

because this current G4 science class with the new textbook cannot reach the level to

be called a “lesson” due to the difficulty of its use. Moreover, it is important to present

systematic activities that are focused on raising students’ essential knowledge of

science, the inquisitive skills such as observation, comparison, and exploration

(program identification and investigation), thinking, and scientific attitude.

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It would be required to conduct the training using the G4 TGs for science teachers

upon the completion of G4 science TGs which solves all the problems identified as

above. Since the distribution of TGs is not sufficient, the micro-teaching at TTC in

Component 2 could be one option as a feasible training for teachers.

In addition to science, JICA experts commented on mathematics as follows:

Use of old/new textbooks

The old textbook is still being used since the new textbook of mathematics has not

been distributed in Kabul city yet.

The new textbook, which includes the title of each chapter, objectives, questions to

students, students’ activities, evaluation, and homework, is rather a teachers’

guidebook.

In the new textbook, calculations of figures are written from left to right whereas that

is from right to left in the old textbook. There is a concern that this difference confuses

students in learning calculations of figures.

Finding from lesson observation

The fraction was being taught in all of the observed lessons. All students just watch

one student performing calculations on the blackboard while the teacher attends the

student.

As the period of a class is very short, the class is over after the same task is repeated

by three or four students.

Progress of textbook teaching

Only more or less two thirds of the textbook was completed by the end of school year.

The JICA expert on pedagogy and two N/S visited Bamyan city, Bamyan province on

November 9, 2008. As they encountered a sudden change of the examination period to

November 15 from November 10 as planned by MOE, the priority was put on the baseline test

of math and science targeting at G4- G6 students, and the monitoring of G4 teachers on the use

of TGs. As for G4 math and science, the difference of test questions among schools in the same

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city and the difference in the progress of lessons taught were studied. Moreover, the use of the

end-of-chapter questions in the actual examination was checked in order to see the actual use of

the TGs.

Apart from the questionnaire, the interview with six teachers who teach science and math at

the three monitoring schools was conducted. The result is summarized as follows.

Educational background of interviewees

One teacher (Male science teacher at Girls High School) is still the senior at

university and one (Female math teacher at Boys High School) at the 2nd year of

TTC among six teachers.

Lesson period

The average lesson period in Bamyan is 35 minutes.

Use of old/new textbook and progress of textbook teaching

Only one math teacher out of six has completed the whole textbook at the end of

school year. The reasons for not being able to finish the textbook include the too

limited lesson period, the time required for students’ full understanding, and the

sudden change of teachers during the school year

Only 54 pages (Tai Boti), 87 pages (Girls High School), and 78 pages (Boys

High school) were taught out of 115 pages of the new science textbook.

In mathematics, teaching was completed only up to fraction.

Teaching method and utilization of TGs

When being asked about the difficult concepts to teach in each subject, their

answers were the structure of a human body (due to the lack of teaching

material), and the yearly round of the earth in science, and fraction and learning

of multiplication tables in mathematics.

Even though all teachers answered that they use the TGs, only one prepared the

examination questions based on the end-of-chapter questions in the TGs.

End of term examination

The test questions, which were prepared by a teacher who answered that he had

completed the whole textbook, are majorly composed of addition and

subtraction of fraction and multiplication. No question of geometry (length of

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side and area) is seen.

The definitions of terms and questions asking the fact form a major part of both

math and science test questions. No practical or sentence questions asking to

solve a problem with the acquired knowledge is asked.

The questions of addition, subtraction, multiplication and division of fraction

with unlike denominators, which is not taught in G4 new textbook, were asked

at Girls High School. According to the survey conducted in July, they

answered that they use old textbooks. In other two schools, new textbooks of

both science and math are being used.

In addition to the direct lesson observation, video shooting of classroom teaching was

continuously conducted as a baseline to measure the change of quality in teaching made after

the use of TGs. In each school, one video camera was set up in the backside of classroom to

shoot the teacher.

On October 3rd 2007, the lesson assessment workshop was conducted using the videos shot in

Kabul city and Kabul province. The Rubric assessment scoring sheet is presented in Appendix

09. Schools, place, subject for the Rubric assessment and participants from MOE are listed in

the Table 2-09 and Table 2-10 respectively.

Table 2-09 Schools/Place/Subject for Rubric assessment

No School Place Subject 1 TTC Experimental School Kabul City Math/Science 2 Mairam High School Kabul City Math/Science 3 Lamie-Shahid High School Kabul City Math/Science 4 Hesain Khail High School Kabul Province Math 5 Bagrami Girls School Kabul Province Science

Source:STEP2

Table 2-10 Participants of Rubric assessment workshop

No Name Institution Title 1 Mr. Mommand CTD, MOE General Director 2 Mr. A.Abdullah CTD, MOE 3 Ms. Frozan CTD, MOE 4 Mr. Ab. Kabiv CTD, MOE 5 Mr. Nezamdin CTD, MOE 6 Mr. Jafari CTD, MOE 7 Mr. Baghji CTD, MOE 8 Mr. Nazhand CTD, MOE

Source:STEP2

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At the workshop, all participants watched both teachers and students in mathematics and

science lessons recorded at STTC experimental school, and assessed each lesson using the

Rubric assessment scoring sheet developed by the JICA expert team. The assessment result is

shown in Table 2-11.

Table 2-11 Rubric assessment result

Teachers Students Math

1 2 3 4 5 T 1 2 3 4 5 T 1 Mr. Mommand 0 1 0 1 0 2 1 0 1 1 1 4 2 Mr. A. Abdullah 0 0 1 1 0 2 0 0 1 1 1 3 3 Ms. Frozan 0 0 1 1 0 2 1 0 1 1 1 4 4 Ms. Ab. Kabiv 0 0 0 1 0 1 1 0 0 1 0 2 5 Mr. Nezamdin 0 0 1 1 0 2 1 1 0 1 0 3 6 Mr. Jafari 1 0 1 1 1 4 1 0 0 0 0 1 7 Mr. Baghji 2 1 1 1 0 5 1 1 0 1 1 4 8 Mr. Nazhand 1 0 1 1 0 3 1 0 1 1 1 4

Teachers Students Science

1 2 3 4 5 T 1 2 3 4 5 T 1 Mr. Mommand - - - - - - - - - - - - 2 Mr. A. Abdullah 1 1 1 1 1 5 1 1 1 0 1 4 3 Ms. Frozan 0 0 0 0 1 1 1 0 0 X 1 2 4 Ms. Ab. Kabiv 1 0 1 1 1 4 1 1 0 0 0 2 5 Mr. Nezamdin 1 0 2 1 2 6 1 0 1 0 1 3 6 Mr. Jafari 1 2 1 0 1 5 1 0 0 0 1 2 7 Mr. Baghji 1 1 0 1 0 3 1 0 1 0 0 2 8 Mr. Nazhand 0 0 1 1 1 3 1 0 0 0 1 2

Source:STEP2

In this workshop, the assessment was largely made based on their own ideal image of

teaching because the Rubric lesson assessment was new to the most of participants. This

explains the great variation of scores among participants.

On December 16th 2007, the lesson assessment workshop was again conducted using the

videos recorded math lesson which was used at the first Rubric evaluation workshop in October

by TTC core trainers. The assessment result is shown in Table 2-12.

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Table 2-12 2nd Rubric assessment result

Name Subject 1 2 3 4 5 T1 Ms. Wajod Siddiqi Math 0 0 0 1 1 22 Mr. Abdullar Amiri Chemistry 0 0 1 1 1 33 Mr. Abdul Jan Chemistry 0 0 2 1 0 34 Mr. Shir Ali Poya Biology and Chemistry 0 1 1 1 0 35 Mr. Jialani Arya Pedagogy 0 1 0 1 1 36 Mr. Tokhi Pedagogy 0 1 0 1 1 37 Mr. Khan Ali Pedagogy 0 1 0 1 1 38 Ms. Alia Ain Math 0 1 1 1 0 3

Teacher

Source: STEP2

The following comments were made in the discussion after the assessment was made.

Only writing the title of the lesson on the board is not enough to communicate the

objectives of the lesson in the criteria 1.

Some considered there that is no new concept taught in the lesson and the lesson had

just revision of calculation, but others considered that the teacher explained the

method of division.

The period of the lesson was just 20 minutes, and it was impossible to give the

well-structured lesson that consists of introduction, body, and conclusion. In this

lesson, group activity was started right after checking homework, and then correcting

answers of group activity, and then homework was given and the lesson was ended.

Among a number of videos of classroom teaching recorded by the JICA expert team during

monitoring, JICA experts compared the lesson videos using TGs with those without using TGs.

They were shot in Bamyan city where the use of TGs was observed. Firstly, the assessment

criteria were reviewed by a pair of JICA experts and N/S. Watching the video, N/S explained

JICA experts what the teacher was saying and what the purpose of activities were in English.

After watching the video, the assessment was individually conducted using Rubric based on the

memo about the lesson. These assessments were compared each other, and a variance in the

assessment, if any, was standardized in a discussion by sharing the reasons behind the

assessment.

The result of the lesson assessment using Rubric is shown in Table 2-13.

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Table 2-13 Rubric assessment result of Bamyan teachers

School Name Sex Grade/Subject 1 2 3 4 5

TOPCHI Ali Ahamad M G5:S 2 2 2 2 2 Ali Ahamad M G6:S 1 2 1 2 2 Khudadad M G4:M 1 1 1 1

BGS Amen M S 1 1 2 1 0

BBH Fathima F G6:S 0 1 1 0 0 Hassan M G4:M 1 1 1 1 0 Hassan M G4:S 2 1 2 1 0

Malica Jalali Humaira F G4:M 2 2 2 2 0 Mariya F G5:M 1 2 2 2 1

Source: STEP2 Compared to lessons where TGs are not used, those with use of TGs are more focused and

well-structured since the lesson objective is clarified and teacher’s activity becomes structured

in order to achieve the objective. Yet, there seems still a need for training on more effective use

of TGs (especially teachers’ questioning and introduction to group learning).

Lessons conducted in Herat city were found quite interesting. In case of Herat city, even

though TGs were not used in the teaching, clarification of lesson objective and clear lesson flow

from introduction to wrap-up were observed in any teacher’s teaching. In other words, it

seems that there are quite a few teachers who have already achieved the level that is aimed in

STEP2. The data of teachers whose lessons were observed suggest that they are better

qualification than in other areas as well. According to STTC lecturers, this area is said to be a

highly-educated area, which was not as badly affected by war even during Taliban era.

In order to measure impacts of TGs on teachers, the Rubric assessment was performed by

comparing and assessing lessons that had been shot at the time of distribution of TGs and six

months to one year later after the distribution. Compared were lessons before and after the

distribution of TGs of 22 teachers from 16 monitoring schools in Jalalabad city, Kabul city,

Bamyan city, and Mazar-e-sharif city (eight teachers from four schools in Jalalabad city, four

teachers from four schools in Kabul city, five teachers from three schools in Bamyan city, and

five teachers from three schools in Mazar-e-sharif city) whose use of TGs in their classroom

teaching is confirmed. As details are reported in Appendix 10, whether the assessment result

turned good or bad, little change was observed in the assessment result. This explains that even

the use of TGs can not help improve lessons of such teachers whose initial assessment result

was poor. Therefore, what kind of assistance should be provided to such incompetent teachers

should be taken into consideration when distributing and promoting TGs.

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2) Math and Science Test

In addition to lesson observation and video shooting, math and science tests for G4-G6

students were continuously conducted in order to measure the change of students’ understanding

after the use of TGs. All of these test questions were prepared from textbooks with the

purpose of assessing the students’ understanding level of mathematics from G4 to G6. The test

questions are attached in Appendix 11. While the test is originally designed to be conducted in

the end of school year, if this assessment was conducted in the beginning of school year,

students take the test that was prepared for one grade lower as in the example of G5 students

taking the test for G 4.

In 2007, as the baseline survey of students’ math performance level, math test was given to

G4 students in Kabul city, Kabul province, Badakhshan province, Baghlan province, Bamyan

city, and Bamyan province. The tests were conduced by STEP2 in Kabul city and Kabul

province, and by Aga Khan Foundation (AKF) in other places. The structure of students’ ages is

shown in Table 2-14 and the result is shown in Table 2-15.

Table 2-14 Students’ages

Age Ave. 7 8 9 10 11 12 13 14 15 15<

Overall 10.8 14 70 216 485 423 309 122 54 10 4

Kabul city 10.2 7 37 155 268 124 57 25 5 3 1

Kabul prov 10.9 3 17 23 83 49 60 29 16 1 0

Badakhshan 11.2 0 0 4 48 160 54 5 12 0 0

Baghlan 11.2 4 9 22 57 46 63 28 8 4 2

Bamyan city 11.5 0 4 8 18 32 60 17 3 1 1

Bamyan Prov 11.8 0 3 4 11 12 15 18 10 1 0Source: STEP2

Table 2-15 Number of examinees, average score, standard deviation

Students Average score S.D

Overall 1846 4.2/15 (27.9%) 3.6

Kabul city 782 2.9/15(19.3%) 2.9

Kabul prov 303 2.4/15 (16.2%) 2.2

Badakhshan 283 6.9/15(46.1%) 4.2

Baghlan 247 6.7/15 (44.8%) 3.7

Bamyan city 152 5.2/15 (34.3%) 3.1

Bamyan Prov 80 3.8/15 (25.0%) 3.5 Source: STEP2

The rate of correctness of each question is shown in Table 2-16. Moreover, the number of

students who got correct answer in each question and graph are shown in Appendix 12, and the

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rate of correctness in each province and graph are shown in Appendix 13.

Table 2-16 Rate of correctness of each question

Question 1(1) 1(2) 1(3) 1(4) 1(5) 1(6) 1(7) 1(8) 2(1) 2(2) 2(3) 2(4) 3(1) 3(2) 4(1)Overall 63% 28% 47% 15% 19% 12% 29% 13% 43% 25% 11% 20% 34% 32% 27%Kabul city 54% 23% 37% 9% 12% 6% 18% 4% 32% 12% 3% 5% 29% 26% 18%Kabul prov 69% 17% 40% 8% 6% 5% 16% 1% 33% 16% 6% 7% 10% 9% 3%Badakhshan 68% 43% 72% 25% 35% 18% 51% 31% 63% 42% 20% 43% 71% 66% 44%Baghlan 74% 38% 57% 31% 29% 27% 48% 32% 64% 52% 28% 46% 43% 44% 59%Bamyan city 76% 38% 56% 14% 37% 13% 40% 13% 57% 36% 14% 36% 29% 28% 27%Bamyan Prov 56% 16% 46% 10% 15% 21% 30% 11% 34% 13% 10% 16% 28% 28% 41%

Source: STEP2

The performance level of addition and subtraction without carrying are good, but those of

addition and subtraction with carrying are poor. As this test was made from the topics in G4

textbook, addition and subtraction of four or more digits numbers were given. However,

students need more exercise of addition and subtraction of fewer digits numbers to grasp how to

calculate correctly. The performance level of multiplication is lower than those of other

operations. There is clear difference between the performance levels of division by 1-digit

umber and 2-digit number. In conclusion, students need more exercise of calculation of all four

operations.

The performance level of solving word problems is not good especially related to

multiplication. Nevertheless, there are some students who set up expressions correctly but

miscalculated. As almost a half of students who set up expressions correctly made mistakes on

calculations, students are weak in calculations. The analyzing result of word problems are

shown in Appendix 14.

Moreover, the performance of calculating of fractions is fair. It might be because the

fractions have the same denominators, and students studied calculating of fractions recently

since it is taught at the latter chapter in textbook. The topic of finding area would be taught in

G6 in the old textbook. Therefore, students have not learned it yet. However, there are some

students who did correctly, and they might learn it at supplementary private schools and/or by

tutors. Students who go to the supplementary schools or who have tutors performed better

than students who do not. The students’ rates who are going to supplementary school or who

have tutors and their testing result are presented in Appendix 15. The mathematics test targeting at G5-G7 students was conducted from May 29, 2008 until

June 5 in one school in Kabul city (Rakhshana High School), four schools in Kabul province

(Abdullah Bin Omar Middle School, Al. Taqwa Middle School, Q. Malik Middle School,

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Zukor-e-Paghman High School), three schools in Bamyan province(Center of Bamyan Girls

School, Zukor-e-Bamyan High School,Tai Boti Girls School), and three schools in Wardak

province(Maidan Wardak School, Family Girls Secondary School, Rustam Khail High School).

Many students are not capable of basic calculations of addition, subtraction, multiplication,

and division, and especially poor at addition with calculations carrying digits. Therefore, this

result was taken into consideration when the supplementary DVD teaching material was

developed. In addition, it was reflected into TGs by increasing the number of end-of-chapter

questions.

The science test was conducted as a trial targeting at G 4-G 6 students in boys classroom and

girls classroom respectively at STTC experimental school on September 24th and 25th, 2008.

The test questions are shown in Appendix 16.

The result of the test is presented in Table 2-17.

Table 2-17: Result of science test

Grade Q1 2 3 4 5 6 7 8 9 10 Total

4girls 6.5 8.1 3.2 8.4 6.8 8.9 4.2 5.2 3.7 3.4 58.5

4boys 4.2 8.5 4.6 9.3 8.2 8.6 1.2 1.7 1.9 2.0 50.3

5girls 4.5 7.2 5.9 4.5 3.8 4.0 1.4 8.6 5.3 5.7 50.9

5boys 5.1 9.2 7.7 8.1 0.2 2.3 3.1 7.7 1.8 3.9 49.2

6girls 2.5 6.1 1.3 2.3 4.1 0.0 2.9 4.5 6.0 4.8 34.5

6boys 2.3 7.5 0.5 0.8 4.1 4.9 3.0 1.4 3.0 3.5 31.1

Source:STEP2

The questions that were composed of a question from each chapter asked basic content.

Most of them are designed to be answered by selecting from a few choices of figures or

explaining in sentences. The test result should be remarked as follows: The percentage of G4 students who correctly answered the question of temperature

measuring is very low.

In general, boys are weak at questions regarding health and environment.

Although it is presented in the textbook of G5, boys are especially weak in answering

the order of four seasons. There is possibility that they are not taught at school.

In G6, none of girl students answered correctly the question of speed whereas a half of

boy students answered correctly.

The percentage of boys who correctly answered the question of defining a stone in

sentences with the given words is low. It may imply that boys are not good at

answering in sentences.

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The reason why students in higher grade tend to score lower may be because teachers

do not appropriately show the key question of basic content.

In addition to Kabul city, math and science test were conducted at three schools in Bamyan city

(Zukor-e-Bamyan School, Tai Boti Secondary School, Bamyan Girls School) when the JICA

expert on pedagogy and two N/S visited on November 9, 2008.

In addition to the above three schools, Topchi and Molayan were selected by PED as sample

schools in May 2009. Therefore, G4-G6 math and science test were taken by G5-G7 students

who already finished lesson of G4-G6 respectively. These test score date were defined as

“baseline data” which were used to assess the TGs’ impact on students. As TGs were distributed

this time, the result of the test conducted in October 2009 was defined as “test data” to compare

with baseline data. As previously mentioned, baseline data were collected from G4-G6 students

at other three schools in November 2008 when TGs were distributed. Test data were collected

from G4-G6 students in October 2009 for the comparison.

The result of statistical examination on the impact of TGs on the math/science test results by

comparing these data is outlined as follows:

1) Method: By comparing baseline data (lessons without TGs) and test data (lessons with TGs),

the hypothesis “test results of math and science are increased with the use of TGs” is

statistically tested.

2) Target: Table 2-18 and Table 2-19 summarize the relationship between the test result of

before/after the use of TGs and the use of TGs in math and science respectively. However,

based on the N/S’ report in October 2009 that few classes are conducted at Molayan for various

reasons, result is not included in the table. The statistical significance of the average score is

tested with Student’s t test, and significance level is 5%.

3) Result of examination of math test: In the math test result, there are seven data sets out of

eleven which show the increase of test score after the distribution of TGs. There are three sets

with statistical significance5 (Topchi G6, Boys High School G4 and G5). However, the actual

use of TGs by G5 math teacher at Boys High schools is unknown, and in the cases of G6 Topchi

and G4 Boys High School where the use of TGs was confirmed, the average score increased

with statistical significance. On the other hand, four out of eleven data sets show the decline 5 “statistical significance” indicates that it is statistically unlikely that the rise of average scores coincidentally happens

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of average score after the distribution of TGs, three of which are statistically significant (G6 of

Girls High school, G6 of Boys High school, and G4 of Topchi High school).

In the case of math test result of Topchi, the average score was recalculated, considering the rate

of correctness of each question and the teaching progress based on the interview with math

teachers so as to exclude what is not taught yet. As a result, even though the decline of

average score after distribution of TGs was found in G4, the average score has been modified

due to the recalculation, which concluded that there is no change in the average score between

before and after the distribution. Based on this, not being able to answer such questions that yet

to be taught partially explains the decline of the average score.

4) Result of examination of science test: In the science test, nine data sets except Girls High

School where test was not conducted and G4 of Tai boti and Topchi show the increase of

average score, eight of which are statistically significant. However, in the case where the use

of TGs was confirmed through the interview done by N/S, the increase of average score is

statistically significant in only four out eight data sets. (G6 of Topchi, G5 of Girls High school,

G4 of Boys High school, and G6 of Tai Boti). In addition, there is only one case where the

decline of the average score is statistically significant (G4 of Topchi).

As in the case of math, the recalculation based on the data of teaching progress was conducted.

However, since there are several questions who are not yet taught but whose rates of correctness

are high, the comparison was not made as in the case of math.

This result clearly states that it is necessary to continue monitoring of teaching progress and the

use of TGs and holding workshop for the promotion of use of TGs in order to enhance reliability

and validity for measuring the TGs’ impact on students’ learning.

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Table 2-18: Math test and the use of Teachers’ Guides

G4 18.8 (14.6; 41) 15.3 (14.4, 45) at homeG5 16.1 (11.9, 45) 16.7 (9.5, 35) at homeG6 8.4 (9.7, 61) *17.7 (13.5, 38) p<0.001 at homeG5 8.7 (10.3, 140) 10.2 (10.3, 120) at homeG6 10.0 (8.7, 134) *4.5 (5.4, 44) p<0.0001 Not confirmedG4 6.0 (15.5, 152) *18.9 (18.3, 91) p<0.0001 in classroomG5 3.8 (9.5, 30) *12.1 (11.6, 62) p<0.0001 Not confirmedG6 15.3 (10.7, 107) *5.3 (6.6, 71) p<0.0001 Not confirmed

G4 26.7 (14.0, 44) *18.3 (18, 57) p<0.01in classroom or

at home**G5 17.3 (9.0, 29) 21.4 (17.8, 39) at homeG6 13.3 (6.9, 19) 17.9 (7.6, 31) at home

SD: Standard deviation, N: Total number of students in a gradeMolayan: Not done*Statistically significant** One teacher uses TG in classroom and the other teacher uses TG at home baed on the interview in Oct. 2009

TG useAverage score ofTest data (SD; N) p value

Topchi

BGH

BBH

Tai Boti

School GradeAverage score of Baseline

data (SD, N)

Source: STEP2

Table 2-19: Science test and the use of Teachers’ Guides

School Grade Average score of Baseline data (SD, N) Average score of Test data (SD; N) p value TG useG4 41 (18.2; 41) *17 (19.3, 42) p<0.001 in classroomG5 36 (18.3, 45) 38 (15.0, 35) in classroomG6 26 (15.5 62) *36 (13.5, 38) p<0.01 in classroom

G4 ND 51(16.6, 62)at principal's

office

G5 23 (15.7,134) *29 (16.1, 73) p<0.01at principal's

officeG6 16 (10.0, 104) *29 (12.8, 88) p<0.0001 not confirmedG4 22 (15.7, 193) *27 (15.1, 100) p<0.001 in classroomG5 24 (12.9, 31) *32 (14.9, 66) p<0.05 not confirmedG6 13(9.6, 106) *18 (12.7, 69) p<0.001 not confirmedG4 31(21.1, 47) 25 (13.9, 58) not confirmedG5 13 (5.6, 29) *45 (17.3, 39) p<0.001 not confirmedG6 18 (10.4, 19) *33 (15.4, 31) p<0.001 in classroom

SD: Standard deviation, N: Total number of students in a gradeMolayan: Not done*Statistically significant

Topchi

BGH

BBH

Tai Boti

The detailed analysis is reported in Appendix 17.

The result presented so far is derived from the detailed analysis of four monitoring schools in

Bamyan city. By analyzing the science and math test results from monitoring schools in other

areas as well as in Bamyan city, the impact of TGs on the test result was examined.

Among those where TGs are used in Kabul city and in Bamyan city, the number of cases

where the increase of average score of endline test from baseline test is statistically significant

was compared with the cases taught by the same teacher as well as those by different teachers

respectively.

If we presume that the significant increase of average score is caused by using TGs, the

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number of cases that shows the statistically significant increase of average score is; none in

Kabul city and one out of five cases in Bamyan city in math, and two out of eight in Kabul city

and one out of three in Bamyan city in science among those cases where the same teacher was

teaching at the time of baseline as well as the endline survey. In cases in which teachers are

different from the time of baseline to that of endline, either none or two cases only present the

statistically significant increase of average score although seven out of eight is found in science

in Bamyan.

If we define the impact of TGs as the significant increase of average score, speaking of these

two areas only, the said result implies that the effect of TGs on the improvement of test result is

still quite limited in general.

Among six monitoring areas, endline test was conducted at only one school in Herat because

four out of five monitoring schools there were closed due to the swine-flu. As a result, sufficient

data is not available to determine the impact of TGs. Unlike in Kabul city and in Jalalabad city,

teachers’ names are not scrutinized in Jalalabad city and Mazar-e-sharif city. In the case of

Panjshir, even though N/S were dispatched, it was almost impossible to find the name of

teachers who were using TGs both at the time of baseline and at that of endline. Under such

limited condition, the following analyzing measures were taken in order to examine the overall

effectiveness of TGs on math and science except the case of Herat.

1) Among groups of teachers using TGs in all monitoring areas but Herat, not only the number

of cases with statistically significant increase in the average score but also the number of cases

that show “no significant” and “significant decrease in the average score” are counted, and the

scatter of the number of cases among three categories are obtained.

2) The theoretically expected value of scatter is set to be 1/3 of total cases of the group of

teachers using TGs (42 cases in science), and the significance of the distribution of cases is

tested with x2 test.

3) Similarly, the scatter of cases among three categories of a group of not using TGs is

compared with the theoretically expected value that is set to be 1/3 of total cases of the groups

of teachers not using TGs (42 cases in science).

Judging from the data of 1) and 2), the use of TGs seems to have an impact not to lower the

average score to some degree. However, the scatter of values shows no statistical significance

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between expected values.

Among data of a group of not using TGs, the relationship between expected values and

measured values is almost opposite to that shown in a group of using TGs.

In the case of math, specific data is not available due to the lack of organized data from

Jalalabad and Mazar-e-sharif. However, what we could say using the data available in Kabul,

Bamyan, and Panshir is, unlike science, the relationship between theoretically expected value

and actually measured value is quite similar when comparing the group of using TGs and that of

not using TGs.

Needless to say, a wide variety of elements influence students’ performance at various levels

such as at society, at school, and at classroom and they are even more intricatedly-intertwined

with each other. To tease out these complexly entangled elements and extract only the impact of

TGs from the change seen in students’ performance will impose enormous difficulty.

It is expected to practically grasp the impact of TGs by collecting various data that could

influence students’ performance through examining its impact at some sample schools.

The school principal’s understanding of current students’ competencies was enhanced by

sharing the result of math and science tests that were conducted during monitoring in Bamyan

and Mazar-e-sharif. The analysis of lesson videos shows that the lesson period of most cases is

extremely short. Besides, despite such short lesson period, teachers’ time management is quite

ineffective. While many principals tend to point out the lack of necessary facilities (shortage of

desks, chairs, and teaching materials) and low quality of teachers as the cause of students’ low

competencies, active use of TGs and implementation of school training were proposed to them

as one of the relatively easy solutions.

(4)Monitoring of Use of TGs at Sample Schools

1) Selection of Monitoring Schools

Approximately 30 schools were going to be selected from both urban and rural areas located

in STEP targeting areas (Kabul city, Kabul province, Jalalabad city, Herat city, Kandahar city,

and Mazar-e-sharif city). Also, Uruzgan province, Paktika province, Wardak province, and

Laghman province were included based on the MOE’s instruction. However, due to the unstable

security situation, the monitoring schools are selected as listed in the Table 2-20.

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Table 2-20 : Monitoring Areas and Schools

Source:STEP2

2) Monitoring Activities

The monitoring activities conducted are summarized as follows:

No Province・City Period Persons who visited Activities May, 2009 One Japanese

expert, Three N/S Math/science test

・ Distribution of draft of G4-G6 TGs ・ Questionnaire/interview survey on the use of

TGs ・ Survey on the distribution of G1-G3 TGs ・ Study on TTC through questionnaire and

interview October, 2009 Three N/S Math/science test

・ Questionnaire/interview survey on the use of TGs

April 2010 One Japanese expert, Five N/S

Math/science test ・ Questionnaire/interview survey on the use of

TGs ・ Video shooting of lessons ・ Study on TTC

1 Mazar-e-sharifcity, Balkh

July 2010 Two JICA experts Two N/S

Sharing of Math/science test results ・ Lesson observation and model lesson at TTC

Province No Schools

Mazar-e-sharif city Balkh province

1 2 3 4 5

Sediq Shahid H.S Estiqlal boys H.S Fatima Balkhi grils H.S Ulmarab girls H.S Hashim Barat H.S

Bamyan city Bamyan province

6 7 8 9

10

Molayan Topchi Boy’s high school Girl’s high school Tai Boti Secondary school

Panjshir city Panjshir province

11121314

Unaba boys Sec.S Unaba girls H.S Gabezan High School Rukha boys

Kabul city

1516171819

No.19 sayed Jamaludin No.9 Hayati Sec.S Merwais Hotaki H.S Sofi Islam H.S Sayed Jamaluden Sec.S

Kabul province 20212223

Abdullah ben Umar.H.S Al-Taqwa H.S Shiekhan boys sec.S Sheikhan Girls H.S

Herat city Herat province

24252627

Malika Jalali girls H.S Girls Exp. H.S Enqlab Islami Boys H.S Sultan Giasudin Ghori Boys H.S

Jalalabd city Nangarhar province

2829303132

Girls experimental H.S Bi Bi Hawa Girls H.S Nazo Ana Girls. H.S Istiqlal boy’s H.S Abdul Wakil secondary S

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June, 2008 N/S ・ Distribution of draft of G4 TGs ・ Video shooting of lessons

July, 2008 Two JICA experts, two N/S

・ Questionnaire/interview survey on the use of G4 TGs

・ Interview survey on TTC November, 2008

One Japanese expert, Two N/S

・ Questionnaire/interview survey on the use of G4 TGs

May, 2009 One Japanese expert, N/S

Math/science test ・ Questionnaire/interview surve on the use of

TGs ・ Survey on the distribution of G1-G3 TGs ・ Distribution of draft of G4-G6 TGs

October, 2009 Three N/S Math/science test ・ Questionnaire/interview survey on the use of

TGs

2 Bamyan city, Bamyan province

June, 2010 Three JICA expertsThree N/S

Sharing of Math/science test results ・ Video shooting of lessons ・ Lesson observation and model lessons

May, 2009 Two N/S ・ Survey on the distribution of G1-G3 TGs ・ Distribution of draft of G4-G6 TGs ・ Questionnaire/interview surve on the use of

TGs October, 2009 One N/S ・ Questionnaire/interview survey on the use of

TGs

3 Panjshir city, Panjshir province

June 2010 Two N/S ・ Interview with teachers May, 2008 Three N/S ・ Video shooting of lessons June, 2009 Three N/S Math/science test

・ Distribution of draft of G4-G6 TGs ・ Survey on the distribution of G1-G3 TGs

October, 2009 Three N/S Math/science test

4 Kabul city

April 2010 One Japanese expert Three N/S

・ Math/science test ・ Video shooting of lessons ・ Questionnaire/interview survey on the

distribution of G1-G3 TGs May-June, 2008

Three N/S ・ Video shooting of lessons ・ Math test

November, 2008

Three N/S ・ Video shooting of lessons

5 Kabul province

September-October, 2009

Three N/S Math/science test ・ Questionnaire/interview survey on the

monitoring schools May, 2009 Two N/S ・ Questionnaire/interview survey on the use of

TGs ・ Survey on the distribution of G1-G3 TGs ・ Distribution of draft of G4-G6 TGs

6 Heart

November, 2009

Two N/S ・ Questionnaire/interview survey on the use of TGs

February, 2009

Three N/S ・ Video shooting of experiment for DVD ・ Math/science test ・ Survey on the distribution of G1-G3 TGs ・ Questionnaire/interview survey on the use of

TGs ・ Video shooting of lessons

May, 2009 One Japanese expert Three N/S

・ Survey on the distribution of G1-G3 TGs ・ Survey on monitoring schools/TTC ・ Workshop for the promotion of TGs, TTC

science teaching materials and lecture note

7 Jalalabad city, Nangahar province

October, 2009 Three N/S ・ Distribution of draft of G4-G6 TGs

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・ Math/science test ・ Survey on the distribution of G1-G3 TGs

December, 2009

Two JICA experts Three N/S

・ Video shooting of lessons ・ Questionnaire/interview survey on monitoring

schools/TTC ・ Questionnaire/interview survey on the use of

TGs ・ Collection of feedback on TTC teaching

resources and lecture note through questionnaire/interview

・ Survey on the distribution of G1-G3 TGs March, 2010 Two JICA experts

Four N/S ・ Questionnaire/interview survey on the use of TGs

・ Video shooting of lessons ・ Math/science test ・ Model lesson for the promotion of use of TTC

teaching resources and lecture note April, 2010 Three N/S ・ Math/science test

8 Wardak province June, 2008 N/S ・ Math test ・ Video shooting of lessons

Source: STEP2

After the draft of G4 TGs were distributed to three schools in Bamyan city (Tai Boti High

school in early June of 2008, Boys High School, Markaz Girls High School), JICA experts and

N/S visited there again from July 7 to July 9, 2008 in order to monitor the use of G4 TGs.

When measuring not only the use of TGs but also the improvement of quality, such as change of

teachers’ attitude, and students’ change in their interest, through interview and questionnaire, it

was reported that students enjoy activities in the lesson and show more interest since teachers

started to use TGs. In addition to that, change in teachers' teaching such as ensuring students'

understanding during teaching is noted. The results of interview at three schools are summarized

in Appendix 18, questionnaire on the use of TGs is attached to Appendix 19, and the result of

questionnaire is Appendix 20 respectively. In addition, the answers on the trial use of TGs given

by seven teachers at Zukor-e-Bamyan, three at Girls High School, and three at Tai Boti High

School in November 2008 are summarized in Appendix 21.

In addition to Bamyan, three N/S was dispatched to three schools (Girls Experimental High

School, Boys Experimental High School, Estiqlal High School) in Jalalabad City, Nangarhar

Province for field testing of G4-G5 TGs from February 6 until February 15, 2009. According to

the interview with the PED, new textbooks of G1-G12 were already distributed to all the

schools across the province. It was seen that new textbooks are being used at the visited 5

schools. The brief report based on the interview at three schools is attached in Appendix 22.

As the field testing of TGs, two sets of G4 TGs of all subjects in Pashto (Islamic Studies

Sunni is in Dari), G5 TGs of Pashto 1, Dari 2, Social Studies, and Science were first distributed

to each school, and teachers were requested to review TGs for a couple of days. Although G6

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TGs were not distributed, the feedback on the content of TGs was collected from teachers

through questionnaire and interview several days after distribution. The answers on the

questionnaire were mostly positive, including such comment that “Background knowledge of

teachers on the TGs is very useful to supplement teachers’ knowledge.”

From the middle of May to June 2009, draft of G4-G6 TGs were distributed to monitoring

schools in Mazar-e-sharif city in Balkh province, Bamyan city in Bamyan province, Panjshir

city in Panjshir province, Kabul city, and Herat city in Herat province. In the case of

Mazar-e-sharif and Bamyan, introductory workshop was held to provide teachers with brief

explanation of the framework of TGs in order to encourage teachers to use them afterwards.

Especially, concept map, background knowledge, and lesson description were more precisely

explained while teachers were checking the objective, lesson points, and lesson flow by

themselves. The monitoring report in Bamyan is presented in Appendix 23, that in

Mazar-e-sharif in Appendix 24, and that in Jalalabad in Appendix 25.

Although the entry of JICA experts to Afghanistan was postponed until November 2009 due

to the presidential election, monitoring activities such as math/science test and video shooting of

lessons were continuously carried out by N/S.

Moreover, two JICA experts and three N/S visited five schools (Girls Experimental High

School, Isteqlal High School, Nazo Ana High School, BiBi Hawa High School and Abdul

Wakil High School) in Jalalabad city, Nangarhar province for monitoring from 3 to 13

December 2009. The purpose of this monitoring included monitoring of the use of G4-G6 TGs

which were distributed by STEP2 monitoring team in October 2009. Those TGs which had been

distributed by STEP2 monitoring team in October 2009 were utilized by many teachers at the

monitoring schools. Some teachers who brought TGs to the classrooms and used them as lesson

plans and others who used them at home for lesson preparation were observed by the

monitoring team. Also, there was a teacher who put a cover on her TG and used it with care.

According to the questionnaire survey towards teachers at monitoring elementary schools

regarding the purpose of use of TGs, the percentages of the following purposes increased

largely compared to the ones in October 2009, such as lesson preparation (67%→71%), lesson

plan development (52%→71%), lesson plan (33%→66%) and exam preparation (19%→44%).

The monitoring report is attached in Appendix 26.

During the monitoring in Jalalabad city in March 2010 and in Kabul city and in

Mazar-e-sharif in April 2010, end-line data were collected by conducting the survey on the use

of G4-G6 TGs, math/science test, and video-shooting of lessons. The monitoring results in each

place are reported in Appendix 27, Appendix 28, and Appendix 29 respectively.

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(5) Survey on Distribution Method of TGs and Monitoring on TG Distribution

TGs were initially planned to be distributed under the system established at Publishing

Department of MOE. This procedure was actually also taken for the distribution of G1-G3 TGs

in September 2008. In order to find out the consequence after distribution, JICA experts and N/S

were sent to PED (City Education Department (CED) in case of Kabul city) in Bamyan,

Jalalabad (Nangarhar province), Mazar-e-sharif (Balkh province), Herat, Panjshir, Kabul

province and Kabul city. The findings are presented in Table 2-21.

Table 2-21:Finding on the distribution of G1-G3 Teachers’ Guides

Name of Province/City

Findings at PED/CED Findings at school

Kabul city Already delivered to City Education Department (CED) by STEP

All four schools visited have received TGs from CED: No.19 Jamal Minda, Sofi Islam H.S, No.9 Hayati, Sayed Jamaludin Sec School

Kabul province Already delivered to PED by STEP The following two among visited four schools have visited TGs from PED: Shikaran Girls HS, Shikaran Boys High School

Balkh province Already delivered to PED by STEP The following two among visited five schools have received TGs from PED: Ullmarab High School and Seddiq Shahid HS

Herat province Already delivered to PED by STEP None of the visited four schools has received TGs.

Panjshir province Already delivered to PED by MOE All five schools visited have received TGs from PED, and N/S confirmed the use of TGs at the following three schools: Naswan Anabi, Naswan Qabizan, Bibi Hawa

Nangarhar province Already delivered to PED by STEP None of the visited five schools has received TGs.

Bamyan province Already delivered to PED by MOE All five schools visited have received TGs from PED: Bamyan Boys School, Bamyan Girls School, Taiboti Secondary School, Topchi High School, Mulayan Secondary School

Source:STEP2

On May 26 2009, the JICA expert team collected information from Dr. Ghafoori, UNICEF,

about their distribution procedure of learning materials. UNICEF provides learning materials

twice a year to schools starting in March (cold area) and to those in September (hot area).

UNICEF has a plan of distributing materials to March-starting schools around January-February,

and showed willingness to offer possible cooperation for STEP2. However, when the JICA

expert team again enquired about the possibility of distribution of TGs through UNICEF in

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January 2010, it turned out to be quite difficult due to the distribution timing and weight of TGs.

As presented in Table 2-21, although TGs were delivered to PED in each province, there was

still room for improvement to ensure that each school receives TGs. The following is several

issues found.

1) Due to the lack of understanding of necessity of TGs, Director never checks the content

after the delivery.

2) Director knows nothing about the delivery of TGs whereas only storage keeper knows

about it.

3) Although PED is aware of the content and necessity of TGs, it is required for schools to

come down to PED in order to receive them due to the lack of distribution method to each

school. Therefore, not all schools have come to receive them.

4) The PED distribution officer does not have information that two sets of cardboard box is

prepared per school. As a result of this lack of information, some schools were given

more than two sets.

5) Even though TGs were distributed to school, they were kept in the storage as the school

principal knows nothing about the existence of TGs.

6) On the other hand, it was confirmed that a female teacher was giving a lesson using G3

TGs of math at Topchi High School located 14km away from the city center in Bamyan

province. N/S also observed a lesson in Herat province where G3 TGs was used.

7) The delivery of learning materials (notebook, pencils etc) by UNICEF was confirmed at

all visited schools.

Moreover, the JICA expert team had an opportunity to talk about the distribution of TGs at the

national PED director seminar organized by UNICEF on May 27, 2009. Prof. Chikamori

requested for PED’s cooperation regarding the following three points.

1) PED ensures the distribution of TGs of each subject of each grade to schools.

2) PED coordinates with school principals so that they encourage teachers to use TGs.

3) PED includes the use of TGs into school monitoring items.

At the stage when the distribution procedure was made clear after printing of G4-G6 TGs, the

national PED workshop was organized with the aim of encouraging PED distribution officers to

monitor the distribution through DED to schools as well as the use of TGs at school by raising

their awareness and understanding regarding TGs.

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(6) Printing, Submission, and Packing of TGs

As for the number of printing and distribution, two sets per school (one set of science and

math experiment video per school) was initially planned. Based on the data on the previous

years’ distribution of TGs collected by the ex-advisor to MOE, Mr. Shimizu, the number of

printing had been estimated as presented in Table 2-22.

Table 2-22 Number of schools by language and number of Teachers’ Guides to be printed

School No. TG No. Extra copy Sub Total

Dari Version 5,950 11,900 200 12,100

Pashto Version 3,140 6,280 120 6,400

Total 9,090 18,180 320 18,500

Source: STEP2

However, in July 2009, the number of schools was reconfirmed with Mr. Asif Nang, Director

of Publishing Department. The following number, which was confirmed up to 90%, was

provided. The same numbers were provided by the Planning Department of MOE in

December 2009. The details of province-wise number of schools by language are presented in

Appendix 30.

Pashto speaking schools 3,298 schools (32.2%) Dari speaking schools 6,916 schools (67.8%)

Total 10,214 schools

Regarding the number of printing and distribution to each school, MOE and UNICEF suggested

considering the ratio of teachers at schools as there are more teachers per school in urban areas

than in rural areas in general. Therefore, the number of printing and distribution was

determined to be three sets per school in capital cities and two sets per school in other areas.

In addition, in collaboration with a diverse channel such as other donors, NGOs, and TED,

distribution of TGs with TGs users’ manual was conducted through master trainer training and

INSET G14 training at TTCs.

The breakdown of printing and distribution was confirmed as in Table 2-23, and the details

for master training and INSET G14 training were determined upon the training plan of other

donors and NGOs.

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Table 2-23 Breakdown of number of TGs to be distributed

Capital city 3 sets

Other areas 2 sets

Sub-total

Dari 1,351 schools x 3 = 4,053 sets

5,565 schools x 2 =11,130 sets

15,183 sets

Pashto 439 schools x 3 = 1,317 sets

2,859 schools x 2 =5,718 sets

7,035 sets

TTC G14 teachers 5,454 setsMaster trainings through NGO/TED 2,328 sets

Total 30,000 setsSource:STEP2

On December 13, 2009, Dr. Ghaznawi issued a letter confirming the completion of final

editing of all G4-G6 TGs of major seven subjects and G3 TGs of Islamic Studies to approve for

printing. Afterwards, the number of printing and distribution method was discussed at the

fourth JCC in January 2010 and the logo to put on the cover page was finally approved by the

TED director. The JICA expert team prepared the bidding document, shortlisted printing

companies, and conducted tender explanation in February, followed by the designated

competitive bidding on March 4, 2010.

Moreover, the JICA expert team presented the final drafts of TGs to the Minister of Education,

Mr. Wardak, with the Deputy Minister, Dr. Ghaznawi and the CTD Director, Mr. Gulistani on

March 2, 2010, showing the output of Japanese assistance made through cooperation by

Afghanistan.

Due to the change of the Deputy Minister in March 2010, MOE again requested for the need

of editing of TGs. Although JICA and the JICA expert team strongly urged to proceed to the

printing, absence of editing guideline in Afghanistan caused significant delays in commencing

the printing. In addition, the packing and distribution schedule was reviewed and revised due to

re-checking of initial manuscript by MOE and breakdown of binding machinery. Printing and

delivery of all TGs to MOE warehouse was completed on November 20, 2010.

TGs of all subjects except Islamic Studies for all grades and one copy of TG users’ manual

were packed in a carton box by language. Such measures were taken to minimize the confusion

at the time of distribution: brown-colored carton box is used for Dari version and white-colored

carton box for Pashto version. Besides, it was clearly marked to identify whether it contains

DVD or not. Regarding TGs of Islamic Studies, Sunni and Shia TGs were packed separately

after confirming the number or ratio of Sunni/Shia in each district with PED.

(7) Distribution of TGs

Based on the R/D signed by the Government of Japan and the Government of Afghanistan in

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July 2007, Japan was initially going to assume the cost of printing and packing whereas

Afghanistan was assigned to take full responsibility for distribution. However, the comment

given by Deputy Minister, Dr. Ghaznawi, at the fourth JCC on January 25, 2010 made it clear

that it is fairly difficult for Afghan side to allot sufficient budget for distribution. Therefore, it

was decided that Japanese side would assume not only the cost of printing and packing but also

the transportation cost up to PED in each province from warehouse of MOE whereas Afghan

side takes responsibility for distribution from PED to schools. Nevertheless, in the face of

further difficulty in securing sufficient budget to deliver even from PED to DED, the Deputy

Minister again requested Japanese side to shoulder the cost of delivering TGs up to DEDs in

later meetings. Upon this request, considering the importance of distribution up to teachers’

level, the R/D was signed on July 7, 2010 to agree that the cost of printing and packing as well

as that of delivering TGs from the MOE warehouse to DED in each district were shouldered by

Japanese side whereas the distribution from DED to schools was carried out under the

responsibility of MOE.

Moreover, the JICA expert team aimed to ensure the distribution of TGs by sub-contracting

with a Japanese transportation company based on the amended contract with JICA on August 30,

2010. However, as the bidding failed in later October 2010, the distribution was subcontracted

with local transportation companies. After bidding was conducted on October 19, November 7,

and November 25, 2010 by dividing the whole distribution package into four, distribution to one

city (Kabul city) and 34 provinces started based on the schedule as shown in Table 2-24.

Distribution was checked with delivery certificate (with clear indication of numbers of Dari

schools and Pashto schools) which sub-contracted companies received from each district as well

as the PED distribution officers’ acknowledgment that showed the total number of distributed

TGs. The copies of delivery certificate from DED and acknowledgment from PED in Bamyan

are attached in Appendix 31.

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Table 2-24 Teachers’ Guide Distribution Schedule

Province Period of distribution Kabul city 16 DEDs Bamyan province 7DEDs Panjshir province 7DEDs Dai Kundi province 8DEDs Samangan province 7DEDs Badakshan province 26DEDs Jawdjan province 11DEDs

November 6, 2010- December 3, 2010

Badghis province 6DEDs Baghlan province 15DEDs Faryab province 15DEDs Ghor province 10DEDs Herat province 16DEDs Kapisa province 7DEDs Nimroz province 6DEDs Saripul province 7DEDs Takhar province 17DEDs Zabul province 7DEDs

November 23, 2010- December 10, 2010

Farah province 11DEDs Ghazni province 19DEDs Helmand province 11DEDs Kabul province 14DEDs Kunduz province 7DEDs Logar province 7DEDs Nooristan province 8DEDs Parwan province 10DEDs Wardak province 9DEDs

November 25, 2010- December 10, 2010

Balkh province 18DEDs Kandahar province 15DEDs Khost province 13DEDs Kunar province 15DEDs Laghman province 5DEDs Nangarhar province 22DEDs Pakutia province 13DEDs Paktika province 15DEDs Uruzgan province 5DEDs

November 25, 2010- December 10, 2010

Source:STEP2

(8) Nationwide Campaign for the Promotion of TGs

In order to make it possible to deliver TGs up to school level from PED, distribution schedule

and outline of TGs were announced across the country with effective use of media in order to

enhance understanding of teachers and DED on TGs. In addition, national workshop with

participation of distribution officers from all PEDs across the country was planned in Kabul for

promotion of use of TGs. The main objectives of the workshop were: 1. Explanation of

distribution procedure (Distribution to each DED after the confirmation is made by PED), 2.

Checking of rate of Sunni/Shia with each DED, 3. Explanation of distribution about TGs

package with DVD (One package with DVD + One or two packages without DVD), and request

for announcement to each DED. Although the first workshop was held for PED distribution

officers from seven provinces on October 30, 2010, only four out of seven attended as it fell on

the time of textbook distribution. In addition, since distribution officers were highly expected to

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be occupied with textbook distribution, instead of calling for them to the workshop, it was

decided to MOE distribution department would try hard to keep them informed with an official

letter.

The radio program was broadcasted nationwide as the manuscript of developed radio program

is presented in Appendix 32. Aiming at raising teachers’ awareness on TGs and promoting its

utilization, the program started to be on air twice a day from December 20 until December 30,

2010 (Dari version twice in Dari-speaking areas, Pashto version twice in Pashto-speaking areas,

and one Dari and one Pashto in both-speaking areas) through radio station in each province as

presented in Appendix 33. However, those provinces which do not have any radio station, Farah,

Kunar, Nooristan, Uruzgan, and Zabul, are not included.

(9) Monitoring on TG Distribution

Considering the difficulty of holding preliminary workshop for PED distribution officers due

to the timing of textbook distribution, N/S was dispatched to as many provinces as possible for

the purpose of monitoring of TGs distribution. In addition, Mr. Tsuji was also dispatched to

check the distribution condition at schools in Kabul city.

Eight teams of two N/S were dispatched to PEDs in 23 provinces where the security situation

was found relatively stable and 2 DEDs to check the TGs distribution situation during the period

starting from December 9, 2010 to December 29, 2010.

1) Wardak province

2) Paktia, Logar, Khost provinces

3) Laghman, Nangarhar provinces

4) Kapisa, Panjshir, Parwan provinces

5) Baghlan, Kunduz, Takhar, Badakhshan provinces

6) Samangan, Jowdjan, Balkh, Saripul, Faryab provinces

7) Herat, Ghor, Badghis provinces

8) Bamyan, Daikundi provinces

Mr. Tsuji requested PED to check the distribution situation and follow-up on the distribution

from DEDs to schools during the said schedule of monitoring done by N/S. In addition, he

informed monitoring schools of the upcoming distribution of TGs while presenting the sample

of TGs at schools in the cities since TGs were not yet distributed to schools from DEDs.

(10) Master Trainer Training of TGs

The TG users’ manual was developed in order for other donors including USAID and UNICEF

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and NGOs to introduce how to effectively use TGs when they conduct teacher training. The

workshop was organized targeting at total 12 CTD and TED personnel in charge of science,

math, and English for development of such manual with the supervision of Prof. Ono during the

period starting on May 30, 2009 until June 10, 2009. Participants are listed in Table 2-25.

Table 2-25 Participants of workshop for development of manual for the promotion of Teachers’

Guides

Name Institution Ghulam Rabaniludin CTD Rabia Mansoor CTD(Physics) Husinia Tareen CTD(Biology) Wahida Sydiqi TTC Homa Azimi TTC Wazhma Meeran TTC Shapairai Wardak TED Nezamuddin CTD(Math) Mehnaz Tokhi CTD(Math) Jamshid Zaynal CTD(English) Sima Jan TED Atiq Ahmad Shinwari CTD(Science) Source:STEP2

The purpose of this workshop was to develop a “handbook for school-based training” as a

tool that supports teachers learn with each other using TGs. Under Prof. Ono’s facilitation,

participants analyzed the reasons why TGs were not being fully utilized in classroom, and

afterwards the content of handbook were decided by examining the difficulties found in

traditional teacher training system. As for reasons why TGs are not used to full extent,

participants pointed out “lack of function of monitoring” “low quality of teachers” and “lack

of incentive due to low salary” from systematic and financial perspectives. Based on this

discussion, it was decided to develop such handbook that not only improves the lesson quality

with the use of TGs but also establish environment that encourages the use of TGs. The

workshop content is reported in Appendix 34.

The eight-day workshop from December 28, 2009 to January 6, 2010 followed under the

facilitation of Prof. Ono with the following two aims.

1) providing a manual to use TG

2) providing a manual to conduct school-based PD using TG. Each chapter is designed to be one hour (one time training), and participants developed the

manual based on the following composition proposed by the JICA experts.

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Preface Importance of school-based training, purpose of manual, organization of manual

Chapter 1 Let’s organize Teacher Study Groups - Organize Teacher Study Group(s) that meet regularly (once a month), considering the number of subject-wise teachers and shifts - Decide the first meeting day and report to the principal

Chapter 2 What is TG? - Purpose of TGs, Merits of using TGs, Overview of TGs

Chapter 3 Framework of TG - Study the table of contents, end of each unit, lesson flow - Compare the lesson plan in TG and the actual lesson presented - Share opinions about good things about TGs

Chapter 4 Let’s use TG for a lesson - Role-playing with TGs and share opinions after role-playing - Use TG in lesson and share opinions at the next meeting

Chapter 5 Share experience of using TG in lesson Chapter 6 Presentation of lesson observation

- Prepare for lesson observation - Decide the lesson to observe: Teacher, subject, date, grade, class, period, and

what to look at in a lesson - Take notes how a lesson is conducted - Ask for understanding and full support from principal

Chapter 7 Observation of lesson by colleague using TG - Purpose of lesson observation

Chapter 8 Plan aged for following year - Review the activities and make a plan for following year: whether meeting

schedule was appropriate - Arrange the meeting day and time for next year - Repeat the activities

As most of the participants had few experiences of visiting schools with little understanding of

real teaching condition of schools in rural areas, it turned out to be difficult for them to have a

clear picture of what school-based training aims at. Therefore, after writing chapter 7, the lesson

observation and post-lesson conference was conducted using the video of classroom teaching

recorded in Bamyan (G 4 science) for monitoring. Using the Rubric scoring sheet, they were

trained to learn how to observe a lesson as well.

Participants presented the following comments on the video.

Good points

Students were enthusiastically participating.

Review of previous lesson was done

The lesson topic was related with what was already been learned

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Some terms were explained

Homework was checked

Homework was written on the blackboard

Wrap-up of lesson was good

Points to be improved

Checking of homework is not sufficient

→ Thoroughly check a few students and keep record

Teaching materials

→ Real object (plant leaf) should be used

Checking students’ understanding is not sufficient

→ Although teacher asks a whole class, individual understanding is not checked

Introduction and summary are not clear

→ The real object should be presented after the lesson content is explained

There is not student activity observed

→ Students should be divided into groups to think about diseases of leaf

The evaluation on the workshop suggests that participants learned the method of lesson

observation, lesson assessment using Rubric, and importance of continuous school-based

training. The draft of manual was finally edited by Dr. Gul Wahidi, TED after reviewed during

training in Japan, and was printed and distributed along with TGs.

Furthermore, with the purpose of promoting active utilization of TGs, workshops for the use

of TGs were conducted using Skype to Ghor TTC lecturers and NGO trainers in Ghor. The main

components of the workshop are:

1) Understanding of purpose, framework, and structure of TGs

2) Experiencing model lesson using TGs

N/S facilitated the workshop using the manuscript prepared by JICA expert that contains the

above components. The manuscript is presented in Appendix 35.

The background of development of TGs, purpose, framework, and structure were explained at

the workshop for Ghor TTC lecturers on June 8, 2010. Participants are listed in Table 2-26.

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Table 2-26 1st TG workshop participants from Ghor TTC

Name Department Occupation Fazlulhaq Fayeq Literature faculty Head of TTC Ghulam Nabi Saqi Literature faculty Teacher Amerdad Rahimi Science faculty Teacher Abdul Qayoum Shadab Science faculty Teacher Abdul Zaher Amiri Computer science faculty Teacher Ali Ayubi Mathematics faculty Teacher Ghulam Rabani Hadafmand

Religious faculty Teacher

M. Alam Osmani Science faculty Teacher Nader Parsa Literature faculty Teacher Mer Ahmad Hosaini Religious faculty Teacher Source:STEP2

Participants from such a place where much less resources are available compared to Kabul

city and other monitoring areas had large expectations for the workshop that was the first

attempt to perform in the form of distance lecture. Appendix 36 presents the positive feedback

on the workshop from participants.

Another workshop on the TGs was conducted on June 14 and June 15, 2010. The participants

are listed in Table 2-27. While the facilitation in Dari made smooth communication and

interaction possible, some problems particular to distance lecture were identified, such as

difficulty in checking participants’ facial expression and interruption of session due to

disconnection of internet as reported in Appendix 37 and great efforts were made to overcome

these issues since then. On the other hand, as Appendix 38 presents, participants expect the

workshop to solve problems facing teachers.

Table 2-27 2nd TG workshop participants from Ghor TTC

Name Father’s Name Department Related school Sayfadin Abdul Rauf Dari Sultan Allawadin Ghori Khalidad Sakhidad Social studies Akhtakhana school Mohammad Abdulhaq Social studies Sufak school Sohaila Jan Mohammad Dari Daray Qazi school Gull Chira Ghulam Haidar Dari Sultan Razia high school Ghulam Hazrat Ghulam Mohyadin Mathematics Kasi high school Mohammad Nabi Ghulam Rassol Religious subject Qutus school Abdul Ahmad Abdul Ahad Social studies Madrasa school Kishmer Janbaz Pashto Sultan Allawadin Ghori Mohammad Haidar Mohammad Azam Dari Tasraqay high school Ahmad A Aqah Mohammad Social studies Taqay temor high school Farzana Ghulam Ali Dari Sultan Razia high school Roshan Abdul Karim Dari Sultan Razia high school Source:STEP2

Like the previous workshops, the workshop was continuously conducted on July 27 and

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August 8, 2010 to six trainers in NGOs that conduct teacher training in Ghor. Participants are

listed in Table 2-28. During the model lesson on the second day, the participant who played a

role of teacher was checking students’ activities and the discussion between teacher and students

was fairly active. In the free discussion after workshop, the current condition in remote areas of

Ghor province in which those who just learned reading and writing at mosque with no formal

education and training teach at school was reported. With this report, all participants recognized

the need of utilization of TGs.

Table 2-28 Participants from NGOs in Ghor

Name Organization Title Mohammad Zamir Mahdi World Vision Allahmadad Ahmadi STARS Mr. Ziaaddin Refa World vision School development facilitator Hamid Rafiq World vision Data Entry assistant Mohammad Salar shashimi STARS trainer Noor Rahman Hamidi STARS trainer Source:STEP2

Upon request by TED, three N/S conducted master trainer training using TGs on the 11th day

of 12-day INSET2 training. 57 master trainers from NGO “JACK” that conducts teacher

training in eight provinces (Kunduz, Badakhshan, Takhar, Samangan, Baghlan, Kunar, Faryab,

Nuristan) participated in the training. With the aim of encouraging teachers to use TGs, the

training program included not only the general outline of TGs but also explanation of TG users’

manual and model lessons that compare lessons with and without TGs. The overview of the

training is attached in Appendix 39.

In addition, based on the agreement with UNICEF that conducts training of 3,000 teachers at

48 schools in Kabul city, 11 master trainers participated in the training on the use of TGs as

listed in Table 2-29. The basic components of the training remain the same as previously

mentioned, but since UNICEF’s training concept was Child Friendly School Initiative, the

cleanliness was particularly selected as the topic of the model lesson, and lessons with and

without TGs were compared to present the difference in teaching by using teacher’s guides as

shown in Appendix 40. The manuscript for the training is attached in Appendix 41.

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Table 2-29 UNICEF Training Participants

No. Name Subject

1 Hafizullah Hamkar Physics

2 Moqadasa Royal Geography

3 Gulalai Ahmadi English

4 Nahid Biology

5 Afifa Fazli Dari literature

6 Fawzia Farhad Dari literature

7 Najibullah Qubadi Geography/History

8 Aminullah Dehqan Geography/History

9 Gul Aqa Nasiri Pashto literature

10 Sediqullah Islamic Studies

11 Mohin Jan Science

Source: STEP2

On November 10, 2010, another training was organized by NGO “Afghan Development

Association (ADA)” for 142 participants including core trainers and monitoring officers as a

part of INSET2 training. At this training, four N/S provided training as facilitators to three

groups of participants on the following topics of G4-G6 TGs.

1) Explanation of textbooks in new curriculum

2) Problems and issues facing teachers in the new curriculum

3) Composition of TG

4) Use of TGs

5) Overview of TG user’s manual

6) Model lesson using TGs

7) Question and Answer

Total 25 sets of all subjects of G4-G6 (Dari 15 sets/Pashto 10 sets) were provided to ADA at

this training. The participants are listed in Appendix 42.

Apart from training, the JICA expert team provided total 722 sets of TGs (Dari: G4 332 sets,

G5 99 sets, G6 64 sets, Pashto: G4 75 sets, G5 85 sets, and G6 67 sets) to PACE-A (Partnership

Advancing Community Education in Afghanistan) that conduct teachers’ training at community

schools in 19 provinces on November 30, 2010.

(11) Establishment of the system for revision of TGs

The TGs revision guideline was developed through workshop in order to establish such

system that reflects suggestions to revise current TGs by clarifying who, when, and how to

revise them.

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Prior to starting the workshop for TG revision guideline, pre-workshop targeting at 15 people

who have experience of development and editing of TGs was organized on May 18, 2009.

Pre-workshop participants are listed in Table 2-30 and workshop program is presented in Table

2-31.

Table 2-30 Pre-workshop participants

Name Institutions Shir Mohamd Rawnaqi CTD/History Mirsaifullah Hachimi CTD/Chemistry Parwin Qarizada Laly CTD Mariam Munaza CTD/Dari Frozam Khamush CTD Mir Naqibullah CTD/Math M.Aziz Tahreek CTD/Pashto Gh. Sarwar Baghlani CTD/Dari Abdul Vakil CTD/Arabic Wazhma Meherzad CTD Abdul Malik CTD/History Qadim Sherzai Babakherkhil CTD/History M. Hussain Ahmadzai CTD/History Mirwais Zadram CTD/Pashto Shakila Shams Hashime CTD

Source:STEP2

Table 2-31 Pre-workshop program

Date May 18, 2009 Time 9:30-12:00/13:00-15:00 Venue Meeting room at CTD Content 1. Recitation

2. Opening speech 3. Sharing the idea of “Guideline”: What is a “Guideline”? 4. Review of the process of TGs development 5. Brainstorming of guideline of each item 6. Revision of guideline of selected items 7. Exercise for revising TGs based on the revised guideline 8. Presentation from each group 9. Closing remark

Source:STEP2

The purpose of this pre-workshop was to review the guideline in order to revise developed

TGs when new textbooks are developed. Participants had brainstorming on the “framework of

TGs” that consists of “concept map” “background knowledge” “objective” “assessment

criteria” and “lesson flow” and the guideline of each item. This workshop turned out a great

opportunity to provide a viewpoint for participants to review TGs by sharing their reflections,

issues, and points to be improved for future TG development with the facilitation of Prof.

Matsuzaki and Mr. Motoyama. The report on this pre-workshop is presented in Appendix 43.

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After the pre-workshop, the workshop for development of TGs development guideline was

conducted under Prof. Ono’s supervision during the period from May 30 till June 8.

Participants are listed in Table 2-32.

Table 2-32 Participants of TG guideline development workshop

Name Subject Parwin Qarizada Lali Science Mir Saifullah Hashimi Science Frozan Khamosh Pashto M. Aziz Tahrik Pashto Mirwais Zadran Pashto Aminullah Najand Pashto M. Suhrab Pedar Pashto Wazhma Mehrzad Dari Maryam Munaza Kohistani Dari Gulam Sarwar Baghlani Dari Shakila Shams Dari Mir Naqibullah Math Abdul Kabir Math Mohammad Omar Dari Freshta Kazimi English Sayed Nematullah English Shir Mohammad Rawnaqi Social studies Abdul Malik Social studies Faizullah Faiez Pashto Mohamad Rafiq Pashto Source:STEP2

With fruitful outcome of examination and consensus made on framework items that were

pointed out at pre-workshop, a wide variety of activities, such as observation of lessons using

TGs at STTC experimental school, lesson conference with teachers, review of objective and

effective use of “group work,” examination of difference between G1-G3 TGs and G4-G6 TGs,

and analysis of science test conducted in provinces, were carried out in the workshop where

discussion on revision of TGs continued. The details of the workshop are reported in Appendix

44.

The eight-day workshop from December 28, 2009 to January 6, 2010 was followed this

discussion under the facilitation and supervision of Prof. Ono. The aims of the workshop were:

1) Keeping record of knowledge, skills, and experiences of TGs writers who have

developed TGs with JICA experts during STEP2

2) Developing TG development guideline to be used when textbooks are revised or new

textbooks are developed.

Considering the work efficiency in writing, two writers were selected for each subject. The

following composition of the guideline was proposed by the JICA expert.

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Preface In light of the condition in Afghanistan, the reason why TGs and this guideline are necessary is explained

Chapter 1 Information collection before revision - Collection of information on teachers before using TGs. Find the items to be reflected in the new TGs based on the information collected from lesson observation and interview with teachers and schools at schools in Kabul Province or in neighboring provinces

Chapter 2 Comparison of new and old textbooks - When textbooks are revised, it is necessary to compare new and old textbooks. It is also necessary to revise TGs in accordance with the revision of textbooks,

Chapter 3 Divide chapters into the periods of lessons - Content of each chapter is reviewed, and concept map is presented to show the logical sequence or relation among lessons in a chapter/unit.

Chapter 4 TG development based on framework - Lesson flow is explained step by step using specific examples

Most of the participants who have enough experiences of TGs development actively worked in

the development of guideline. They seemed to be quite satisfied with working with other

colleagues and exchanging ideas based on their experiences. The guideline whose draft was

checked and edited by CTD is expected to be utilized when textbooks are revised.

2.2.3 Component 2: Development of Teaching Resources, Lesson Plans and SRB using

TGs for pre-service teacher education program at TTCs

The initial target of technical assistance was teaching methodology of G1-G6 teacher

education program under the project purpose “lessons of teaching methodology with effective

use of TGs are conducted at TTC.” However, the new TED curriculum largely focused on G1-

G9 (especially G7 – G9) while less focus is given on G1-G6. In response to this unexpected

circumstance, TED Director requested the JICA expert team to develop syllabi, teaching

resources, lesson plans and SRB of “Teaching methodology of Joint Science (Physics, Biology,

Chemistry)” “Teaching Methodology of Mathematics” and “Solving Math Problems” in July

2008. In order to meet this request, PDM was revised based on the discussion between MOE

and JICA. Based on the syllabi and teaching resources of the said subjects which JICA experts

elaborated, STTC lectures worked on the development of lesson plans and SRBs. Also, in the

process of development of lesson plans, capacity of STTC lecturers were strengthened through

model lesson and post-lesson conference using the developed lesson plans and distance lecture

using JICA-Net System while experts staying in Naruto University of Education, Japan.

In addition, total 144 lecturers from 33 TTCs across the country participated in the two-day

workshop of TTC materials on teaching methodology of math and science in Kabul city in

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August 2010. This workshop has become a great opportunity not only to understand the purpose

and background of development of these materials but also to introduce the developed materials

and promote the utilization in actual lessons by conducting hands-on experiment/exercise and

model lessons using the developed teaching resources and lecture note.

Moreover, the JICA expert team conducted monitoring on the use of teaching materials

provided at the said training at Bamyan, Nangarhar, and Balkh TTCs in late September 2010.

The positive initiative of cooperation and collaboration for the future TTC support was also

confirmed with other international aid agencies and NGO that have been involved in technical

assistance for TTCs. The monitoring found that it is very significant to consider how to

incorporate such variance of TTCs in terms of social circumstances, availability of external

support, learning environment, male/female composition of teachers and students, and security

conditions into technical assistance for the achievement of project goals.

(1) Support for syllabi development of pre-service G1-G6 teacher education curriculum

(Teaching methodology of life skills, science, mathematics, and pedagogy)

The technical assistance to the new TED curriculum was initially assumed that the new

curriculum would be divided into Phase I (G1-G3 teacher training), Phase II (G4-G6 teacher

training), and Phase III (G7-G9 teacher training). On the other hand, as a result of development

of the new curriculum by GTZ and Indian technical assistance, main focus shifted to the content

of G7-G9 and little is considered about teaching methodology of G1-G6. Therefore, as the

initial plan of STEP2 for technical assistance became inconsistent with the developed

curriculum, the JICA expert team tried to find the suitable subjects for assistance in coordination

with GTZ.

(2) Support for lesson plan development of pre-service G1-G6 teacher education curriculum

(Teaching methodology of life skills, science, mathematics, and pedagogy)

Although it was desirable once TTC’s new curriculum and syllabi are confirmed, lesson plan

development started before the confirmation with eight core members from TTC on November

6, 2007 as listed in Table 2-33 since the tangible assistance should be given while the person in

charge of curriculum development had been out of the country.

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Table 2-33: TTC Core Group Members

No. Name Subject Mobile1 Mr. Tokhi Pedagogy 07993323182 Mr. Jialani Arya Pedagogy 07742916643 Mr. Khan Ali Pedagogy 07995465024 Ms. Alia Ain Math 0700398055 Ms. Wahida Siddiqi Math 7001615006 Mr. Shir Ali Poya Biology and Chemistry 07993799697 Mr. Abdullah Amiri Chemistry 07993254078 Mr. Abdul Jan Chemistry 0707708257

Source: STEP2

Prof. Murata and Prof. Chikamori conducted a six-week session for TTC core group members

from December 18, 2007. The session program is presented in Table 2-34.

Table 2-34: Session program

Activity Objective 1st week (11/10-11/14)

・ Explanation of outputs of STEP and components of STEP2

・ Lecture:”abilities which should be acquired as Math teachers” and calculation of fraction

・ Understanding of Student-centered approach

2nd week (11/17-11/21)

・ TG workshop utilizing 2 days training manual

・ Lecture:Brainstorming about trees

・Promotion of understanding on TGs

3rd week (11/24-11/28)

・ Training on G1 TG in Life skills and Math with 2 days training manual

・ Development of concept map

・ Analysis on intra-grade and Inter-grade relationships of G1-G3 Math and Life skills

4th week (12/1-12/5)

・ Observation of TG development workshop

・ Lecture:Model lesson on concept map making

・ Analysis on intra-grade and inter-grade relationships of G1-G3 Math and Life skills

5th week (12/8-12/12)

・ Organization of the results of analysis of Life skills and Mathematics contents

・ Analysis on intra-grade and inter-grade relationships of G1-G3 Math and Life skills

6th week (12/15-12/17)

・ Lesson assessment by Rubric ・ Framework and work plan preparation for five lesson plans on “Introduction to TG ”

Source: STEP2

Some of the participants never had experienced such various activities in this session such as

model lesson by Prof. Murata and Prof. Chikamori, model training using two-day TG training

manual, and observation of TG development workshop, and requested for continuing this kind

of assistance.

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Besides, from December 15, 2007 to January 28, 2008, Prof. Ono conducted the workshop at

STTC to create five LNs followed by the above-mentioned session. The framework of the LN

was shown to make an agreement for all writers having the common vision. A draft of five LNs,

namely, 1) introduction of new curriculum and TGs, 2) analysis of contents of G1 to G3 life

skills, 3) analysis of contents of G1 to G3 mathematics, 4) how to apply a concept map to a

lesson, and 5) how to write lesson plan and model lessons, was created under the theme of

“introduction of new lessons with TGs” by STTC lecturers.

(3) To support the completion of syllabi and to support the development of teaching resources,

lesson plans and SRBs of the above mentioned subjects

Although there was a gap between the initial plan and the changed TTC curriculum as

mentioned in (1), based on the TED Director’s approval on the JICA expert team’s proposal on

June 29, 2008, TED Director requested following technical assistance to be provided in

Component 2.

1) Development of Pre-service curriculum (syllabi, teaching resources, SRB, lecture guide)

by JICA experts in the area of science and mathematics ( “Solving math

problems,” ”Teaching methodology of math” and “Joint teaching science”)

2) The major activities are

1. Syllabi development

2. Teaching resources development based on the developed syllabi

3. LN development

4. SRB development

The targeting subjects and their lesson period are summarized in Table 2-35.

Table 2-35: Subjects and lesson period

Subject Credit Lesson period Solving mathematical problems 2 32 Method of Teaching Mathematics 2 32 Joint teaching science (Teaching methodology of physics, biology, chemistry)

3 48 (Lecture:38; Seminar and Practical work: 10)

Source: STEP2

Based on the agreement made with TED director in July 2008, syllabi for pre-service teacher

education at TTC which had been developed in India were examined. Simultaneously, syllabi

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for teaching method of Physics, Chemistry, Biology and Mathematics and Solving Problems of

Math were developed by JICA experts.

Also, development of LN and SRB started on 1 December 2008 by 10 STTC lecturers under

supervision of JICA experts. The list of 10 STTC lecturers is shown in Table 2-36.

Table 2-36 STTC lecturers for lecture note development

No Subject in charge Name Sex Position

1 Biology Rowzia Ayamudin Female Lecturer

2 Wahida Khawaja M. Qayum Female Lecturer

3 Physics

Mohammad Sahlim Male Lecturer

4 Gulam Azrat Male Head of department

5 Wahida Abdul Razaq Female Lecturer

6

Chemistry

Adina Siddiqi Female Lecturer

7 Alia Atiqullah Female Head of department

8 Brishna M. Jamil Female Lecturer

9 Najia Noori Female Lecturer

10

Mathematics

Nasira Abdul Rahman Female Lecturer Source: STEP2

Based on the established syllabi, developed teaching resources of the above-mentioned five

subjects were handed in to TED director on May 27, 2009 as well as to Deputy Minister, Dr.

Ghaznawi. Having reviewed the submitted products, TED suggested more colored photos be

inserted in order to give visible impact, and to include 1) clear presentation of responsible

person of teaching resources (TED director), 2) acknowledgment, 3) names of editors, 4)

statement, and 5) preface. In response to the feedback, STEP2 submitted the revised teaching

resources that have more illustrations in Teaching Methodology of Biology as well as such

information of 1) name of person responsible for teaching materials, 2) acknowledgment, 3)

editors, and 4) statement to TED on September 16, 2009. 5) Preface was proposed to the TED

director as well on March 16, 2010 for the feedback and approval from TED.

The English drafts of all developed materials were again submitted to the TED director for

approval in the end of May 2010. At the meeting on July 1st, 2010 with her, she highly

acclaimed the work on the development of these materials. Also, she expressed TED’s support

for translation and editing with request for the earliest possible completion of final editing and

printing so that these materials can be available at the time when the new term starts. Even

though it was initially found out that TED had developed textbooks of teaching method of math

and science under the assistance from GTZ, TED director clearly stated that those developed by

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STEP2 be distributed to TTCs across the country as official teaching materials after the

workshop held in August 2010.

The process of development of TTC teaching materials (teaching resources, LN, and SRB) is

summarized as follows:

1) Development of English version by TTC lectures under facilitation and supervision of

JICA experts

2) Translation into Dari and Pashto by TTC lecturers

3) Content checking by TED editors (mainly Kabul University faculty members)

After the completion of this process, the printed copies are submitted to TED as shown in

Table 2-37.

Table 2-37 Number of printed TTC materials

Dari version Pashto version Total Teaching resources 182 154 336 LN 60 30 90 SRB 12,000 6,000 18,000 Source:STEP2

(4) Supporting STTC lecturers to conduct practical lessons

As mentioned in (2) and (3), specific advice and feedback for improvement given by JICA

experts as well as reflection on the trial lesson using developed TGs at post-lesson conference

and distance lecturing using JICA-Net system on the process of development of lesson plans by

STTC lecturers contributed to their capacity development for conducting practical lessons.

Especially when providing technical assistance for short term in such a place where the security

situation is unstable, the method of distance lecture was quite useful and effective. This is

believed to have been a great opportunity for TTC lecturers not only from Kabul city but also

from Jalalabad and Bamyan to exchange ideas and stimulate each other.

1) Observation of lessons using LN/Demonstration of model lessons by JICA experts

The observation of lessons at STTC and other TTCs was conducted regularly in order to 1)

identify points to be revised through trial use of developed LN, 2) present how to use teaching

aids and how to perform experiment through model lessons using LN, and 3) improve the

practical teaching method and competence of TTC lecturers by providing specific feedback.

Prof. Chikamori and Prof. Ono attended a lesson on Teaching Methodology of Biology taught

by Ms. Rausia, a biology lecturer at STTC, for three days from June 8 till June 10, 2009. The

lesson topics are Lesson 1 (Content of biology and its relation with other areas), Lesson 2

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(Reasons of learning biology), and Lesson 6 (Difficulties in teaching biology in Afghanistan) in

the LN on Teaching Methodology of Biology developed with Ms. Rausia’s participation. On

June 10, the post-lesson conference was conducted after the lesson. Not only JICA experts but

also the lecturer herself evaluated the lesson and presented points to be improved. The details

are shown in Appendix 45.

Following the lesson observation, Mr. Rausia conducted a trial lesson on Lesson 7 (the use of

experimental equipment in biology education) in the LN of Teaching Methodology of Biology

on June 11. In the same manner of the previous three days, Prof. Chikamori and Prof. Ono

observed her lesson and she commented on both “positive points” and “points to be improved”

after the lesson. JICA experts also provided her constructive assessment, which is expected to

improve STTC lecturers’ practical teaching competence using developed LN. The report on the

trial lesson is presented in Appendix 46.

Moreover, Prof. Chikamori demonstrated a model lecture on the said experiment at biology

class in Nangarhar TTC as well as conducted a preparatory session on the physics experiment

with the physics lecturer for the distance lecture that was planned to be held in the end of March

2010. As the result of conducted experiment on the optical reflection turned to be different from

what was theoretically expected, 1) availability of such method that can easily lead to the

theoretically-expected outcome, and 2) explanation of experimental error to students were

inquired by the TTC lecturer. It was expected that the content of distant lecture would meet the

needs of participants by sharing these questions with Assoc. Prof. Honda before the distance

lecture.

Following Nangarhar TTC, Prof. Yonezawa, Prof. Chikamori, and Ms. Yamaguchi visited

Bamyan TTC during the period from June 17 till June 22, 2010 to observe lessons of “General

Mathematics” “General Biology” “General Chemistry” and “General Physics” as well as to

conduct a model lesson on teaching method of biology. For lesson observation, the lesson

assessment sheet as shown in Appendix 47 was used in order to collect baseline data prior to the

distribution of teaching resources, LN, and SRB developed by the project.

On June 21, Prof. Yonezawa conducted a model lesson on the preparation of specimen for

observation of cell division using a microscope, which is the fundamental equipment for

experiment in biology. After explaining the necessary conditions in selecting the materials for

observation of cell division as well as the condition of staining solution and showing how to

prepare the specimen in front of students, he let students come front and observe the specimen

using microscope in turns. With the active assistance from the Bamyan TTC biology lecturer

who has participated the past distance lecture on teaching method of biology actively, the lesson

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turned an interesting experience for students as well who have been given little opportunity of

experiment. The details are reported in Appendix 48. The lesson observation and the model

lesson were also conducted at STTC in Kabul city in the same manner as shown in Appendix

49.

Following the visit to Bamyan TTC and STTC, Prof. Yonezawa and Prof. Ono conducted

lesson observations at Balkh TTC during the period from July 10 till July 13, 2010. As

explained in Appendix 50, during the lesson of “General Chemistry,” the lecturer tried group

work for the first time in her lesson based on the lesson plan she developed on her own using

the LN provided by STEP2. As students expressed, the use of LN made a change in her teaching.

Her continuous use is highly expected.

Moreover, Prof. Chikamori visited Balkh TTC (September 28-October 5, 2010), Bamyan

TTC (October 7-October 12, 2010), and Nangarhar TTC (October 14-October 20, 2010) to

monitor the use of TTC teaching materials (teaching resources, LN, SRB) provided at the

workshop as reported in (5),. The detailed report at each TTC is attached in Appendix 51,

Appendix 52, and Appendix 53. In addition, as presented in Appendix 54, Balkh TTC lecturers

shared the provided teaching resources with other colleagues immediately after the workshop

and utilized them at actual lessons. On the other hand, sharing of provided materials among

lecturers was not confirmed at Bamyan TTC and Nangarhar TTC. In order to promote the use of

developed teaching materials, Prof. Chikamori explained the structure of materials,

development process, and content and effective method of utilization not only to teaching

lecturers but also to head of math and science subject division. Besides, the method of

utilization and effectiveness of experimental materials introduced in the developed teaching

resource of “Teaching Methodology of Chemistry” were practically demonstrated by using

actual objects.

Lastly, the JICA expert team confirmed the mutual consensus on the further cooperation and

collaboration with involvement of TED during exchange of opinions with GTZ at Balkh TTC

and with AKF at Bamyan TTC.

2) Distance lecture using JICA-Net system

In order to enhance TTC lecturers’ practical teaching, distance lecture using JICA-Net system

was conducted quite effectively. The target subjects of distance lecture were “Teaching Method

of Math” “Teaching Method of Physics” and “Teaching Method of Biology” which availability

of direct technical assistance from JICA experts in Afghanistan was quite limited. The purpose

of the distance lecture was to promote practical teaching by presenting the effective use of

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experimental equipment in a model lesson using LN developed by STTC lecturers under the

supervision of JICA experts.

Teaching Method of Math

Distance lectures were conducted targeting four mathematics lecturers of TTC (refer to Table

2-36) utilizing JICA-Net system, which connected JICA Shikoku and JICA Afghanistan. All

sessions were held between 10:00 and 12:00 (from 14:30 to 16:30 Japan time) for five days on

March 3, 4 and 9-11. In these sessions, support for conducting practical lectures was given

utilizing the teaching resource developed by JICA experts and LNs in teaching method of

mathematics developed in Japan training as summarized in Table 2-38.

Table 2-38 Distance Lecture Program on “Teaching Methodology of Mathematics”

1st session March 3rd

“Outline of Teaching Method of Mathematics and Practical Methods for Achieving Objectives” ・ Explanation of the outline of teaching resource of teaching method of math ・ Ideal way of exercises in mathematics for achieving 3 objectives of mathematics

education ・ Importance of teaching history of mathematics education in teaching method of

mathematics 2nd session

March 4th “LN (lesson 1) and field structure of school mathematics” ・ Explanation of LN which Japan training participant developed ・ Four fields structure in teaching contents in elementary and secondary school level

mathematics and difference between elementary and secondary school level mathematics

3rd session March 9th

“TIMSS study and analysis of typical erroneous answers in calculation exercises of Afghan students” ・ Significance of examination of mathematics education in Afghanistan from the

international perspective ・ Error analysis from technical perspective and from the objective of mathematics

education ・ Error analysis in case of Japanese student and its comparison with Afghan case

4th session March 10th

“LN (lesson 2)” ・ Explanation of LN for lesson 2 developed by Japan training participant ・ Discussion on a table that summarizes activities in the LN

5th session March 11th

“LN (lesson 2 and 3) and chapter 2 session 1” ・ Suggestion and discussion on the summary of lessons ・ Developing flowcharts and contents of chapter 2 ・ Reflection

Source:STEP2

Teaching Method of Physics

Prof. Honda gave two lessons on Teaching Methodology of Physics by connecting Center for

Collaborating in the Community, Naruto University of Education and JICA Afghanistan office

through multi-hub network system. Two lecturers of STTC in Kabul city, one lecture of

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Bamyan TTC, and two people with specialty in Physics attended the first lecture on May 26,

2009 whose topic was “Physical quantity and unit.” These participants are listed in Table

2-39.

Table 2-39 Participants of the 1st lecture on Teaching Methodology of Physics Name Institution

Ms. Whida Khawaja M. Qayum STTC Mr. Mohammad Sahlim STTC Mr. Nasim Habibyi Bamyan TTC Mr. Ghazan Far Science center Ms. Hakima Science center Source:STEP2

First, Prof. Honda from Naruto University of Education stated that it is necessary to consider

not only the numerical values but also units by showing examples of length and mass, focusing

on the importance of units in natural sciences, especially in physics. Afterwards, he gave a

session, following the lesson flow of lesson 1 of LN which STTC lecturers had prepared based

on teaching resources Chapter 1 and Prof. Honda revised. The 1st lecture on the teaching

methodology of physics is reported in Appendix 55.

The second lecture on “Motion and its Graph was conducted” with participation of a lecturer

at Nangarhar TTC province as well as those who had attended the 1st lecture on June 8, 2009.

Participants are listed in Table 2-40.

Table 2-40 Participants of the 2nd lecture on Teaching Methodology of Physics

Name Institution Ms. Wahida Khawaja M. Qayum STTC Mr. Mohammad Sahlim STTC Mr. Nasim Habibyi BamyanTTC Mr. Mohammad Yusef Nangarhar TTC Mr. Ghazan Far Science center Ms. Hakima Science center Source:STEP2

Prof. Honda explained the necessity and importance of expressing various motions found in

our daily life with mathematical expression and graph. Next, based on the activity plan of lesson

4 which he revised, participants derived the mathematical expression on uniform motion by

drawing a graph using concrete data and examining it. It turned out to be a very fruitful

opportunity for participants to learn how they can express physical phenomena using graph and

mathematical formula. The report of the 2nd lecture is presented in Appendix 56.

Based on the training in Japan held in February 2010, Prof. Honda conducted the third

physics distance lecture on the experiment of real and virtual image using mirror in teaching

method on March 30, 2010. The Sayed Jamuldin Experimental School principal joined the

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session together with lecturers from Sayed Jamuldin TTC, Nangarhar TTC, Bamyan TTC, and

Science Center officers who had attended the past sessions as listed in Table 2-41.

Table 2-41 Participants of the 3rd lecture on Teaching Methodology of Physics

Name Institution Mr. Mohammad Sahlim STTC Mr. Nasim Habibyi BamyanTTC Mr. Mohammad Yusef JalalabadTTC Mr. Mansoor Zahirzai Jalalabad TTC Mr. Mir Mohammad Rza Ghazan Far Science center Ms. Najila Salam Science center Mr. Minullah Urish Sayed Jamuldin Experimental School

Source:STEP2

As details are explained in Appendix 57, in the experiment of reflections of light using mirror,

“how to show the experiment” to the participants was regarded as the key to the successful

session at this distance lecture. Therefore, all kinds of efforts were made by arranging camera

work, lighting, and visual aids so that the image can be shown as if the experiment was being

performed just in front of participants. As this experiment contained quite a lot to learn,

including refraction and experimental errors, in a relatively simple manner, this became a great

opportunity for TTC lectures, who wish to perform experiments in their teaching but do not

exactly know how to do, to learn such experiment that can be relatively easily exercised.

Teaching Method of Biology

On January 6, 2010, the first distance lecture on teaching methodology of biology was

conducted by Prof. Yonezawa, Naruto University of Education, targeting at STTC lecturers,

Nangarhar TTC lecturer, Bamyan TTC, and Science Center who teach biology. The participants

are listed in Table 2-42.

Table 2-42 Participants of the 1st lecture on Teaching Methodology of Biology

Name Institution Ms. Rawsia Ayamudin STTC Mr. Mohammad Momen Nasare Bamyan TTC Mr. Adel Momand Nangarhar TTC Mr. Shghla Ahmad Science center Mr. Husaini Said Rafi Science center

Source:STEP2

During the preliminary session, with copies of LN on the topics distributed, participants

watched the teaching video on the use of magnifying glass and microscope which had been

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developed by JICA-Net team since November 2009. Since the topic of the lecture was the use

of microscope, the following laboratory practice only on the use of magnifying glass was

conducted after watching the video.

1) Demonstration of preparation of specimen (gladiolus soaked in red ink)

2) Demonstration of cutting the stem with blade for the observation by magnifying glass

3) Preparation of specimen and observation with magnifying glass

Participants showed strong interest especially in the simple specimen using Scotch tape. After

the preliminary session, the distance lecture was conducted by connecting Center for

Collaborating in the Community, Naruto University of Education and JICA Afghanistan office

through multi-hub network system. After Prof. Yonezawa’s demonstration based on the prepared

script, participants worked on assembling the microscope, removing specimens from the pollen

of gladiolus, examining the specimens and drawing them under the direction of Prof. Chikamori

and Prof. Yonezawa from Naruto University of Education. Each participant examined under the

microscope and drew the specimen which they removed by themselves with Prof. Yonezawa’s

appropriate advice through the screen. The sketch done by participants is presented in

Appendix 58. The comments and questions raised by participants are as follows.

1) Difference between diaphragm and condenser

2) Use of microscope at schools in Japan

3) Use of alcohol for cleaning lenses

4) Request for observation of cell division, especially the video of cell division

5) Request for more advanced topic (high school level)

6) As books are the only available learning materials, this session was quite new.

Continuation of this session is requested.

As presented in Appendix 59, according to questionnaires which were conducted after the

lecture, the evaluation from the participants was 4.4 - 5 out of 5 in each item in average and the

distance lectures are expected to be held continuously.

Following the distance lecture, post-session was conducted for Nangarhar TTC lecturer and

Bamyan TTC lecturer by Prof. Chikamori on January 7, 2010 with an aim of strengthening of

understanding what they learned during previous days. The content of the session was as

follows.

1) Basic use of microscope

2) Preparation of specimen using pollen and stem of gladiolus that was soaked in red ink

for 3 days

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3) Observation of pollen with object lens of different powers (x4, x10, x40)

4) Observation of segment of stem with naked eyes and its application to classroom

teaching

Especially in the session of 4), Prof. Chikamori emphasized that learning should start from

observed evidence, not from knowledge based on books, in lessons where observation with the

naked eye can sufficiently demonstrate various things

Besides, Prof. Yonezawa provided the second distance lecture on the observation of the

flower structure using magnifying glass on May 12, 2010 as reported in Appendix 60.

Participants are listed in Table 2-43.

Table 2-43 Participants of the 2nd lecture on Teaching Methodology of Biology

Name Institution Ms. Rawsia Ayamudin STTC Mr. Mohammad Momen Nasare Bamiyan TTC Mr. Adel Momand Nangarhar TTC Mr. Shghla Ahmad Science center Mr. Husaini Said Rafi Science center

Source:STEP2

Under the topic of use of magnifying glass in “Teaching Methodology of Biology,”

cruciferous flowers that are easily available in Kabul were used for the observation with

magnifying glass. The external video-camera was also set up in order to clearly show the

movement of participants’ hands to the professor in Naruto University of Education. Despite the

selection of flowers made based on the lesson objective, unfortunately, handling such small

flowers actually turned difficult and awkward for participants who are not used to conducting

experiment. Nevertheless, the objectives of the session were satisfactorily achieved through the

follow-up session on the next day by reviewing the previous day’s session and conducting the

same experiment using caryophyllaceous flowers instead that are in appropriate size for

participants to handle. In the end, some participants expressed that they had gained new and

useful knowledge by learning flower formula and flower diagram.

What should be noted here is, unlike the past sessions, the active attitude of Afghan

participants shown during this session when no Japanese expert was there to facilitate. Under

such circumstance, participants voluntarily went outside to collect flowers, started observation

of flowers, initiated a discussion, and taught each other, and we highly expect this shown

initiative to be further strengthened.

(5) Holding workshop/training with other TTCs for development and utilization of lesson plans

With the purpose of presenting and sharing teaching resource, LN, and SRB developed by

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STEP2 with other TTC lecturers, a two-day workshop was convened at STTC in Kabul city on

August 1st and 2nd, 2010. Total 144 lectures from 33 TTCs across the country (all provinces

except Samangan) participated as listed in Appendix 61.

Targeting at TTC lecturers of “Teaching Method of Chemistry,” “Teaching Method of

Physics,” “Teaching Method of Biology,” “Teaching Method of Math”(or “Solving Problems of

Math”), the program (Appendix 62-attachment 4) is designed to experience hands-on

experiment introduced in the developed teaching resources and learn the teaching method of

math through model lessons. On the first day, participants improved their understanding of

background, purpose, objectives, structure and the use of developed materials by thinking of

“teaching method” themselves. On the second day, the opportunity to see and experience the

use of materials through experiment and model lessons based on the LN.

JICA experts directly facilitated in chemistry and biology groups, whereas Afghan lecturers

from Bamyan TTC and Nangarhar TTC who have received assistance for practical lecturing

through distance lecture in the past as well as STTC lectures who participated training in Japan

and were fully engaged in development of LN facilitated the session in math and physics. As

shown by these Afghan TTC lectures sharing their knowledge and experiences learned from

JICA experts with other TTC lecturers during the workshop, technical transfer from Afghan

human resources whose capacity has been improved as a result of technical assistance directly

provided by JICA experts is becoming possible.

It became clear that most of TTC lecturers have a common idea that the aim of teaching

methodology is not teaching of content of the subject but teaching of how to conduct lessons

and how to use teaching materials as the discussion during workshop and the evaluation

questionnaire are summarized in Appendix 63 and Appendix 64 respectively. In addition,

participants highly evaluated the workshop in terms of the achievement of purpose of

participation and the effectiveness for TTC education as the result of questionnaire shows that

participants’ purpose of participation and expectation for the workshop are highly consistent

with the aim of workshop and the purpose of development of TTC materials. On the other hand,

they showed less satisfaction about time allocation and short period of workshop.

2.2.4 Trainees Received in Japan

In addition to the development of materials, assistance for practical teaching, and workshop for

utilization of developed materials, in order to develop competence of TTC lecturers who are key

C/P personnel in STEP2, C/P training was conducted at Naruto University of Education in Japan

every year with an objective of acquiring knowledge and skills on teaching methodology of

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science and mathematics. The training is summarized as follows.

(1) First year (September 2007 – March 2008)

Period January 28, 2008- February 16, 2008 Name (Institution/Subject)

Mr. Weqar Khan Ali (STTC/Pedagogy) Mr. Alimi Abduljan (STTC/Chemistry) Mr. Amery Abdullah (STTC/Chemistry)

Content 1) Introduction of new curriculum and TGs 2) Teaching content of life skills for G 1 to G 3 and its analysis 3) Teaching content of math for G 1 to G 3 and its analysis 4) development of lecture not using TGs 5) sample lesson using TGs and development of final draft of LN and SRB for TTC lecturers.

(2) Second year (April 2008 – March 2009)

Period January 24, 2009- February 13, 2009 Name (Institution/Subject)

Ms. Adina Abdulqader (STTC/Chemistry) Ms. Najia Dor Mohammad (STTC/Mathematics)

Content Chemistry 1) lesson observation at Naruto University of Education 2) science lesson observation at elementary schools 3) lecture by the training coordinator (analysis of baseline data of G4-G6 science test/introduction of experiments to science lessons) 4) development and revision of LN and SRB/model lesson/post-lesson conference Math 1) lesson observation at Naruto University of Education 2) math lesson observation at elementary schools 3) lecture by the training coordinator (analysis of baseline data of G4-G6 science test/improvement of teaching methodology in mathematics) 4) development and revision of LN and SRB

(3) Third year (April 2009 – December 2010)

Period January 27, 2010- February 22, 2010 Name (Institution/Subject)

Ms.Sdiqy Wahida (STTC/Teaching Methodology of Physics) Mr.Edrak Mohammad Salem(STTC/Teaching Methodology of Physics) Ms.Noori Najia(STTC/Teaching Methodology of Math) Ms.Argandiwal Nasira(STTC/Solving Problems of Math)

Content Common to physics and math 1) education study meeting at experimental school of Naruto University of Education 2) lecture and exercise on lesson analysis using ICT tool Physics 1) Revision of LN Math 1) development and revision of LN and SRB 2) model lesson and lecture on lesson analysis at elementary school of Naruto

University of Education 3) Workshop on how to develop lesson plans/how to revise

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2.3 Measures Taken for the Better Implementation of the Project and Lessons Learned

(1) Use of Afghan Personnel for TGs Development and Sustainability

In the same way as STEP when G1- G3 TGs were developed by TG development team, the

subject-wise teams that consisted of previous TGs writers and experienced teachers were

organized to engage in the development of TGs based on the framework designed by JICA

experts in STEP2. In the process of development of TGs, monthly presentation became an

opportunity for them to improve the content by sharing their previous experiences of textbook

and TGs development and teaching experiences at school. This successfully encouraged the

Afghan personnel to take the initiative in development of TGs. Besides, TGs were developed in

a way that is designed to respond to the issues and challenges facing Afghanistan by reflecting

the analysis of monitoring results such as lesson videos and math and science tests conducted by

JICA experts. Furthermore, experiences and knowledge on TG development were accumulated

among human resources of the MOE during the one-moth workshop where TGs writers worked

on developing TG development guideline. These accumulated experiences and knowledge are

believed to be the key to the sustainability of the project impact.

(2) Distance Lecturing using TV-conference System

The unstable security situation is considered one of the factors that hinder activity in the

project site, especially in post-conflict countries such as Afghanistan. In the face of such

security condition, utilization of TV-conference system made it possible even for JICA experts

staying in Japan to provide technical assistance to TTC lecturers through distance lecturing.

By connecting Naruto University of Education and JICA Afghanistan office through multi-hub

network system, distance lecture on teaching methodology of math in March 2008, that on

teaching methodology of physics in May-June in 2009, and that on teaching methodology of

biology in January 2010 were conducted so far. Reviewing on the past lectures, the JICA expert

team successfully overcame several challenges that are particular to distance lecturing, such as

lowering efficiency by interpretation, lowering concentration through TV screen, and limited

interaction between lecturer and participants, by preparing preliminary video teaching material

and detailed script to enhance communication between lecturer and participants as well as by

improving the camera work to improve the visual effect with assistance of JICA-Net project

team. This improvement, which was seen in the lecture on teaching methodology of physics in

January 2010, resulted in the high appreciation and satisfaction expressed by participants.

As done in the project, in spite of several obstacles including security problems,

geographical limit to access, and time constraint, distance lecturing using TV-conference system

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becomes one of the useful tools that make it possible for JICA experts to provide technical

assistance without traveling to Afghanistan. Based on our experiences, it is strongly believed

to be applicable in other countries facing similar challenges.

(3) Regular monitoring by utilizing N/S

Only a few places JICA experts can visit due to the security reasons in Afghanistan. In

addition, dispatch of JICA experts except the project manager was not permitted for five months

from July 2009 due to the mounting concern over the worsening security as a result of

presidential election. In spite of this difficult situation, the regular monitoring activities, such as

the study on the use of TGs, the survey on the distribution of TGs, and collection of feedback on

TTC teaching materials and LN, became possible by giving instructions to N/S beforehand. As a

result of intensive training given by JICA experts, the project N/S are now able to conduct

questionnaire survey, lesson assessment using Rubric, video shooting, and editing on their own.

The utilization of N/S in monitoring activities not only made it possible to conduct monitoring

in other provinces on a regular basis but also contributed to the capacity development of Afghan

human resources.

(4) Data collections through monitoring using various methods

In order not only to reflect in the process of development of TGs but also to measure the

effect on teachers’ teaching and change of students’ learning, various methods were applied in

the monitoring activities. In addition to lesson observation and video-shooting of lessons,

information collection from PED, school principals, and teachers using questionnaire and

interview were continuously conducted. Moreover, in order to measure the impact of TGs, math

and science test for G4-G6 students were conducted to collect the data of students’

understanding. Especially, the test result collected in such a big scale is very useful in grasping

the Afghan students’ performance and identifying the problems and issues faced. On the other

hand, as there are myriads of factors that influence the improvement of students’ learning, as

indicated in the analysis of impact of TGs, distribution of TGs does not necessarily lead to the

improvement of quality of teachers or students’ competency for a short term. Nevertheless,

different factors that are related to the improvement of quality of teachers including the progress

of teaching, level and characteristics of content, linkage of topics between grades, and real

teaching situation at classroom have been analyzed from various perspectives. The analysis

result can be effectively utilized to design the future strategy of technical assistance for

improvement of quality of teachers.

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(5) Various efforts to deliver TGs to teachers

Delivering TGs to teachers is the first step in order to achieve the project goal. Based on the

result of monitoring in provinces that the distribution of TGs to schools from PED during STEP

was not quite satisfactory, various measures were taken to make sure the distribution of as many

TGs as possible to teachers. For instance, the enormous number of printed TGs, which needed

to be separated by language, DVD, and sect of Islam, were packed in a simplest possible way by

using different-colored carton boxes and clearly marking the content on the surface of boxes, in

order to avoid the confusion and mistakes at the time of distribution. Besides, both Publishing

Department of MOE and the JICA expert team strongly urged PED distribution officers to

monitor and follow up the process and progress of distribution from DED to schools with the

information about the distribution schedule and content of distributed packages. Moreover, such

a mechanism was established where teachers are encouraged to ask for TGs by raising

awareness and stimulating interest in TGs through radio program. Even after the distribution to

all DEDs by STEP2, it is expected that teachers receive and actively utilize TGs through teacher

training conducted by NGOs and other institutions who have participated the master training

using TGs.

(6)Collaboration and cooperation structure with other development partners and NGOs

To establish good relationships for collaboration and cooperation is one of the keys to the

effective and efficient reconstruction assistance in Afghanistan where a number of development

partners, NGOs, and international institutions provide assistance in the field of basic education.

With this understanding, the JICA expert team has made great efforts to make sure distribution

of TGs to teachers and to promote the utilization by actively sharing the information and

conducting a public relations campaign to development partners and NGOs that are engaged in

teacher education. It was not always easy to coordinate with them due to their different

objectives, aims, approach, and methods from the project. However, as mentioned before, the

master trainer training was successfully conducted with UNICEF, INSET2, PACE-A, Ghor TTC,

and Ghor NGOs. It is expected to improve the effect of promotion of utilization of TGs thanks

to their continuous teacher training after the distribution of TGs.

In addition, regarding the Output 2, the JICA expert team has obtained mutual agreement on

the collaboration and cooperation for further assistance with GTZ’ Basic Education Project for

Afghanistan (BEPA) and AKF, the collaboration with these institutions that have carried out

long-term and continuous assistance at grass root level is significantly important to promote the

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use of developed teaching materials and improve its effect in provinces due to the limitation and

difficulty of the project conducting such long-term monitoring activities at provincial level.

(7)Involvement of Afghan C/P members to monitoring activities

The primary purpose of monitoring was to reflect the identified teaching issues and situation

of use of TGs into further activities by conducting lesson observation. However, although this

purpose was clearly explained, there were some teachers who showed their reluctance to have

their lessons observed by the JICA expert team during the monitoring. Considering this situation,

the JICA expert team concluded that it was still early to involve Afghan C/Ps from MOE to join

the monitoring as the primary objective of monitoring may not be achieved because it would be

difficult to capture the real situation at schools if teachers decided not to teach or school

principal changed the shift of teachers by considering such monitoring involved with Afghan

C/P as “inspection.” Consequently, in order to minimize confusion and misunderstanding among

teachers, the monitoring was conducted only by the JICA expert team.

On the other hand, it is still considered desirable to involve Afghan C/P into the monitoring in

the light of MOE’s necessity to understand current education situation in provinces,

improvement of Afghan ownership, and sustainability of the project. Therefore, it is necessary

to have Afghan C/P join the future monitoring little by little by checking the relationships

between MOE and schools and ensuring not to cause any distrust and confusion among

teachers.

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Appendices

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Appendix 01

Original PDM in R/D

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PROJECT DESIGN MATRIXProject Title: Strengthening of Teacher Education Program (STEP) Phase 2

(Drafted on June 18, 2007)

Overall Goal

Primary school teachers are able to teach in compliance with thenew primary school curriculum using Teacher's Guides.

Changes in teaching (content and methodology) and learning of primaryschools

Sample survey at primary schools The Afghan education policy whichplaces importance on teacher educationis unchanged.

Project Purpose1. Utilization of TGs at sample primary schools 1. Monitoring records of the Project2. Changes of lessons utilizing TGs at sample primary schools 2. Monitoring records of the Project3. Utilization of newly developed lesson plans in other TTCs 3. Reports from other TTCs in various

k h4. Changes of lessons utilizing TGs at sample primary schools 4-1. Self evaluation of TTC lecturers4-2. Opinions of student teachers4-3. Observation by scholars

Outputs1. 1-1. Number of TGs printed and distributed 1-1. MoE data

1-2. Quality of TGs 1-2. Opinions of users and scholars1-3. Usability of TGs 1-3. Opinions of users

2. 2-1. Number of teaching periods developed 2-1. Records of STTC

2-2. Number of lecturers who utilize the developed lesson plans 2-2. Monitoring records of the Project2-3. Quality of lesson plans 2-3. Opinions of scholars and other TTC2-4. Number of TTCs and lecturers that participate in the workshops held at

STTC2-4. Monitoring records of the Project

Activities Inputs1-1 To conduct a workshop for development of Teacher's Guides Afghan side

1-2 To support development of Teacher's Guides for 7 subjects ofGrade 4-6 through regular field testing at primary schools

1. Counterpart personnel

1-3 To print and distribute Teacher's Guides to cover all schools in thenation

1-4 To conduct nation-wide campaign for Teacher's Guides 3. Local cost including the delivery cost of TGs1-5 To monitor utilization of Teacher's Guides in sample schools 4. Necessary information and data

1-6 To develop a mechanism to reflect feedbacks on the revision ofTeacher's Guides Japanese side

1-7 To develop a guideline for Teacher's Guides writing 1. Experts:2-1 To support syllabi development of pre-service G1-6 teacher

education curriculum (Teaching Methodology of Life Skills,Science and Mathematics, and Pedagogy)

2-2 To support lesson plan developmednt of pre-service G1-6 teachereducation curriculum (Teaching Methodology of Life Skills,Science and Mathematics, and Pedagogy)

2-3 To support STTC lecturers to conduct practical lessons byexperimenting the newly developed lesson plans

Preconditions

2-4 To hold workshops/training with other TTCs for development andutilization of the lesson plans

Note: Target figures of Indicators will be determined during the Project period

2. Office space for the Project (one office with the capacity of 15 persons, and one working room with the capacity of 30persons)

Means of Verification Important AssumptionProject Summary

Counterpart personnel of CTD, TED andSTTC and other stakeholders closelywork together for the implementation ofthe Project.

Lesson plans of pre-service G1-6 teacher education curriculum(Teaching Methodology of Life Skills, Science and Mathematics,and Pedagogy) are developed and shared among TTCs

Once the curriculum framework of TTCis finalized, it is unchanged.

Objectively Verifiable Indicators

Developed Teacher's Guides are utilized at primary schools andlessons of teaching methodology using the concept of Teacher'sGuides are conducted at TTC.

Personnel reshuffle within thegovernment does not affect legitimacy ofthe project.

G4-6 Teacher's Guides for 7 subjects (Islamic Studies, Dari,Pashto, English, Mathematics, Science, and Social Studies) andG3 Teacher's Guides for Islamic Studies are developed anddi ib d i id

The lecturers continue to work at STTC,keeping strong motivations.

Afghanistan does not fall into any severeconflict or turmoil due to social, politicaland economical reasons and naturaldisasters.

1-1 Team Leader/ Teacher Education 1-2 Teacher's Guides development 1-3 Teaching methodology 1-4 Science Education 1-5 Mathematics Education 1-6 Project Management

2. Counterpart training in Japan or a third country: to be determined later

3. Provision of equipment necessary for developing TGs and developing TTC lesson plans, and local expenses including theprinting cost of TGs

CTD, TED and STTC are committed totaking the initiative in implementing theProject.

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Appendix 02

Revised PDM

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ANNEX 1 PROJECT DESIGN MATRIX (Revised)Project Title: Strengthening of Teacher Education Program (STEP) Phase 2Project Period: September 2007 ~ August 2010 (Revised on DD MM, 2009)

Overall GoalPrimary school teachers are able to teach in compliance with the new primaryschool curriculum using Teacher's Guides.

1. Sample survey at primary schools The Afghan education policy whichplaces importance on teacher educationis nchanged2.

Project Purpose1. 1. Monitoring records of the Project2. 2. Monitoring records of the Project

3. 3. Reports from other TTCs in variousworkshopsInterviews through NGOs in ruralareas4. 4-1. Rubric evaluation by TTC lecturers

d TED h l5. 4-2. Opinions of student teachers of TTC

Outputs

1.1-1. 1-1. MoE data

1-2. 1-2. Opinions of users (questionnaire)

1-3. 1-3. Opinions of users (questionnaire)

2.2-1. 2-1. Contents of outputs (developed

lesson plans)

2-2. 2-2. Monitoring records of the Project

2-3. 2-3. Opinions of users (questionnaire)

2-4. 2-4. Monitoring records of the Project

Activities Inputs1-1 To conduct a workshop for development of Teacher's Guides Afghan side

1-2 To support development of Teacher's Guides for 7 subjects of Grade 4-6 throughregular field testing at primary schools

1. Counterpart personnel

1-3 To print and distribute Teacher's Guides to cover all schools in the nation

1-4 To conduct nation-wide campaign for Teacher's Guides 3. Local cost including the delivery cost of TGs1-5 To monitor utilization of Teacher's Guides in sample schools 4. Necessary information and data

1-6 To develop a mechanism to reflect feedbacks on the revision of Teacher's GuidesJapanese side

1-7 To develop a guideline for Teacher's Guides writing 1. Experts:2-1 To support the completion of syllabi of Joint teaching science (teaching method

of physics, chemistry and biology), Teaching Method of Math and Solving MathProblems in pre-service G1-9 teacher education curriculum

2-2 To support the development of teaching resources, lesson plans and studentresource books of Joint teaching science (teaching method of physics, chemistryand biology), Teaching Method of Math and Solving Math Problems in pre-service G1-9 teacher education curriculum

2-3 To support STTC lecturers to conduct practical lessons by experimenting thenewly developed lesson plans

Preconditions

2-4 To hold workshops/training with other TTCs for development and utilization ofthe lesson plans

* :

**:

The lecturers continue to work at STTC,keeping strong motivations.

Afghanistan does not fall into any severeconflict or turmoil due to social,political and economical reasons andnatural disasters.

2. Office space for the Project (one office with the capacity of 15 persons, and one working room with the capacity of 30 persons)

Means of Verification Important Assumption

In rubric towards G4-G6 teachers at sample primary schools, the score of the group of teachers whoconsistently utilize TGs improves 1 point in each evaluation criterion.

70% teachers of sample primary schools* utilize TGs by August 2010.

The average scores in Mathematics and Science tests of G4-G6 students who are taught by teachers utilizingTGs in sample primary schools improve by 20 % compared with the average scores before distribution ofTGs.

50% of TTC lecturers besides STTC and monitored provinces** utilize developed lesson plans.

In rubric towards lecturers of STTC and TTCs in monitored provinces, 1 point increases in each evaluationcriterion after utilization of lesson plans by August 2010.

Project Summary

Counterpart personnel of CTD, TED andSTTC and other stakeholders closelywork together for the implementation ofthe Project.

Concerning the subjects of Joint Teaching Science (teaching method of physics,chemistry and biology), Teaching Method of Math and Solving Math Problems),the syllabi are completed and the teaching resources, lesson plans and studentresource books are developed and shared among TTCs.

Once the curriculum framework of TTCis finalized, it is unchanged.

Objectively Verifiable Indicators

Developed Teacher's Guides are utilized at primary schools and lessons ofteaching methodology using the concept of Teacher's Guides are conducted atTTC.

Personnel reshuffle within thegovernment does not affect legitimacy ofthe project.

G4-6 Teacher's Guides for 7 subjects (Islamic Studies, Dari, Pashto, English,Mathematics, Science, and Social Studies) and G3 Teacher's Guides for IslamicStudies are developed and distributed nationwide.

In rubric towards G4-G6 primary school teachers, the score which is equivalent to Project Purpose isobtained.

50% primary school teachers utilize TGs by 2014.

Sample primary schools, in total 32 schools (5 schools in Balkh province, 5 schools in Bamian province, 4 schools in Panjishir province, 5 schools in Kabul city, 4 schools in Kabul province, 4 schools in Herat province and 5 schools in Nangarhar province)

Besides Kabul province in which STTC is located, Nangarhar province, Bamian province and Balkh province where Japanese experts can be dispatched and Pajishir province and Herat province where national staff can be dispatched are defined as monitored provinces. However, this may changedepending on security reasons.

1-1 Team Leader/ Teacher Education 1-2 Teacher's Guides development 1-3 Teaching methodology 1-4 Science Education 1-5 Mathematics Education 1-6 Project Management

2. Counterpart training in Japan or a third country: to be determined later

3. Provision of equipment necessary for developing TGs and developing TTC lesson plans, and local expenses including the printing cost of TGs

CTD, TED and STTC are committed totaking the initiative in implementing theProject.

70% lecturers of STTC and TTCs in monitored provinces utilize developed teaching resources and lessonplans.Average score in questionnaire regarding the quality of teaching resources, lesson plans and student resourcebooks responded by lectures of STTC and TTCs in monitored provinces becomes more than 3.

More than 1 lecturer per school from 34 TTCs participates in workshops/ training at STTC.

18,500 sets of TGs (7 subjects for G4-G6 and G3 Islamic Studies) are printed and 2 sets of TGs per schoolare distributed to 9,000 schools nationwide.

Average score in questionnaire regarding the quality of TGs responded by sample primary school teachersbecomes more than 3.Average score in questionnaire regarding the usability of TGs responded by sample primary school teachersbecomes more than 3.

Lesson plans for Joint Teaching Science (16 hours×3 subjects), Teaching Method of Math and Solving MathProblems (32 hours each) are developed.

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Appendix 03

The 1st JCC Minutes of Meeting

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Minutes of Meeting of the First Joint Coordination Committee for the Strengthening of Teacher Education Program Phase 2 (STEP2)

in Islamic Republic of Afghanistan

The First Joint Coordination Committee (JCC) of the Strengthening of Teacher Education Program Phase 2 (STEP2) (hereinafter referred to as “the Project”) was held on October 10th, 2007 at the Ministry of Education, Kabul, Afghanistan (MOE). The committee basically agreed on the matters referred to in the document attached hereto.

Kabul, October 12, 2007 Mr. Masami Suda Project Manager Strengthening of Teacher Education Program Phase 2 (STEP2)

Dr. Abdul Ghafoor Gaznawi Deputy Minister, Ministry of Education The Government of Islamic Republic of Afghanistan

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Upon completing the prayer, Mr. Gaznawi, the Deputy Minister of Education, delivered the opening speech. 1) Opening Speech by Dr. Gaznawi Dr. Gaznawi first stated that the essence of education is what is happening in the brain during the work as well as the rest. And he expressed the appreciation of JICA’s contribution, especially in teacher education that successfully interwove teachers’ guides with textbooks in STEP1, while showing the understanding of numerous difficulty and hardships which STEP1 faced on the process of developing teachers’ guides. It was emphasized that the curriculum and the teachers’ guides need to fit the level of students and teachers as well. For instance, the concept has to be clarified in teachers’ guides to show teachers how to prepare the examinations. Moreover, Dr. Gaznawi expects teachers’ guides to be functional tool that helps teachers throughout the year by keeping the record of their teaching and achievement so that the teachers’ performance can be evaluated at the end of the year. The speech was concluded with his praise for the fruitful completion of STEP1. 2) Opening Speech by Mr. Nakahara Following Mr. Gaznawi’s speech, Mr. Nakahara, the resident representative of JICA Afghanistan, presented a speech. He showed the great appreciation for the continuous support from the government of Afghanistan, specifically the initiative on the action plan and the project budgeting. It was mentioned that the education sector is now regarded as one of the top-priority issues, and that the teacher education is one of the three most focused programs in the education sector, along with school building and literacy education. Mr. Suda, the Project Manager, demonstrated the appreciation of speeches delivered by Dr. Gaznawi and Mr. Nakahara, and briefly presented the Project expert team members. He explained that this three-year Project has two major components; 1) Development of teachers’ guides from G4 to G6, and 2) Syllabi and lesson plan development for the pre-service G1-G6 teacher education curriculum. Although the printing and distribution of teachers’ guides is initially planned to be completed by March 2009 as stated in the Record of Discussion, Mr. Suda alternatively proposed a plan of completing the final manuscript of teachers’ guides in March 2009 and the printing in May 2009 since it is not possible to conduct the field test during the winter holiday that lasts until the end of March. The committee basically agreed upon this proposed teachers’ guide development

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schedule. 3) Briefing of STEP2 Component 1 Mr. Motoyama briefly presented the Inception Report of the Project, mainly focusing on the Component 1 as summarized in the Annex 1. 4) Briefing of STEP2 Component 2 Professor Ono explained the Component 2 of the Project as attached in Annex 2. In response to the question raised by Mr. Gul Wahidi regarding the support from Japanese experts, it was clarified that the technical support from Japanese experts covers the Phase 1-2 (G1-G6) syllabi/curriculum that are already developed by precisely reviewing the content. While the kick-off workshop is planned to be held in the end of October, she additionally stated that the schedule of the workshop depends on the selection of the working members and their availability. She expressed the strong hope for STTC to be the center of excellence where all the knowledge, experiences, and expertise raised are disseminated to the all TTCs in the country. Lastly, she presented the proposal of conducting tests on teachers in math at selected 30 monitoring schools in order to reveal what kind of content knowledge they have. It was explained that the test result will be applied to the teachers’ guide development as well as to the syllabi/lesson-plan development. 5) Comments from CTD and from TED Prior to the JCC, the Inception Report was already briefed at CTD and at TED. Mr. Suda presented several comments from CTD regarding Component 1 as summarized in Annex 3. In addition, he expressed his appreciation for CTD’s prompt action in selecting monitoring schools, and reported the progress on the video-shooting at selected four schools in Kabul city and the G4 math test on students. Professor Ono next presented the comments from TED regarding the Component 2 as shown in Annex 4. A few matters to be finally confirmed by Mr. Rahmati include 1) the selection of appropriate persons for the curriculum development working team; 2) the identification for the responsible person in Component 2; and 3) identification of appropriate persons from TED for teachers’ guides development.

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6) Questions/Comments While the curriculum and syllabi development activities have been conducted with initiative and the collaboration among JICA, GTZ and other organizations, Dr. Gul Wahidi suggested that the collaboration and coordination be a giant effort, and the workshop should be held in harmony. He also commented on the students’ achievement test that it is the result of teachers’ capacity that is largely influenced by teachers’ guides, textbooks, and teacher training. Next, Mr. Momand expressed his opinion that teachers’ guides have quite a number of activities. His suggestions are; 1) additional teaching aids to be included on the teaching learning process; and 2) development of short guidelines to attach teachers’ guides, i.e. guidelines on “learning” that not only explains the learning behavior but also shows how to start reading. With respect to the teachers’ guide development, Mr. Suda announced the tentative plan of a kick-off workshop prior to the teachers’ guide development workshop for G4-G6. The objectives of the workshop are; 1) reviewing of G1-G3 teachers’ guides that were developed in STEP1, and 2) formatting of teachers’ guides to be developed in STEP2. Professor Ono stated Dr. Weera’s suggestion to collaborate with Aga Khan and GTZ for the curriculum development for pre-service G1-G6 teacher education program (G1-G6). In wrapping-up the meeting, Dr. Gaznawi presented some comments as follows. He firstly showed the appreciation for the Project expert team’s willingness of coordination with other organizations, and suggested to keep having meeting from time to time for the further collaboration. He next mentioned the appropriateness in selecting STTC as the principle target institute of Component 2 considering the geographical convenience and the functional efficiency considering the access to TED. Regarding the math test on students, he mentioned that math is not only the easiest subject but also the most important subject among all. He lastly expressed a feeling of pleasure to see the Project having the bigger scope compared to Phase 1, however, a few concerns were stated. First, the shortage of qualified professionals was pointed out. As those who are satisfactorily qualified in the language, knowledge, methodology, and the education system are very few, it is necessary to discuss on how to establish a professional working group. Second, the

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time-conflict in project activities is seriously concerned. As 150-300 people are supposed to be gone for the G7-G12 textbook development in Iran (Oct 20-Nov 1), Dr. Gaznawi wishes that such workshops and training would not hinder the Project activities. Thirdly, the lack of hands-on classes focused on the experiment and practical experiences was pointed out. He emphasized the importance of having hands-on classes at the early stage, and suggested that activities proposed in teachers’ guides include activities not only in the classroom but also in the outside of the classroom. Furthermore, the development of mini-experiment kit based on the curriculum, textbooks, and teachers’ guides was strongly requested. The use of those kits is expected to supplement the lessons for students’ better learning.

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Annex 1

Component 1 1

The Project of Strengthening of Teacher Education Program Phase 2

(STEP2)

Briefing of Inception Report(Component 1)Oct 10, 2007

Component 1 2

Purpose of the Project

Developed teachers’ guides are utilized at primary schools, and lessons of teaching methodology with effective use of teachers’ guides are conducted at TTC. 

Component 1 3

Scope of the Project

1. Teachers’ Guides Development (G4 to G6)• Dari (First Dari, Second Dari)• Pashto (First Pashto, Second Pashto)• Mathematics• Islamic Study• Science• Social Studies• English2. Development of TTCs’ syllabi and lesson plans, and the support of lecturers to conduct practical lessons

Component 1 4

Project Outputs

1.   G4‐G6 teachers’ guides for 7 subjects (Islamic studies, Dari, Pashto, English, mathematics, science, and social studies) are developed and distributed nationwide. STEP2 will provide 18,000 teachers’ guides (Dari and Pashto version total) per one subject, total of 378,000 teachers’ guides for all schools in the country. (18,000 x 7 subjects x 3 grades)

2.  Lesson plans of pre‐service G1‐G6 teacher education curriculum (teaching methodology of life skills, science, mathematics, and pedagogy) are developed and shared among TTCs. 

Component 1 5

Project Area

1. Teachers’ Guides• The field test for draft teachers’ guides will be conducted 

at 5 or 6 schools in and/or near Kabul city.• The teachers’ guides will be monitored at approximately 

30 schools. 

2. TTC• Japanese Experts will develop G1‐G6 syllabi  and lesson 

plans for mathematics, life skills, science and pedagogy at Sayeed Jamaluddin TTC.

• The workshop/training for development and utilization of the lesson plans will be held at Sayeed Jamalludin TTC for all TTC presidents.

Component 1 6

Organizational System for Implementation

• Teachers’ Guides Development Team

‐ 4 persons for each subject area

(4 persons x 9 subjects = 36 persons)

‐ 2 persons from CTD, 1 person from TED or Basic   

Education Department, and 1 person from TTC

‐ Task: Development of overall concept of the  

teachers’ guides, creation and revision of  

teachers’ guides based on the result of field test

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Annex 1

Component 1 7

Monitoring of Teachers’ Guides

• Monitoring Schools

‐ Approximately 30 schools (35‐36 at maximum) to be selected‐ Kabul city and Kabul Province (Pashto‐speaking): 4 schools each                           

‐ Herat Province, Balkh Province, Bamiyan Province, Panjshir Province: 

4 schools each (2 schools in urban area and 2 schools in rural area)

‐ Nangarhar Province:

6 schools (3 schools in urban area and 3 schools in rural area)

Component 1 8

• Monitoring Methods‐ Impact on Teachers: Rubric developed in STEP1

‐ Impact on Students: Rubric developed in STEP2

End‐of‐chapter questions and/or TIMSS (only Math)

‐ Video‐shooting of lessons at sample schools 

Component 1 9

Activities for First Year (Sep‐Mar 2007)

1. Inception Report presentation2. Establishment of project implementation system3. Planning of publicity activities4. Holding Joint Coordination Committee5. Component 1: Development of teachers’ guides

‐ Holding teachers’ guides development workshop‐ Organization of teachers’ guides development team‐ Implementation of baseline survey at sample schools for G4 teachers’guides‐ Confirmation of needs from school teachers‐ Examination of new school curricula, textbooks, and teachers’ guides‐ Discussion/review of teachers’ guides’ framework‐ Development of G4 teachers’ guides‐ Promotion of teachers’ guides through nation‐wide campaign‐ Establishment of mechanism for revision of teachers’ guidesComponent 2: Development of lesson plans of pre‐service G1‐G6 teacher  

education curriculum

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Annex 2

Component 2 1

The Project of Strengthening of Teacher Education Program Phase 2

(STEP2)

Briefing of Inception Report(Component 2)Oct 10, 2007

Component 2 2

Purpose of the Project

Developed teachers’ guides are utilized at primary schools, and lessons of teaching methodology with effective use of teachers’ guides are conducted at TTC. 

Component 2 3

Scope of the Project1. Teachers’ Guides Development (G4 to G6)

Dari (First Dari, Second Dari)/Pashto (First Pashto, Second Pashto)/Mathematics/Islamic Study/Science/Social Studies/English

2. Development of TTCs’ syllabi and lesson plans, and the support of lecturers to conduct practical lessonsDirect assistance to STTC in1) to support syllabi development of pre‐service G1‐G6 teacher   

education curriculum (teaching methodology of life skills,  science, mathematics and pedagogy)

2)  to support lesson plan development of pre‐service G1‐G6    teacher education curriculum

3)  to support STTC lecturers to conduct practical lessons by   experimenting the newly developed lesson plans

Component 2 4

Project Components

1. G4‐G6 teachers’ guides for 7 subjects (Islamic studies, Dari, Pashto, English, mathematics, science, and social studies) are developed and distributed nationwide. 

2.     Lesson plans of pre‐service G1‐G6 teacher education curriculum (teaching methodology of life skills, science, mathematics, and pedagogy) are developed and shared among TTCs. 

Component 2 5

Project Area

1. Teachers’ Guides• The field test for draft teachers’ guides will be conducted 

at 5 or 6 schools in and/or near Kabul city.• The teachers’ guides will be monitored at approximately 

30 schools. 

2. TTC• Japanese Experts will help develop G1‐G6 syllabi  and 

lesson plans for mathematics, life skills, science and pedagogy at Sayeed Jamaluddin TTC.

• The workshop/training for development and utilization of the lesson plans will be held at Sayeed Jamalludin TTC for all TTC presidents.

Component 2 6

Organizational System for Implementation for Component 2

• TTC working group committee: decision making on the direction of activities‐ TED, Education Department of Kabul University, Kabul Education University, TTC and other schools

• TTC actual working group : Development of lesson plans of pre‐service G1‐6 teacher education curriculum at TTCs, and facilitation of TTC curriculum and syllabi development workshops‐ 2 persons for each subject (Life skills, Science and Mathematics, and Pedagogy)‐ Assistance from Japanese experts, Kabul University, Kabul Education University, 

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Annex 2

Component 2 7

Activities for First Year (Sep 2007‐Mar 2008)

1. Inception Report presentation2. Establishment of project implementation system3. Planning of publicity activities4. Holding Joint Coordination Committee5. Component 1: Development of teachers’ guides

Component 2: Development of lesson plans of pre‐service G1‐G6 teacher  education curriculum

1) Formulation of TTC lesson plans development team2) Support for syllabi development of pre‐service G1‐6 teacher education  curriculum (teaching methodology of life skills, science, mathematics,  and pedagogy) 

3) Support for lesson plans development of pre‐service G1‐6 teacher  education curriculum (teaching methodology of life skills, science,  mathematics and pedagogy)

Component 2 8

Component 2Formulation of TTC lesson plans 

development team

• Working group members are those    

‐ who are committed to continuously participate in  the development of pre‐service G1‐G6 teacher education curriculum

‐ who actually use teachers’ guides developed in the project in lessons

Component 2 9

Component 2Support for syllabi development of pre‐service

G1‐G6 teacher education curriculum

• Kick‐off workshop to be held in October

‐ Share the idea of the final product by setting goals   and planning activities

‐Model lesson of math/life skills by Japanese expert team

• Two‐or Three‐day workshops to be held 

‐ focused on the specific theme in each subject

‐ TTC students’ participation is expected

Component 2 10

Component 2Support for syllabi development of pre‐service

G1‐G6 teacher education curriculum

• Syllabi planned to be developed

‐Math: “304 mathematics learning and teaching”(G1‐G6)

‐ Language: “303 language leaning and teaching” (G1‐G6)

‐ Focused on textbook analysis, framework of  teachers’guides, and microteaching

‐ Life skills and science: Each Subject Studies

‐ Reviewing the critical fundamental knowledge

Component 2 11

Component 2Support for lesson plan development of pre‐service G1‐6 teacher education curriculum

• STTC teachers mainly develop lesson plans on the teaching methodology of life skills, science, mathematics, and pedagogy with the cooperation of Japanese/Afghan teams

• Period: Nov 2007‐Feb 2008 (4 months)

Component 2 12

• To develop and utilize lesson plan by clarifying the current situation of all TTCs

• Participants: Two persons (president and vice‐president level) from all TTCs

• Activities: Presentation of contents of lesson plans developed, development method, and final product

Component 2Workshop/Training for the lesson plan 

development with other TTCs

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Annex 3 Minutes of Meeting for the Inception Report Briefing at CTD

Date: October 1, 2007 9:30-10:40

Place:Compilation and Translation Department, MOE Participants:Mr. Arian (Senior Advisor, General Education Department), Mr. Momand (Director,

CTD), Mr. Gulistany(Deputy Director of CTD), Mr. Suda, Mr. Motoyama, Ms. Yamaguchi, Mr. Shohaib (STEP2), Mr. Rafi (STEP2)

After Mr. Motoyama’s presentation focused on the Output 1 for the briefing of the Inception Report of STEP2, the following discussion was made.

Mr. Arian inquired whether the development of syllabi and lesson plans in Output 2

includes G7-G9 as well since the teachers trained at TTC end up teaching lessons for G1-G9. Mr. Suda explained that this project targets only G1-G6.

Mr. Arian requested to develop the teachers’ guides for the following six third languages:

Uzbeki (G1-G4 textbooks completed), Turkmani (G1-G3), Baluchi (G1-G2), Pashaiee (G1-G2), Nooristani (G1-G2), and Pamiri (no textbook completed). (Printing and binding cost is owed by MOE) in line with the MOE’s policy. Mr. Suda explained this request should be consulted with the JICA Afghanistan office first since the development of teachers’ guides for these languages is not included in the Record of Discussion signed for the implementation of this project.

With respect to the textbook of Islamic Studies which has become an issue since the

development of G3 teachers’ guide in STEP1, Mr. Arian explained that it’s already determined to produce one textbook without changing the content, however, it is still expected to take a few months to finally conclude as they’re still finalizing the textbook’s organization.

STEP2 team requested to organize a teachers’ guide development team as soon as possible.

The proposed composition is two persons from CTD, one from either TED or the General Education Department, and one from either TTC or other schools for one subject (4 persons x 9 subjects = 36 persons in total). Mr. Momand mentioned that TTC instructors will leave for the six-month training in Iran. Based on Mr. Arian’s suggestion that the teachers’ development team include experienced teachers, it was agreed that the composition of the

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team is one person from CTD, one experienced teacher, one from either TED or the General Education Department, and one from either TTC or other schools. Although such concern was pointed out that the participation of experienced teachers is expected to be limited because they have lessons, it turned possible to fully utilize their participation during the winter holiday that starts around in the end of October or the beginning of November.

The request from STEP2 team to select approximately 30 monitoring schools as soon as

possible was acknowledged. The implementation of the students’ achievement test to collect baseline data, which is expected to meet the MOE’s needs, was approved. In addition, Mr. Arian requested for the development of guidelines for the implementation of students’ achievement test. It’s now approved that the STEP2 team start video-shooting of the lessons as well as the students’ achievement test at Mariam High School, Lamai-e-shaid High School, Abdul Hadi Dawai, and TTC Experimental Schools in Kabul City to complete by the Eid holiday.

In response to the question raised by Mr. Arian regarding the sample size of the students’

achievement test, STEP2 stated the request to collect as many samples of all the subjects as possible, especially mathematics and science in G4.

In STEP2, the guideline for the development of teachers’ guides is planned to be held two

times at the starting stage of the project (October 2007) and at the ending stage (July 2010). Mr. Arian made a request to prepare the guidelines earlier than the plan above.

Regarding the implementation of the achievement test targeted at teachers, which the

STEP2 plans to conduct as well as the students’ achievement test, Mr. Arian suggested to obtain TED’s approval.

Mr. Arian strongly asked the possibility of conducting nationally administered examination,

which is now being conducted in Japan, in Afghanistan as well (G6, G9, G11)

It was agreed that JCC will be held around October 10, and the teachers’ guides development workshop in late October.

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Annex 4

Inception Report Briefing to TED

Date:October 6, 2007 9:30-10:00 Place:Teacher Education Department Participants:Mr. Mohammad Hossein Wahidi (Deputy Director General, Teacher

Education Department), Mr. Greg (Advisor, TED), Prof. Ono, Mr. Motoyama, Ms. Yamaguchi

After the presentation of the inception report focused on the Component 2, the following discussion was made.

In response to the request from STEP2 team, Mr. Wahidi informed the team that the working group members from TTC for the development of syllabi for pre-service G1-G6 education curriculum will be selected after the discussion with Mr. Rahmati.

Mr. Wahidi stated that the person responsible for the Component 2 as the STEP2 project’s counterpart will be confirmed after the discussion with Mr. Rahmati.

As for the test targeting at teachers, Mr. Wahidi showed the approval while he requested to avoid December as it is the entrance examination period. In addition, he suggested other TTCs in the surrounding provinces be included for the test as well as the curriculum/lesson plan development.

Mr. Greg also mentioned that it is important to consider the diversity among TTCs when developing the curriculum and lesson plans in order to be able to establish curriculum/lesson plans that are applicable to all TTCs.

With regards to the participants invited to the workshop, Mr. Wahidi questioned the appropriateness of inviting president and vice-president-level persons. He and Mr. Greg suggested that TTC lecturers be also included as they are the ones who are actually in the teaching position.

The STEP2 team informed Mr. Wahidi of the schedule of JCC, which is to be held on October 10 at 11:00 am in Dr. Gaznavi’s office in MOE. The agenda suggested by the team include the presentation of inception report, comments and explanation, and question and answers. Mr. Wahidi informed that this agenda will be confirmed by Mr. Rahmati on the following day.

As for the project’s component 1, the development of teachers’ guides for G4-G6 in seven subjects, the project team inquired the availability of teachers’ guides development team members from TED (one person per subject) and requested the selection of members if available. Mr. Wahidi will consult with Mr. Rahmati in this regard as well.

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List of Participants Dr. Abdul Ghaffor Gaznawi Deputy Minister, MOE Mr. Arian Senior Advisor, General Education, MOE Mr. Said Ahmad Momand General Director, CTD, MOE Mr. Abdul Haq Rahmati General Director, TED, MOE Mr. Ghulum Nabi Wahidi President of Science and Education, MOE Mr. Abdul Zahir Gulistany Deputy Director, CTD, MOE Mr. Abdullah Shah CTD, MOE Mr. Tokfi President, STTC Dr. M. Gul Wahidi UNICEF Mr. Masataka Nakahara Resident representative, JICA AfghanistanMr. Kazuki Shimizu Expert for Education Cooperation, JICA Ms. Yasuko Ono Program Formulation Coordinator, JICA Mr. Mustafa Asser JICA Afghanistan office Mr. Masami Suda Project Manager/Teacher Training, STEP2Prof. Yumiko Ono Pedagogy, STEP2 Prof. Masakazu Kita Science Education, STEP2 Mr. Kan Motoyama Mathematics Education, STEP2 Ms. Sakiko Yamaguchi Teachers’ Guides development, STEP2 Mr. Shohaib Razaqi STEP2 national staff Ms. Anifa Seddiqe STEP2 national staff Mr. Ziaulhaq Sahar STEP2 national staff Mr. Hassan Ofuqullah STEP2 national staff

Annex 5

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Appendix 04

The 2nd JCC Minutes of Meeting

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Minutes of Meeting of the Second Joint Coordination Committee for the Strengthening of Teacher Education Program Phase 2 (STEP2)

in Islamic Republic of Afghanistan

The Second Joint Coordination Committee (JCC) of the Strengthening of Teacher Education Program Phase 2 (STEP2) (hereinafter referred to as “the Project”) was held on July 10th, 2008 at the Ministry of Education, Kabul, Afghanistan (MOE). The committee basically agreed on the matters referred to in the document attached hereto.

Kabul, July 12th, 2008 Mr. Masami Suda Project Manager Strengthening of Teacher Education Program Phase 2 (STEP2)

Dr. Abdul Ghafoor Gaznawi Deputy Minister, Ministry of Education The Government of Islamic Republic of Afghanistan

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As the meeting started, the chairperson of the JCC, Dr. Gaznawi, the Deputy Minister of Education, briefly announced the agenda to the all participants. 1) Opening Speech by Dr. Gaznawi Dr. Gaznawi first stated that the teacher education needs to be strengthened from all angles as the quality of education depends on teachers. It is necessary for us all to take it seriously and take actions based on developed standards rather than randomly acting. As guidelines could be produced by the Ministry of Education, Teacher Education Department, JICA, and others, it is essential to carry out whatever input we may have. Moreover, considering the fact that teachers are still needed to be more qualified and have more skills on what they teach, Dr. Gaznawi expressed his expectation that teachers’ guides can be a great bridge that contributes to the establishment of the teacher education mechanism. 2) Speech by Mr. Yamada Following Mr. Gaznawi’s speech, Mr. Ken Yamada, the deputy-resident representative of JICA Afghanistan, presented his speech. He showed the great appreciation for the continuous support from the Ministry of Education, the government of Afghanistan. Showing his pleasure to see developed teachers’ guides prevalent across the country, he believes that teachers’ guide can improve teachers by making students excited through experiments and raising their interest and motivation. It was also explained that JICA’s policy in education is the capacity of teachers, which exactly applies to the scope of the project. 3) Progress of 1st Year by Mr. Suda Mr. Suda, the Project Manager, first demonstrated the appreciation of speeches delivered and all arrangement made by Dr. Gaznawi and Mr. Yamada. And he briefly explained the progress in the 1st year (September 2007-March 2008), presenting the first progress report and the Grade 4 teachers’ guides developed in eight subjects (Dari 1st, Dari 2nd, Pashto 1st, Pashto 2nd, Mathematics, Science, Social Studies, English). As the detailed results are shown in the progress report, Grade 4 math test was conducted in Kabul City, Kabul Province, Badakhshan province, Baghlan province, Bamyan City, and Bamyan Province in collaboration with Aga Khan Foundation. In addition, lecture guides that were developed with TTC lecturers were presented.

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4) Project Work Plan for the 2nd Year Mr. Suda briefly explained the planned activities for the 2nd year (April 2008-March 2009). Those for Component 1 will include teachers’ guide development for Grade 5 and Grade 6, monitoring of use of teachers’ guides, and the nation wide campaign for promotion of teachers’ guide. It was mentioned that teachers’ guide for Islamic Studies in Grade 3 to Grade 6 are also being developed as the textbook was finally confirmed. For the purpose of monitoring, it is planned to conduct not only math but also science tests targeting at Grade 4 to Grade 6 students in the final semester. Moreover, in Component 2, the development of syllabi, textbook, lecture guide, and student resource book is planned. In addition to the importance of collaboration with BEPA/GTZ and AKF as mentioned by Mr. Suda, Ms. Susan Wardak, the Director of Teacher Education Department, suggested that the project would also work together with UNICEF. Mr. Suda agreed to collaborate with UNICEF also. 5) Presentation of Grade 4 Science Video Teaching Material Prof. Chikamori presented a sample page of the science experiment book that is now being developed along with the video. He explained that the book shows how to use experiments indicated in teachers’ guides, including information of materials and method of the experiment as well as suggestions with photos and charts that are helpful when actually conducting the experiment. After the five-minute sample video that contains such topics as string telephone, pinhole camera, smelling quiz, effect of heat and others, it was mentioned that the model lesson video will be also developed and attached to teachers’ guides in the 2nd year. 6) Other Comments In response to the presentation by the project team, Dr. Gaznawi appreciated that the project understands the needs of Afghanistan well, and emphasized that it is very important to collaborate with other different departments by showing his concern over the method of teachers’ guide development. Taking the science video development process as an example, Dr. Gaznawi explained that the collaboration and coordination with the Compilation and Translation Department which takes care of the whole curriculum and the Science Department that is more familiar with the simple equipment and materials available especially in rural areas are essential to finalize the teachers’ guide. Moreover, having seen all students get very excited in the science experiment video

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previously presented, Dr. Gaznawi mentioned that the project’s approach, plan, and philosophy are on the right direction, and that all of us should work together to reach the marvelous end. In response, as suggested by Dr. Gaznawi, Mr. Suda stated that the project team would develop with all concerned departments. Lastly, Mr. Weera Sediqque from Teacher Education Department pointed out that it is necessary to consider the sustainability of the project outcome. As the international assistance phases out in the end, it is necessary to think about how to build capacity and how to take over by the MOE.

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Attendant List

No. Name Title Organization

1 Dr. A. Ghafoor Ghaznawi Deputy Minister Ministry of Education

2 Ms. Susan Wardak Director, Teacher Education Department Ministry of Education

3 Mr. G.N. Wahedi Director, Science Department Ministry of Education

4 Mr. Dastagir Moneer Director, Secondary Education Ministry of Education

5 Dr. Seddiq Weera Advisor Ministry of Education

6 Mr. M. Nabi Shohaib Technical Advisor, Teacher Education

Department

Ministry of Education

7 Mr. M. Hussain Hasseeb Education Officer, Education Department UNICEF

8 Mr. Julian Tetlow Director, Education Department AKF

9 Mr. Ken Yamada Deputy-resident representative JICA Afghanistan

10 Mr. Najibullah Kohista Education Program Officer JICA Afghanistan

11 Mr. Kazuki Shimizu JICA expert to MOE JICA Afghanistan

12 Ms. Yasuko Ono Project Formulation Advisor JICA Afghanistan

13 Mr. Masami Suda Project Manager STEP2-JICA

14 Dr. Kensuke Chikamori Expert STEP2-JICA

15 Mr. Kan Motoyama Expert STEP2-JICA

16 Ms. Sakiko Yamaguchi Expert STEP2-JICA

17 Mr. Shohaib Razaqi National staff STEP2-JICA

18 Ms. Anifa Seddiqe National staff STEP2-JICA

19 Mr. Farhad Noorzada National staff STEP2-JICA

20 Mr. Hassan Ofuqullah National staff STEP2-JICA

21 Mr. Ziaulhaq Sahar National staff STEP2-JICA

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Appendix 05

The 3rd JCC Minutes of Meeting

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Minutes of Meeting of the Third Joint Coordination Committee for the Strengthening of Teacher Education Program Phase 2 (STEP2)

in Islamic Republic of Afghanistan

The Third Joint Coordination Committee (JCC) of the Strengthening of Teacher Education Program Phase 2 (STEP2) (hereinafter referred to as “the Project”) was held on February 24th, 2009 at the Ministry of Education, Kabul, Afghanistan (MOE). The committee basically agreed on the matters referred to in the document attached hereto.

Kabul, , 2009 Mr. Masami Suda Project Manager Strengthening of Teacher Education Program Phase 2 (STEP2)

Dr. Abdul Ghafoor Gaznawi Deputy Minister, Ministry of Education The Government of Islamic Republic of Afghanistan

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The chairperson of the JCC, H.E. Dr. Gaznawi, the Deputy Minister of Education, opened the meeting. 1) Opening Speech by H.E. Dr. Gaznawi Presenting his gratitude for the long-term assistance provided by JICA, H.E.Dr. Gaznawi first stated that he was looking forward to the outcomes of the Project. He explained that three dimensions of education, namely, textbook, teachers’ guides, and equipment, are the backbone of the education system, and that they have to be integrated and woven together to establish sound education system. As many science equipments and books are currently getting provided, he emphasized that we need to identify which is suitable to serve the needs of teaching teachers as well as the needs of students’ better understanding to yield the long-term impact. Lastly, regarding the teachers’ guides, the importance of accuracy of publications was highlighted with an example of Grade 8 social studies textbook which had a few hundreds of corrections. 2) Speech by Mr. Kobayashi Following H.E. Dr. Gaznawi’s speech, Mr. Kobayashi, the deputy-resident representative of JICA Afghanistan, made his speech. He showed the great appreciation for the continuous collaboration from the Ministry of Education. With the understanding that the education is the social bedrock, he briefly introduced the history of Japan which made great investment in education after WWII for capacity development of individuals. He lastly emphasized that coordination between two counterpart departments of MOE, i.e. Compilation and Translation Department (CTD) and Teacher Education Department (TED), is very important for the distribution of teachers’ guides as well as for the teachers’ capacity development. 3) Presentation of Mid-term Evaluation of the Project by Ms. Hara Ms. Hara, the leader of Japanese mid-term evaluation team from JICA, firstly showed her many thanks for H.E. Dr. Gaznawi’s support to the Project. Next, using the handout as attached, she explained and reviewed the Project outline, the progress, and the next step to be taken. Regarding Component 1, she stated that the distribution of teachers’ guides right after the printing is highly desirable and that the strong collaboration with Provincial Education Department and District Education Department is essential to enable teachers’ guides to reach not only provinces but also all schools. She also mentioned

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that the pending issue of logo on the cover of teachers’ guides had to be solved with the earliest decision made by Ministry of Education. As for the teacher training on teachers’ guides, she clarified that including the use of teachers’ guides in INSET2 is reasonable and effective as seen in the close collaboration with BESST project in 11 provinces. Regarding Component 2, the importance of utilization of developed materials for practical teacher training was emphasized. 4) Discussion on the result of the mid-term evaluation H.E. Dr. Gaznawi firstly put emphasis on the accuracy to be made in teachers’ guides, and asked for the process of corrections and approval to be applied for all new publications. In response, Mr. Suda, the Project Manager, explained that the checking procedure of teachers’ guides has been already established in CTD and requested for urgent approval for printing. On the other hand, H.E. Dr. Gaznawi explained that the accuracy has to be checked by people beyond authors by taking sufficient time, showing his concern that the deficiency may be caused by hustling this process. Ms. Hara, while agreeing on the importance of accuracy in publishing teachers’ guides, stressed the importance of maintaining the process and time frame of teachers’ guides development as already agreed. Mr. Rahmati commented that TED should check teachers’ guides as well, however, Mr. Gulistani showed no need for another process of checking teachers’ guides since the checking system is already established. Based on the progress of teachers’ guide development presented by Mr. Takahashi, Mr. Arian suggested that the quality check of as many teachers’ guides as possible be started. Expressing her understanding that CTD has already developed the process of checking and authorizing teachers’ guides, Ms. Hara stated that best efforts should be made if another process is needed, but within the original time frame. Finally JCC members agreed that the teachers’ guides are checked again by both CTD and TED, and that the portion of science experiment by science center. The Project team will be informed once the accuracy check is completed. As Mr. Gulistani and Mr. Arian commented on the issue of logo on the cover of teachers’ guides, H.E. Dr. Gaznawi confirmed the use of current one.

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Attendant List

No. Name Title Organization

1 Dr. A. Ghafoor Ghaznawi Deputy Minister Ministry of Education

2 Mr. Abdul Zahir Gulistany Director, Compilation and Translation

Department

Ministry of Education

3 Mr. Rahmati Deputy Director, Teacher Education

Department

Ministry of Education

4 Mr. Abdul Wassay Arian Senior Strategic Advisor Ministry of Education

5 Mr. Gh Nabib Wahidi Science Center Ministry of Education

6 Mr. Naoyuki Kobayashi Deputy-resident representative JICA Afghanistan

7 Ms. Chisa Hara Leader of Mid-term Evaluation team JICA

8 Mr. Satoru Takahashi Evaluation Analysis of Mid-term evaluation

team

JICA

9 Mr. Takumi Koide JICA expert to MOE JICA Afghanistan

10 Ms. Junko Taguchi Project Formulation Advisor JICA Afghanistan

11 Mr. Najibullah Kohista Education Program Officer JICA Afghanistan

12 Mr. Masami Suda Project Manager STEP2-JICA

13 Ms. Sakiko Yamaguchi Expert STEP2-JICA

14 Mr. Shohaib Razaqi National staff STEP2-JICA

15 Ms. Anifa Seddiqe National staff STEP2-JICA

16 Mr. Farhad Noorzada National staff STEP2-JICA

17 Mr. Hassan Ofuqullah National staff STEP2-JICA

18 Mr. Ziaulhaq Sahar National staff STEP2-JICA

19 Mr. Shir Agha National staff STEP2-JICA

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Appendix 06

The 4th JCC Minutes of Meeting

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Minutes of Meeting of the Fourth Joint Coordination Committee for the Strengthening of

Teacher Education Program Phase 2 (STEP2)

in Islamic Republic of Afghanistan

The Fourth Joint Coordination Committee (JCC) of the Strengthening of Teacher Education Program

Phase 2 (STEP2) (hereinafter referred to as “the Project”) was held on January 25th, 2010 at the

Ministry of Education (MOE), Kabul, Afghanistan. The committee basically agreed on the matters

referred to in the document attached hereto.

Kabul, , 2010

Mr. Masami Suda

Project Manager

Strengthening of Teacher Education Program

Phase 2 (STEP2)

Dr. Abdul Ghafoor Ghaznawi

Deputy Minister, Ministry of Education

The Government of Islamic Republic of

Afghanistan

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As the chairperson of the JCC, H.E. Dr. Ghaznawi, the Deputy Minister of Education, opened the

meeting, all attendants introduced themselves.

1) Opening Speech by H.E. Dr. Ghaznawi

Presenting his gratitude for collaboration made by JICA and academic members of the Ministry of

Education, H.E.Dr. Ghaznawi first stated the improvement of work done by Project team. Compared

to the time when the project started, the work, especially the editing process of teachers’ guides, has

become more mutual and collaborative. This process has contributed not only to accuracy of the

product but also to sharing of thoughts of the Ministry based on the relevance of the needs. Next,

H.E. Dr. Ghaznawi expressed some suggestions and priorities regarding teacher education, science

education, and curriculum for STEP2 as well as for the future project as attached in Annex 1.

2) Remarks by Mr. Kobayashi, Deputy Resident Representative of JICA Afghanistan

Following H.E. Dr. Ghaznawi’s speech, Mr. Kobayashi, the deputy-resident representative of JICA

Afghanistan, made his remarks. He showed the great appreciation for continuous cooperation from

the Ministry of Education to develop teachers’ guides as well as Teacher Training College (TTC)

teaching materials. In spite of a myriad of issues raised such as distribution of teachers’ guides, they

need to be solved step by step, and this JCC was expected to be a great opportunity for all the

attendants to share problems faced and try to find possible solutions.

3) Presentation of the Progress of Project by Mr. Suda, Project Manager

Mr. Suda, the Project Manager, firstly thanked H.E. Dr. Ghaznawi and other Afghan counterparts for

generous cooperation for the project, especially for editing work of teachers’ guides. Next, he

explained the progress of the project as attached in Annex 2. Regarding Component 1, now that all

52 titles of Grade 4-Grade 6 teachers’ guides of major 7 subjects and Grade 3 teachers’ guides of

Islamic Studies have been approved for printing, printing and distribution plan of teachers’ guides

which had been made based on the data provided by the Planning and Evaluation Department and

information collected during the past field tests at selected sample schools was presented. As for the

distribution of teachers’ guides through master training to NGOs, H.E. Dr. Ghaznawi suggested that

the Project team should collaborate with only NGOs that work on teacher education under the

contract with the Ministry of Education as more efficient system needs to be established in the

Ministry. In addition, Mr. Sadruddin from TED pointed out that it is necessary to conduct not only

master training but also training to all the teachers. Showing his understandings of importance and

need of teacher training as suggested, Mr. Suda responded that the cascade system is the only

available option due to limited budget. Another comment made by Mr. Sadruddin was that not only

big cities but also small rural villages should be included in the field test target sites in order to

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capture the real situation more accurately. In response, while explaining that the field testing will be

continued in Jalalabad and Bamyan, only places where Japanese experts are currently allowed to

visit, Mr. Suda asked for collaboration with the Ministry in field testing and monitoring in other

areas due to the limited movement of the project team experts for security reasons. As suggested by

H.E. Dr. Ghaznawi, the project team will reconsider the number of sets for distribution once more

detailed information of the number of subject-wise teachers at each school is provided by Mr.

Karbalai, General Director of Planning and Evaluation Department. As for H.E. Dr. Ghaznawi’s

request for distribution of teachers’ guides by the project side, Mr. Suda declined his request and

stated that they should be distributed to Provincial Education Department in each province under the

administration of the Ministry as clearly mentioned in the Record of Discussion of the project. In

response, considering not only the volume of printed materials but the expected difficulty in

distribution based on the past experience, H.E. Dr. Ghaznawi strongly emphasized that space and

means of delivery need to be confirmed with careful follow-up based on the necessary information

provided in order to avoid such a disastrous situation where piles of boxes are left in the warehouse.

Regarding Component 2, Mr. Suda shared the progress of development of textbooks, lecture note,

and student resources books. H.E. Dr. Ghaznawi again appreciated the process of editing of the said

materials in collaboration with the Ministry.

4) Confirmation of Objectively Verifiable Indicators in Project Design Matrix

Ms. Yamaguchi explained each objectively verifiable indicator in Project Design Matrix for

confirmation. The number of teachers’ guides for printing and distribution in the indicator “1-1.

18,500 sets of TGs (7 subjects for G4-G6 and G3 Islamic Studies) are printed and 2 sets of TGs per

school are distributed to 9,000 schools nationwide” will be modified once the updated data is

provided by the Planning and Evaluation Department. Moreover, attendants agreed that the number

of TTCs in the indicator “2-2 More than 1 lecturer per school from 34 TTCs participants in

workshops/training at STTC” is changed to 42 TTCs. Other indicators were accepted with no

objection.

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Annex 1 Suggestions for JICA Project Monday Jan. 25. 2010 I. Teacher Education:

• Printing of Teacher Guide Books • Distribution of Teacher Guide Books • Field Test • Overview on the base of Field Test • Seminars for Training of Teachers

II. Science Education: • Research on the Laboratory situation and needs and meeting them in Afghanistan • Preparation and Printing of Primary Schools laboratory Guide • Construction of Lab annexes in Secondary Schools Buildings

III. Curriculum

• Printing of a book on the background, current situation and future trends on Primary and Secondary Education Curriculum development in Afghanistan

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Annex 2

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Annex 3 Attendant List

No Name Title Organization

1 H.E.Dr. Abdul Ghafoor

Ghaznawi

Deputy Minister of TED,CTD and Science

center

Ministry of Education

2 Mr. Prof. Gulam Nabi

Wahidi

General Director of Science Center Ministry of Education

3 Mr. Abdul Zahir Gulistani General Director of Compilation and

Translation Department

Ministry of Education

4 Mr. Sayed Mohammad

Khaliq

Member of Compilation and Translation

Department

Ministry of Education

5 Mr. Ashrafi Sadruddin Member of Teacher Education Department Ministry of Education

6 Mr. Mohammad Wali Bahar Member of Teacher Education Department Ministry of Education

7 Mr. Sayed Mohammad

Pimonari

Member of Compilation and Translation

Department

Ministry of Education

8 Mr. Mohammad Azim

Karbalai

General Director, Planning and Evaluation

Department

Ministry of Education

9 Mr. M. A. Hazarati Member of Compilation and Translation

Department

Ministry of Education

10 Mr. Waliullah Noorhan Member of Academic Board of Teacher

Education Department

Ministry of Education

11 Mr. Hameed Procurement Department Ministry of Education

12 Mr. Parwais Omarzai Procurement Department Ministry of Education

13 Mr. Naoyuki Kobayashi Deputy Representative of JICA, Afghanistan JICA Afghanistan

14 Mr. Takumi Koide JICA advisor to Ministry of Education JICA Afghanistan

15 Ms. Junko Taguchi Project Formulation Advisor JICA Afghanistan

16 Mr. Najibullah Kohistani Education Program Officer JICA Afghanistan

17 Mr. Masami Suda STEP2 Project Manager JICA STEP2

18 Ms. Sakiko Yamaguchi STEP2 Expert JICA STEP2

19 Mr. Shohaib Razaqi National staff JICA STEP2

20 Ms. Hanifa Siddiqi National staff JICA STEP2

21 Mr. Farhad Noorzada National staff JICA STEP2

22 Mr. Zaiullahq Sahar National staff JICA STEP2

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Appendix 07

Teachers’ Guide Editing Members

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List of teachers for correcting of Teacher's GuidesPlace: Mr. Abdul Gafoor Ghaznawy RoomNo Name Education Subject Location

1 Aliullah Jalil Bachelor Biology CTD

2 Shahpoor Bachelor Dari TTC

3 Rigina Bachelor English TTC

4 Adina Bachelor Chemistry TTC

5 Mahnaz Bachelor Math CTD

6 Nabila Bachelor History TTC

7 Atiq Ahmad Bachelor Chemistry CTD

8 Jalat Khan Bachelor Pashto TTC

9 Khadija Muradi Master Jafari Dari CTD

10 Najebullah Amin Bachelor Social Studies CTD

11 Abdul Raqib Jahaid Bachelor Islamic Studies CTD

12 Faizullah Fahiz Bachelor Pashto CTD

13 Abdul Razaq Bachelor Dari CTD

14 Alia Bachelor Math TTC

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Appendix 08

Teachers’ Guide Editing Format

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The last editing from of text book ( ) 2008A: Interdiction of Book Name of book: Grade: Language:

B: Basic Islamic:Commend:

Responsible personC: Cultural:Comment:

Responsible personD: Academic concept: Comment:

Responsible personE: Politic:Comment:

Responsible personF: Literature: ( Spelling and Grammar)Comment:

Responsible person

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Appendix 09

Rubric Assessment

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Assessment of students (as a whole) by lesson observation (1) Grasping of today’s lesson objectives Grade mark

2: At the beginning of the lesson, almost students (more than 50%) show the complete grasping

the lesson objectives, as saying and attitude.

1: At the beginning of the lesson, some students (more than 20%) show the understanding of the

lesson objectives, as saying and attitude.

0: At the beginning of the lesson, students have no occasion to show the understanding of the

lesson objectives.

(2) Participation in the lesson Grade mark

2: 80% or more students participate in the lesson, for example, answering against teacher’s

questions, working as groups on some tasks, and/or presenting of own work (group work).

1: 50% or more students respond to teacher’s instructions, for example, answering against

teacher’s questions, working as groups on some tasks,, and/or presenting of own work (group

work).

0: 20% or less students react with teacher’s instructions, other students just sit or watch the

teacher.

(3) Immersion (Enthusiasm) and intellectual curiosity in the lesson Grade mark

2: Almost students rise hands to the teacher’s questions, and concentrate on the given tasks.

Many students ask contextually good questions on the today’s topic to the teacher, willingly.

1: Almost students rise hands to the teacher’s questions, but a few students concentrate on the

given tasks. A few students ask contextually good questions on the today’s topic to the teacher,

willingly.

0: Fixed students rise hands and answer to the teacher’s questions and almost students do not

concentrate on the given tasks. No students ask contextually good questions on the today’s topic

to the teacher, willingly.

(4) Group work and discussion in the lesson Grade mark

2: In group work and/or in class discussion, almost students cooperate each other and discuss

constructively and creatively.

1: In the group work and/or in class discussion, some students cooperate and discuss.

0: In the group work and/or in class discussion, few students cooperate and discuss.

(5) Achievement of the today’s lesson objectives Grade mark

2: At the end of the lesson, almost students show they have achieved the today’s lesson

objectives as performance.

1: At the end of the lesson, almost students show they understand the contents of the today’s

lesson as attitude.

0: At the end of the lesson, almost students do not have any outcomes

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Assessment of teacher by lesson observation (1) Lesson objectives and Introduction Grade mark

2: The teacher communicated the objectives of the lesson at the beginning of the lesson either by writing

on the blackboard or orally, together with its relation to previous lesson. Consequently, students

understood objectives clearly.

1: The teacher communicated the objectives of the lesson at the beginning of the lesson by writing on the

blackboard or orally. Teacher told the lesson title only.

0: The teacher didn’t communicate the objectives of the lesson at the beginning of the lesson.

(2) Introduction of New Concepts and Terms Grade mark

2: The teacher explained the new concepts and terms in the lesson to the students and made sure that the

students understood them.

1: The teacher explained the new concepts and terms in the lesson to the students. But only some

students understood them.

0: The teacher used the new concepts and terms without explaining them to the students.

(3) Lesson Structure (Consider just presence or absence of lesson structure. Not consider

the quality of its elements)

Grade mark

2: Introduction, development and consolidation were clearly identified in the lesson.

1: Either introduction or consolidation was not identified.

0: No lesson structure was identified.

(4) Activities and Practice Grade mark

2: Each individual student was involved in the activities enthusiastically.

This means all students participated in lesson eagerly and concentrated to the lesson.

1: Some students were involved in the activities, but the rest of the class sat indifferent.

0: The teacher talked/explained, but not much activities and practice by the students was observed.

(5) Assessment/Evaluation Grade mark

2: The teacher used various measures (cf. raising hands, blackboard writing, oral answering, checking

homework, etc.) to evaluate the work and understanding of the students and she/he utilized the

information in the subsequent teaching.

Teacher assessed both during the lesson and at the end of lesson.

1: The teacher evaluated the work and understanding of the students, but she/he didn’t utilize the

information in the subsequent teaching.

Teacher assessed either during the lesson or at the end of lesson.

0: The teacher didn’t evaluate the understanding of the students in the lesson.

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Appendix 10

Analysis of Teachers’ Guides’ Impact on Teaching

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Executive Summary 

 

Aiming at evaluating the impact of Teachers’ guides (TG) to academic achievement of the 

grade 4, 5 and 6 (G4, G5 and G6) students , Strengthening Teacher Education Project Phase II 

/JICA (STEPII) has conducted the monitoring math and science tests to the students in 28 

schools for baseline test and 25 schools for end‐line test in 6 cities in Afghanistan (5 schools in 

Kabul, Jalalabad, Bamiyan, and Masari‐e‐Sharif cities as well as 4 schools in Panjshir and Herat 

cities) from the fall of 2008 through the April 2010. The overview of math and science test 

results of monitoring schools is indicated in this report.   

 

The findings are as follows;   

  1‐ A large gap between math and science is observed in the variation of student’s 

achievement. 

  2‐ Based on the high correlation between math and science test results, the math 

test score is around 16 marks lower than that of science. 

  3‐ A large gap between rural and urban areas is found, in particular, in science in 

its mean value as well as in its variation of student’s achievement. 

          4‐In addition to the geographical disparity as mentioned above, the achievement 

gaps are also found between schools and classrooms to a greater or lesser extent. 

 

The impact of TG is now under analysis. Its result will be reported in near future. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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1. Outline of Monitoring Test 

 

1.1 Aim 

Strengthening Teacher Education Project Phase II /JICA (STEPII) has conducted the 

monitoring math and science tests to the students in 28 schools for baseline test and 25 

schools for end‐line test in 6 cities in Afghanistan: 5 schools in Kabul, Jalalabad, Bamiyan, and 

Masari‐e‐Sharif cities as well as 4 schools in Panjshir and Heart cities) from the fall of 2008 

through the April 2010.   

The aim is to evaluate the impact of Teachers’ Guide (TG) for grade (G) 4, G5 and G6 based 

on the improvement of students’ math and science achievement. 

1.2 Test conduct and its timing 

STEPII conducted the math and science tests twice each in each monitoring school as 

follows;   

The baseline test was conducted at around the same time of the distribution of test version 

of TG to a monitoring school to get a reference data. Then the end‐line test was conducted in 

the same school 4 months or one year after the distribution of TG to evaluate the impact of TG 

to student’s achievement by comparing the reference with end‐line test data, as given in Table 

1.2.1. For example, in Kabul city, at the same time of TG distribution, the baseline test was 

conducted in June 2009 against G5, G6 and G7 students who was G4, G5 and G6 students in 

the previous school year. Then the end‐line test was conducted against G4, G5 and G6 

students in October 2009. 

In both the tests, the same test problems were used for the comparison. Math and science 

tests consists 15 and 10 test problems in each grade, respectively. They were prepared by STEP 

phase 2 experts according to the contents of math and science textbooks for each grade.   

 

Table 1.2.1 The timing of monitoring test 

City  Baseline test (Number of school)

Tested student grade 

End‐line test (Number of school) 

Tested student grade 

Kabul  June 2009 (5)  G5, G6, G7  Oct. 2009 (5)  G4, G5, G6 Jalalabad  Oct. 2009 (5)  G5, G6, G7  March or April 2010 (5)  G4, G5, G6 

Bamiyan Nov. 2008 (3) May 2009 (2) 

G4, G5, G6 G5, G6, G7 

Oct. 2009 (5)  G4, G5, G6 

Panjshir  May 2009 (4)  G5, G6, G7  Oct. 2009 (4)  G4, G5, G6 Herat  May 2009 (4)  G5, G6, G7    Nov. 2009 (1)*  G4, G5, G6 

Masari‐e‐Sharif  May 2009 (5)  G5, G6, G7  Oct. 2009 (5)  G4, G5, G6 *The other 3 schools were closed because of new influenza epidemic. 

 

1.3 Data Processing 

Test data were analyzed according to the following procedure; 

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        1‐Expressing both the test scores under the full marks of 100. 

        2‐Estimating the mean value, standard deviation (SD) and coefficient of variation (CV) by 

classroom and by grade in each school as well as by grade in each provincial/city.   

       

2. Overview of math and science test results of monitoring schools in 6 cities. 

Table 2.1 shows the mean value, standard deviation (SD), coefficient of variation (CV; the 

ratio of standard variation to mean values) and number of students in the baseline and 

end‐line math and science test by city.   

 

Table 2.1 Math and science test results of monitoring schools in 6 cities. 

Data Mean SD CV N Data Mean SD CV N

Baseline for G4 43.5 17.1 0.393 337 Baseline for G4 20.9 18.6 0.890 257Endline for G4 42 21.1 0.502 453 Endline for G4 27.7 20 0.722 450Baseline for G5 41.5 17.1 0.412 270 Baseline for G5 17.2 15.4 0.895 271Endline for G5 34.7 15.9 0.458 411 Endline for G5 27.7 21 0.758 453Baseline for G6 26.7 13 0.487 274 Baseline for G6 9.6 10.4 1.083 296Endline for G6 36.2 17.6 0.486 344 Endline for G6 14.1 12.5 0.887 341Baseline for G4 26.4 17.7 0.670 326 Baseline for G4 15.7 17.1 1.089 284Endline for G4 29.9 20.1 0.672 298 Endline for G4 13.9 16.2 1.165 288Baseline for G5 25.2 16.6 0.659 283 Baseline for G5 16.6 11.1 0.669 290Endline for G5 29.6 18.9 0.639 255 Endline for G5 11.5 12 1.043 319Baseline for G6 18.1 13.5 0.746 341 Baseline for G6 10.8 9.9 0.917 372Endline for G6 24.1 15.9 0.660 265 Endline for G6 9.5 10.4 1.095 196Baseline for G4 24.2 17.8 0.736 221 Baseline for G4 12.9 14 1.085 219Endline for G4 19.9 16.6 0.834 306 Endline for G4 7.6 10.6 1.395 332Baseline for G5 21.8 15.6 0.716 227 Baseline for G5 7 7.6 1.086 229Endline for G5 26.3 17 0.646 244 Endline for G5 6 8.1 1.350 209Baseline for G6 16.6 12.4 0.747 227 Baseline for G6 3.6 7.4 2.056 169Endline for G6 24.4 17.3 0.709 211 Endline for G6 10.5 14.2 1.352 211Baseline for G4 35.6 17.3 0.486 387 Baseline for G4 17.6 17.6 1.000 354Endline for G4 39.4 19.2 0.487 382 Endline for G4 22.2 14.7 0.662 491Baseline for G5 39.1 32.8 0.839 364 Baseline for G5 15.6 12.9 0.827 425Endline for G5 32.8 14.9 0.454 466 Endline for G5 16 10.7 0.669 425Baseline for G6 30.9 14.8 0.479 551 Baseline for G6 11.1 101 9.099 486Endline for G6 27.7 15.6 0.563 434 Endline for G6 17.7 11.4 0.644 439Baseline for G4 55.1 17 0.309 325 Baseline for G4 43.3 23.7 0.547 349Endline for G4 37.5 19.1 0.509 115 Endline for G4 21.9 19.5 0.890 118Baseline for G5 52.8 15.6 0.295 304 Baseline for G5 31.2 19.3 0.619 346Endline for G5 33 14.2 0.430 110 Endline for G5 14.9 9.8 0.658 110Baseline for G6 46.2 16.1 0.348 305 Baseline for G6 29.7 27.4 0.923 369Endline for G6 30.8 16.3 0.529 109 Endline for G6 13.4 14.3 1.067 143Baseline for G4 36.8 20.9 0.568 205 Baseline for G4 17.2 15.7 0.913 142Endline for G4 32.9 19.6 0.596 546 Endline for G4 29.2 21 0.719 453Baseline for G5 36.3 18.5 0.510 130 Baseline for G5 14.8 14.9 1.007 60Endline for G5 26.4 15.9 0.602 530 Endline for G5 16.3 13.6 0.834 645Baseline for G6 15.4 9 0.584 238 Baseline for G6 11.4 11.8 1.035 164Endline for G6 22.4 13.7 0.612 443 Endline for G6 11.8 10.6 0.898 536

CV: value of SD divided by mean

Masari-e-Sharif

CityScience Math

Kabul 

Bamiyan

Panjshir

Jalalabad

Herat

 

 

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0

10

20

30

40

50

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Kabul  Bamiyan Panjshir Jalalabad Herat Masari‐e‐Sharif

Test score (M

ath)

 

Figure 2.1 Math test result by city 

 

0

20

40

60

80

100

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Baseline for G4

Endline for G4

Baseline for G5

Endline for G5

Baseline for G6

Endline for G6

Kabul  Bamiyan Panjshir Jalalabad Herat Masari‐e‐Sharif

Test score (Scien

ce)

 

Figure 2.2 Science test result by city 

 

As given in Figure 2.1 and 2. 2, the difference of test result is clearly seen among cities. In 

urban areas, Herat shows the highest, particularly, in the baseline test. Masari‐e‐Sharif and 

Kabul city are comparable in the test result. In rural areas, both the Bamiyan and Panjshir are   

 

y = 0.9498x + 15.947R² = 0.6793

0

20

40

60

80

100

0 10 20 30 40 50

Test score (Scien

ce)

Test score (Math)  

Figure 2. 3 The relationship between math and science test results. 

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lower than rural cities. These are nearly the same in both math and science test results, since 

the high correlation is observed between math and science test results, as given in Figure 2. 3. 

According to the first order of regression line, math test score is around 16 marks lower than 

that of science in any grade irrespective of baseline and end‐line tests. 

Based on the values of CV, the variation of test score  in rural schools  is wider than that  in 

urban  area  in  both math  and  science,  although  clearer  difference  is  observed  in  science. 

Between  science  and math,  the  variation  of math  test  score  is wider  than  that  of  science. 

These mean the achievement gap between students is bigger in rural than urban areas, as well 

as in math than science. 

 

3. The Analysis of Impact of TG 

Based on  the data as given  in  section 2  together with  the other  survey as well as  lesson 

assessment  data,  the  impact  of  TG  to  student’s math  and  science  learning  is  now  under 

analysis. The results will be reported in near future. 

 

 

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Appendix 11

Math Test Questions

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1

G5 Mathematics

NAME: Class:

Age: Boy □ Girl □

Do you go to a supplementary private school? YES □ NO □

Do you have a tutor? YES □ NO □

Direction

This test booklet has 4 pages.

There are 15 questions in this test.

Time: 30 minutes

Answer as many questions as possible.

Do not talk to other students.

Show all your works in the space given.

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2

1. Calculate the followings. (1) 6145 + 2532 =

(2) 453024 + 1479 =

(3) 3827 – 1613 =

(4) 46276 – 8178 =

(5) 84 × 63

(6) 708 × 34

(7) 344 6

(8) 3214 25

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2. Solve the following. (Answer Space) (1) A farmer has bought a cow for

cultivation by 21400 Afghanis and a cow for milk by 19850 Afghanis. How many Afghanis did he spend?

(2) An elementary school has 4340 students. If there are 1350 boy-students, how many girl-students are there in the school?.

(3) A farmer sold the amount of 375 kiligrams of his wheat as each kilogram in rate of 56 Afghani. How many Afghanis could the farmer get?

(4) The history book of Ahmmad has 165 pages. If he reads 15 pages of that book every day, how many days would he take to read the whole book?

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4

3. Calculate

(1)

(2)

4. Find the area of the rectangle. (1)

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G6 Mathematics

NAME: Class:

Age: Boy □ Girl □

Do you go to a supplementary private school? YES □ NO □

Do you have a tutor? YES □ NO □

Direction

This test booklet has 4 pages.

There are 15 questions in this test.

Time: 30 minutes

Answer as many questions as possible.

Do not talk to other students.

Show all your works in the space given.

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1. Calculate (1) 1 2 7 6 4

+ 9 0 8 6 5

(2) 8 6 4 2 9 1 - 3 1 7 6 2 8

(3) 7 4 3 2 × 1 7 0 5

(4) 1 4 5 8 0 3 2 4

(5)

(6)

(7)

(8)

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2. Solve the following questions. (Answer) (1) In a garden, 19674 pieces of flowers were

planted. But because of carelessly of farmer, some flowers became dry. Now 9892 flowers are left in the garden. How many flowers were dried?

(2) If the population of Kabul province is 3138100, the population of Bamyan Province is 387300, and the population of Balkh province is 1096100, find the total population of three provinces.

(3) If a car can run 1872 km in 16 hours, how many kilometers does the car run in an hour?

(4) If 13 books are required for one student, how many books are required for 27860 students?

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3. Solve the following question. (Answer) (1) Write the first three numbers which are

divisible by both 2 and 3.

4. Solve the following question. (Answer) (1)

If the angle 1 is , find the angle measurement of the angle 2.

(2) Draw a diameter of the circle at the right.

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G7 Mathematics

NAME: Class:

Age: Boy □ Girl □

Do you go to a supplementary private school? YES □ NO □

Do you have a tutor? YES □ NO □

Direction

This test booklet has 4 pages.

There are 15 questions in this test.

Time: 30 minutes

Answer as many questions as possible.

Do not talk to other students.

Show all your works in the space given.

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1. Calculate (1)

(2)

(3)

(4)

(5) 74. 86 + 257.8

(6) 819.7 – 26.95

(7) 2.7 × 0.98

(8) 8.4 3.36

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2. Solve the following questions. (Answer) (1) A naan shop had 32.58 kilograms of

wheat, and 2.672 kilograms were used to bake naan. Find how many kilograms of wheat are left.

(2) Jamila ate of a cake on Friday, and

she ate of the cake on Saturday, find

that how many parts of the cake did she eat in two days.

(3) A person bought 8.5 meters of clothes as each meter for 12 Afghanis. How much did the person pay?

(4) Mrs. Habiba has meters of cloth,

and she needs meters of cloth for

making a bag, find that how many bags can she make from this cloth?

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3. Solve the following question. (Answer) (1) Factorize 30 to express as multiplication of

prime numbers.

4. Solve the following question. (Answer) (1) Find the area of the following triangle.

(2) Find the volume of the following cuboid.

6 cm

4 cm

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Appendix 12

Number of Students and Rate by Each Question

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Appendix 13

Rate of Correctness of Each Question

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Appendix 14

Analysis of Results of Word Problems

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Appendix 15

Rate of Studying Outside of School and Comparison of Score

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Appendix 16

Science Test Questions

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Appendix 17

Analysis on Teachers’ Guides’ Impact on Students

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Teachers’ Guides’ Impact on Students’ Learning (Math/Science)

1. Method

With the following method, the teachers’ guides’ (TGs) impact on students’ learning was examined.

(1) Test, TG distribution, and video-shooting for collection of baseline data

The targeting schools were selected by Provincial Education Department (PED) in the

respective province or by City Education Department in the case of Kabul city. The math and

science test are conducted to Grade 4-Grade 6 students in the end of school year. TGs are also

distributed to be used in the lesson of Grade 4-Grade 6 in the following year. In addition, the

short-term workshop on the use of TGs is held to encourage the effective use. These test score

data and video are defined as “baseline data” which are used to assess the TGs’ impact on

students.

If it becomes impossible to conduct TG distribution and test in the end of school year due to the

difficulty in scheduling, G5-G7 students alternatively take tests prepared for G4-G6 in the

beginning of school year. The result is used to measure the impact on G4-G6 students.

All the test questions are prepared in accordance with the textbook. In other words, if students

learn in a lesson using teachers’ guides, all questions can be answered without any special

preparation.

[Mathematics]

1) The G4 test consists of 15 questions:

- Calculation (8 questions)

- Word problems (4 questions)

- Fractional problems (2 questions)

- Figure (1 question)

2) The G5 test consists of 15 questions

- Calculations (8 questions)

- Word problems (4 questions)

- Integer (1 question)

- Figures (2 questions)

3) The G6 test consists of 15 questions:

- Calculations (8 questions)

- Word problems (4 questions)

- Integer (1 question)

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- Figures (2 questions)

[Science]

Outline of the test questions are summarized in Table 1 (G4), Table 2 (G5), and Table 3 (G6). Table 1 Contents of questions for G4

1 Human five senses2 Names of parts of plant3 Most appropriate reaing direction (Thermometer handling)4 Route of light5 The way of bringing up a box6 Part of night of earth7 The way of preventing malnutrition8 The way of preventing diseases9 The way of first aid

10 Air and soil

Question Content of question

Table 2 Contents of questions for G5

Q1: Difference between plant and animalQ2 Human involuntary muscleQ3 Soluble substance to waterQ4 Corresponding names of rain modelQ5 Yearly revolution of the earth and seasonal changeQ6 SoundQ7 Earth magnet (Geomagnetism)Q8 Electric circuit (direct and parallel connection)Q9 Definition of parasite and its nameQ10 Unpleasant impacts from narcotic substances

Table 3 Contents of questions for G6

Question1 Names of ograns of digestive system2 Elements3 Definition of stone4 Hydrostatic power station5 Non-contact force6 Calculation of velocity7 The way of preventing transwmission diseases8 Unpleasant effects of narcotic substances9 Unpleasant effects of narcotic substances on mental health10 General discussion of science

Contents of problem

2)Monitoring on the use of TGs and progress of lessons after distribution of TGs

Japanese experts and/or national staff conduct monitoring in order to find out the use of TG, the

actual use, and change of teachers’ lesson. With lesson observation and interview with teachers,

the use of teachers’ guides and actual uses were examined. Change of teaching was checked by

lesson observation and video-shooting.

3)G4-G6 students who attended the lessons after the distribution of TGs also take the same test.

The result is defined as “test data.” Such other factors were collected that may influence

students’ score except the use of TGs including the general information of school, progress of

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teaching, teachers’ educational background, average number of students, and the availability of

additional learning aid such as tutors.

4)Based on the comparison of qualitative data such as the average score of baseline data and test

data collected from the same students at the same sample schools, frequency of scores, and the

rate of correctness, the impact of TGs is examined with consideration of other supplemental

information. The statistical significance of the average score is tested with Student’s t test (Excel

2007: TTEST).

1 Five sample schools in Bamyan province

1-1 Topchi High Shool

Topchi High School is located in the mountainous area 15 km away from the Bamyan city center.

The principal, Mr. Ramtu Uak, graduated from STTC, has been in the current position since 2008.

At the time of survey (May 17, 2009), there is one class in each grade (G4: 40 boys and 18 girls,

G5: 32 boys and 18 girls, and G6: 31 boys and 32 girls). One teacher is in charge of science and

math respectively for G4-G6.

TGs of all subjects for G4-G6 were distributed in May 2009. The math/science test was taken

by G5-G7 students for the collection of baseline data as well as the lessons on science and math were

video-recorded.

1-2 Molayan Girls Secondary School(”Molayan”)

1-3 Zukore-e-Bamiyan Boys High School(”BBH”)

1-4 Center of Bamiyan Girls School(“BGH”)

1-5 Tai Boti Secondary School(”Tai boti”)

2.Interview with teachers in Bamyan province

One national staff visited the five sample schools in June 2009 and October 2009 for the purpose

of monitoring. The interview with total 13 teachers teaching G4-G6 math/science lessons was

conducted to collect information of their education background, the use of TGs, and teaching

progress. The interview result is summarized in Table 4.

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Table 4 Result of Interview conducted in October 2009

Bamyan Interview record 05-10 Oct 2009 by Hassan (02012010)

City School Teacher TeachingGrade

TeachingSubject

Status Qualification TG use Remark regarding TG use Progress in Teaching

Khudadad 4,5,6 Math Not described(ND)

G11 ○ Use at home for lesson planning G4: 55/108, G5: 60/177, G6: 45/136

Ali Ahamad (MR) 4,5,6 Sci ND G12 ○Use TG in classroom he is teaching (3

lesson /week in each Grade)G6 Sci: 66/116

Hassan 4 Math & Sci ND G14 (TTC) ○Use TG in classroom he is teaching (4

lesson week )G4 Math: 86/1108, G4 Sci: 59/108

Ahamad Jawed 4, 5 Math ND (Newteacher)

G12 XDo not use TG because he is new

teacher (4 lesson / week)G4 Math 75/108

Aqeela (MS) 5 Math ND G11 ? Not asked (5 lesson /week) G5 Math: 78/177Haji Sajad (MR) 4 Math ND G12 ○ Use TG in the class (4 lesson /week) G4 Math 77/108

Arefa (MS) 5 Math G14 (TTC) ○ Use TG at her home (5 lesson /week) G4 Math 69/108

Amen Jan 4, 5 Sci. ND

G16(Bamyan

AgricultureUniv.

○Use TG at the principals office (2

lessons/week)G4 Sci: 69/108, G5 Sci: 56/177

Molayan Mohammad Taher 4,5,6 Math ND G12 ○ Use TG sometime for his lesson G4 Math: 7/108, G6: 56/136

Wahedullah 4 Sci BBH student(G12) ○ Use TG in classroom (2 lessons/ week) G4 Math: 76/108

M. Ghadir 4 MathBamyan Univ.Math & Phys.

Dept.G15 ○ Use TG at home (2 lessons/ week) G4 Math: 50/108

Aziza 5, 6 Math TTC chemistrystudent ○ Use TG at home G6 Math: 45/136

Habiba 6 Sci G14 (TTC) ○ Use TG in her class G6 Sci: 36/122

Topchi

Bamyan

Bamyan Boys

Bamyan Girls

Tai Boti

The result is summarized as follows:

1) Eleven teachers use TGs out of twelve (one teacher was not questioned).

2) Out of eleven teachers who use TGs, six use them at classroom, four use them at home, and one

uses them at the principal’s room.

3) As of early October 2009, it was reported that the approximately 70% of the textbook is

finished at the fastest, and 30% at the slowest. 40-50% of the textbook is expected to be finished

on average.

In addition, G4-G6 students took math/science test at the said five schools for the collection of test

data.

3. Survey Result: Comparison of baseline data and test data

3-1 Result of math test

Table 5 shows the average and standard deviation of scores of math test taken at the five sample

schools in Bamyan province.

Table 5 Test result of math at five schools in Bamyan province

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Mean /100 SD /100 Mean/100 SD/100

Topchi schoo A 41 18.8 14.6 A 45 15.3 14

A 22 25.1 14.2 A 17 4.7 7.3

B 25 27.7 15.3 B 18 1.5 3.7

total 47 26.5 14.7 35 3.1 5.9

A 37 5.3 9.0 0.0 0

C 36 2.0 4.9 C 34 17.9 17.3

D 46 20.7 22.3 D 25 29.1 21.1

H 33 2.0 3.9 E 32 12.1 13.1

Total 152 8.0 15.5 91 18.9 18.3

ND ND ND ND A 22 8.7 12.5

ND ND ND ND B 19 1.5 5.1

ND ND ND ND C 21 11.5 12.2

Total ND ND ND ND 62 7.8 11.2

26 15.9 15.9

A 44 26.7 14.0 A 31 21.6 21.6

Total 44 26.7 14.0 57 18.3 18

Topchi school A 45 16.1 11.9 A 35 16.7 9.5

Total 45 16.1 11.9 35 16.7 9.5

A 21 17.7 13.9 A 25 4.5 7.1

B 25 5.3 6.5 B 17 2.3 4.7

Total 46 10.9 12.2 42 3.7 6.3

A 22 20.9 13.2

B 19 5.9 7.0

B 30 12.7 11.4 C 21 8.3 7.3

Total 30 3.8 9.5 62 12.1 11.6

A 25 9.3 8.1

A 30 16.0 14.1 B 22 6.3 7.8

B 45 8.0 8.8 C 27 15.8 14.0

D 37 4.7 7.8 D 16 7.5 5.9

H 28 7.3 7.2 E 30 9.8 8.9

Total 140 8.7 10.3 120 10.2 10.3

A 19 14.4 10.0

A 29 17.3 9.0 B 20 28.0 21.1

Total 29 17.3 9.0 39 21.4 17.8

A 29 8.3 10.0 0.0

B 32 8.5 9.6 A 38 17.7 13.5

Total 61 8.4 9.7 38 17.7 13.5

A 29 6.2 9.2 A 18 3.3 4.7

B 20 4.7 6.1 B 21 2.9 6.5

Total 49 5.3 8.1 39 3.1 5.7

A 42 19.3 9.2 B 27 2.5 3.3

D 26 14.0 8.7 C 25 2.7 4.3

H 39 12.7 12.5 D 19 13.3 6.9

Total 107 15.3 10.7 71 5.3 6.6

B 37 8.7 5.9

A 38 8.0 9.5

H 30 8.0 10.1 A 20 4.3 5.8

D 29 15.3 7.3 C 24 4.7 5.4

Total 134 10.0 8.7 44 4.5 5.4

Tai boti A 19 13.3 6.9 A 31 17.9 7.6

Total 19 13.3 6.9 31 17.9 7.6

G5

Baseline (Nov. 2008 or May 2009)N

Molayan girls secondary school

Class Class

Bamyan Girls school (NOV/2008, G5)

Topchi school

Molayan girls secondary school

Molayan girls secondary school

Tai boti school

Bamyan Boys school

Bamyan Girals school

Tai boti school

N

G4

Bamyan Girls school

Bamyan Boys school

G6

Bamyan Boys school

Grade School

The relationship of data in light of the timing of TG distribution and test based on the data in Table

5 is presented in Figure 1 and Figure 2. Topchi and Molayan have been included as sample schools

by Bamyan PED since May 2009. Therefore, the result of G4-G6 tests which G5-G7 students took is

used as the baseline date (no use of TG). As TGs were distributed this time, the result of test G4-G6

students took in October 2009 is used as test data (use of TG). The baseline data of G4-G6 students

were collected at other three schools at the distribution of TGs in November 2008, and compared

with the test data of G4-G6 students in October 2009 (Fig 2).

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City: Bamyan School: Topchi

April 2008 G3 G4 G5 G6

May 2008Mean (SD)Number of students( ) Number of class

April 2009 G4 G5 G6 G7

May 2009

Oct. 2009

April 2010 G5 G6 G7 G8

Baseline  for G4: 19 (14.6) N=41 (1)

Test  for G5: 17 (9.5)N=35 (1)

Test for G4:15 (14) N=45 (1)

Baseline for G5:16 (11.9)N=45 (1)

Test for G6:18 (13.5)N=38 (1)

Baseline for  G68.4(9.7) N=62 (2 )

TG distribution

City: Bamyan School: Molayan Girls

April 2008 G3 G4 G5 G6

May 2008Mean (SD)Number of students( ) Number of class

April 2009 G4 G5 G6 G7

May 2009

Oct. 2009

April 2010 G5 G6 G7 G8

Baseline  for G4: 27 (14.7) N=47(2)

Test  for G5: 4 (6.3)N=42 (2)

Test for G4:3.1 (5.9) N=35 (2)

Baseline for G5:11 (12.2)N=46 (2)

Test for G6:3.1(5.7)N=39 (2)

Baseline for  G65.3(8.1) N=49 (2 )

TG distribution

Figure1-1 TG distribution and test at Topch i and Molayan and relationship of data

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City: Bamyan School: Bamyan Boys

April 2008 G3 G4 G5 G6

Mean (SD)Number of students( ): Number of class

Nov. 2008

April 2009 G4 G5 G6 G7

May 2009

Oct. 2009

April 2010 G5 G6 G7 G8

Results of the Impact of TG Use to the Students' Achievement of Science-2 (02012010)

City: Bamyan School: Bamyan Girls

April 2008 G3 G4 G5 G6

Mean (SD)Number of students( ): Number of class

Nov. 2008

April 2009 G4 G5 G6 G7

May 2009

Oct. 2009

April 2010 G5 G6 G7 G8

City: Bamyan School: Tai Boti

April 2008 G3 G4 G5 G6

Mean (SD)Number of students( ): Number of class

Nov. 2008

April 2009 G4 G5 G6 G7

May 2009

Oct. 2009

April 2010 G5 G6 G7 G8

Test  for G5: 12 (11.6)N=62 (3)

Test for G4:19 (18.3) N=91  (3)

Baseline for G5:13 (11.4)N=30 (1)

Test for G6:5(6.6)N=71 (3)

Baseline  for G4: 8.0 (15.5) N=152 (5)

Baseline for  G615 (10.7) N=107(3 )

Test  for G5: 10 (10.3)N=120 (3)

Test for G4:8 (11.2) N=62  (3)

Baseline for G5:9 (10.3)N=140 (4)

Test for G6:4.5 (5.4)N=44 (2)

Baseline for  G610 (8.7) N=134 (3 )

Baseline for G4:Not done

Test  for G5: 21 (17.8)N=39 (2)

Test for G4:18 (18.0) N=57(2)

Baseline for G5:17 (9.0)N=29 (1)

Test for G6:18(7.6)N=31 (1)

Baseline for  G613 (6.9) N=19 (1 )

Baseline for G4:  27 (14.0) N=44 (1)

TG distribution

TG distribution

TG distribution

Figure2 TG distribution and test at BBH, BGH, and Tai Boti and relationship of data

Table 6 shows the result of statistical significance of the test score of before and after the TG

distribution with average, standard deviation and the total number of students who took tests. As

indicated in Table 6, seven out of eleven data sets except Molayan show the increase of average

score after the TG distribution. Among them, three data sets were statistically significant. On the

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other hand, four out of eleven data sets show the decline of average test score after the distribution of

TGs, three of which are statistically significant.

Fig 6 Relationship of math average score before/after TG use, significant difference, and TG use

G4 18.8 (14.6; 41) 15.3 (14.4, 45) at homeG5 16.1 (11.9, 45) 16.7 (9.5, 35) at homeG6 8.4 (9.7, 61) *17.7 (13.5, 38) p<0.001 at homeG5 8.7 (10.3, 140) 10.2 (10.3, 120) at homeG6 10.0 (8.7, 134) *4.5 (5.4, 44) p<0.0001 Not confirmedG4 6.0 (15.5, 152) *18.9 (18.3, 91) p<0.0001 in classroomG5 3.8 (9.5, 30) *12.1 (11.6, 62) p<0.0001 Not confirmedG6 15.3 (10.7, 107) *5.3 (6.6, 71) p<0.0001 Not confirmed

G4 26.7 (14.0, 44) *18.3 (18, 57) p<0.01in classroom or

at home**G5 17.3 (9.0, 29) 21.4 (17.8, 39) at homeG6 13.3 (6.9, 19) 17.9 (7.6, 31) at home

SD: Standard deviation, N: Total number of students in a gradeMolayan: Not done*Statistically significant** One teacher uses TG in classroom and the other teacher uses TG at home baed on the interview in Oct. 2009

TG useAverage score ofTest data (SD; N) p value

Topchi

BGH

BBH

Tai Boti

School GradeAverage score of Baseline

data (SD, N)

However, as Table 5 explains the use of TGs based on the interview with math teachers, only two

cases indicate the statistically significant TG’s impact. Moreover, there are two cases found where

the average test score significantly declined even after the use of TGs. This change is caused not

only by the use of TGs but also by other various factors. Therefore, the next chapter examines the

data collected from Topchi where both math and science teachers use TGs in light of the progress of

teaching.

3-2 Relationship between the teaching progress and the result of math test

Math teachers at Topchi responded that he uses TGs at home at the interview with the national

staff in October 2009 (Table 4). However, Table 5 shows the statistically significant increase in the

average score of G6 whereas the decline in the average score of G4 is seen although it is not

statistically significant. Moreover, the average score of G5 is has not changed, and the significant

difference is not seen as well. In order to find out the reason why the variance of the average score

between grades even though the same teacher teaches all the classes is found, the relationship

between the teaching progress and the test result is examined.

As for the teaching progress, it was reported that 55 out of 108 pages of Grade 4 textbook, 60 out

of 177 pages of Grade 5, and 45 pages of 136 of Grade 6 textbook were taught. The test questions

are prepared based on the whole textbook. Therefore, we could conclude that some of the text

questions that are not yet taught at school influence the test result. With this assumption, the

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relationship between the test questions and the rate of correctness is examined. In addition, the

relationship between the teaching progress and the rate of correctness is examined by checking the

textbook pages from which test questions were prepared. (Table 6-8)

Table 6 Relationship between test question, text pages, and rate of correctness (G4 math)

G4

問題番号 教科書該当ページ数 Baseline for G4 Test for G41 4桁と6桁の足し算(繰り上がりなし) 7-9 0.707 0.4222 6桁と4桁の足し算(繰り上がりあり) 7-9 0.171 0.1113 4桁と4桁の引き算(繰り下がりなし) 10-12 0.390 0.4224 5桁と4桁の引き算(繰り下がりあり) 10-12, 37-39 0.073 0.0675 2桁と2桁の掛け算(足し算部分で繰り上がりなし) 13-15 0.195 0.2006 3桁と2桁の掛け算(足し算部分で繰り上がりあり) 13-15, 40-42 0.000 0.0677 3桁と1桁の割り算(引き算部分で繰り下がりなし) 16-18 0.171 0.2678 4桁と2桁の割り算(引き算部分で繰り下がりあり) 54-56 0.000 0.0229 5桁と5桁の整数の足し算(繰り上がりあり) 7-9 0.341 0.48910 4桁と4桁の整数の引き算(繰り下がりあり) 10-12 0.098 0.15611 3桁と2桁の整数の掛け算(足し算部分で繰り上がりあり) 13-15 0.024 0.02212 3桁と2桁の整数の割り算(引き算部分で繰り下がりあり) 51-53 0.049 0.02213 分母の等しい分数同士の足し算 89-91 0.098 0.00014 分母の等しい分数同士の引き算 92-93 0.098 0.00015 図形 長方形の面積 68-69 0.317 0.000

Test for G4 実施時点(2009年10月11日)での教科書進度45ページまで

分数の計算問題

問            題

整数の足し算

整数の引き算

整数の割り算

整数の掛け算

文章問題

Table 7 Relationship between test question, text pages, and rate of correctness (G5 math)

G5

問題番号 教科該当ページ Baseline for G5 Test for G51 整数の加法 繰り上がりのある5位数どうしの足し算 1-3 0.778 0.8862 整数の減法 繰り上がりのある5位数どうしの足し算 4-5 0.400 0.4293 整数の乗法 0をおろし,足し算部分で繰り上がりがあり,4位数どうしの掛け算 16-19 0.000 0.086

4 整数の除法引き算部分で繰り下がりがあり,余りがでない,被除数が4位数,

除数が3位数の割り算20-23

0.000 0.0005 分数の加法 通分をおこなう,分数どうしの足し算 123-132 0.378 0.0006 分数の減法 通分をおこなう,分数どうしの引き算 133-140 0.044 0.0007 分数の乗法 約分をおこなう,分数どうしの掛け算 145-152 0.311 0.0008 分数の除法 約分をおこなう,分数どうしの割り算 157-160 0.178 0.000

9 花壇の花の数の問題

「整数の減法】繰り下がりのある5位数と4位数の引き算 100.156 0.257

10 人口の問題 【整数の加法】3数(7位数が2つと6位数が1つ)の足し算 3 0.111 0.31411 時間の問題 【整数の除法】被除数が4位数,除数が3位数の割り算 ? 0.000 0.000

12 :読書の問題整数の除法】引き算部分で繰り下がりがあり,余りがでる,被除数が5位数,除数が2位数の割り算

?0.044 0.000

13 整数問題 最小公倍数を求める問題 73-81 0.022 0.08614 補角の大きさを求める問題 49 0.000 0.00015 円の直径の作図 66 0.000 0.600

Test for G5 実施時点(2009年10月11日)での教科書進度:60ページまで

問               題

図形問題

Table 8 Relationship between test question, text pages, and rate of correctness (G6 math)

G6

問題番号 教科書該当ページ Baseline for G6 Test for G61 分数の加法 通分をおこなう,分数どうしの足し算 (G5 1‐(5)と同じ問題) 28-30 0.00 0.212 分数の減法 通分をおこなう,分数どうしの引き算 (G5 1‐(6)と同じ問題) 28-30 0.00 0.033 分数の乗法 約分をおこなう,分数どうしの掛け算 (G5 1‐(7)と同じ問題) 31-32 0.36 0.614 分数の除法 約分をおこなう,分数どうしの割り算 (G5 1‐(8)と同じ問題) 32-33 0.02 0.295 小数の加法 小数第1位までの小数と小数第2位までの小数の足し算 40-41 0.30 0.686 小数の減法 小数第1位までの小数と小数第2位までの小数の引き算 40-41 0.00 0.267 小数の乗法 小数第1位までの小数と小数第2位までの小数の掛け算 42-47 0.00 0.13

8

小数の除法

引き算部分で繰り下がりがあり,小数第1位までの商で割り切れ

る,被除数が小数第1位までの小数,除数が小数第2位までの小数

の割り算

48-51 0.00 0.00

9小麦の残量の問題

計算技能:【小数の減法】小数第3位までの小数と小数第2位までの小数の

引き算

? 0.00 0.11

10ケーキの問題

計算技能:【分数の加法】約分をおこなわない,異分母の分数の足し算 ? 0.00 0.00

11 単位量あたりの問題計算技能:【整数と小数の乗法】整数と小数第1位までの小数の掛け算

? 0.00 0.03

12布切れの問題 計算技能:【整数の除法】仮分数に直し,約分をおこなう,被除

数と除数が異分母の分数の割り算 34 0.00 0.00

13 整数問題 素因数分解 11-18 0.13 0.16

14 三角形の面積を求める問題 102 0.36 0.08

15 直方体の体積を求める問題 114 0.10 0.08

Test for G6 実施時点までの教科書進度:45ページまで

図形問題

問               題

文章問題

As for the test questions conducted in October 2009, the rate of correctness of questions which are

not yet taught is 0 or what is fairly close to 0 throughout all three grades. This is especially

remarkable in Grade 4. However, even though the teacher responded that he had taught up to 60

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pages, the rate of correctness of the questions regarding a circle that is firstly taught on 66 page is

0.6. Other cases when the teaching progress reported by teacher and the rate of correctness are

inconsistent are also found. As the reason behind this is not clear, in the case of test data, the test

questions of what students have already learned are guess based on the interview with math teachers.

Moreover, the results of questions of what is already taught are only used as test data. On that basis,

the test result was reviewed in the light of the change of average score and the frequency of number

of students. The numbers of questions that were reviewed are as follows. If all of these questions are

answered correctly, 100 points are given.

G4:Question number 1~7,9~11 in Table 6(Total 10 questions)

G5:Question number 1~4,9~12, 14 in Table 7(Total 9 questions)

G6:Question number 1~7,9~13 in Table 8(Total12 questions)

1) Change of the average score and the test for statistic significance

Considering the teaching progress, the average score of questions of only what is already taught in

2009 is recalculated (Table 9). The statistic significance of the difference of the average is not

changed. On the other hand, as for the G4 average score, although the statistic significance is not

shown, consideration of only what is taught changed to “no change” from the decline of the average

score. In addition, the increase of average score of G5 becomes more remarkable though there is not

statistically-significant difference.

Table 9 Average score, Standard deviation, and p value after recalculation

Grade Baseline data Test data p value4 21.7 (20.4)1) 22.2 (20.3)5 17.0 (11.0) 21.1 (14.7)6 6.1 (7.3) 20.8 (15.3)2) p<0.0001

1) Average (SD)2) Statistically significant

After the recalculation, the average scores of both baseline and test data have increased except the

case of Grade 6 baseline data. This is because only what is taught is considered. The reason why the

G6 average score is declined is that the question with relatively high rate of correctness (question 14:

rate of correctness 0.36) was excluded in the recalculation.

2) Frequency distribution

The frequency distribution that presents the relationship between score and the number of students

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about the test result after the recalculation considering the teaching progress is prepared to examine

the influence of TG distribution and its use. (Fig 3-Fig 5)

0

10

20

30

40

50

0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100

Freq

uenc

y (%

)

Test score

Baseline for G4 (n=41)

Test for G4 (n=45)

0

10

20

30

40

50

0 10 20 30 40 50 60 70 80 90 100

Freq

uenc

y (%

)Score

Baseline for G4

Test for G4

Fig 3 Before recalculation (left) and after recalculation (right ) (G4 math)

0

10

20

30

40

50

0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100

Freq

uenc

y (%

)

Test score

Baseline for G5 (n=45)

Test for G5 (n=35)

0

10

20

30

40

50

0 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100

Freq

uenc

y (%

)

Score

Baseline for G5

Test for G5

Fig 4 Before recalculation (left) and after recalculation (right ) (G5 math)

0

10

20

30

40

50

0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100

Freq

uenc

y (%

)

Test score

Baseline for G4 (n=41)

Test for G4 (n=45)

0

10

20

30

40

50

0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100

Freq

uency (%

)

Score

Baseline for G6

Test for G6

Fig 5 Before recalculation (left) and after recalculation (right ) (G6 math)

Regardless of grades, Fig 3-Fig 5 suggest the bimodality at the score of 30-40 becomes very

remarkable. Although there is no statistical significance of the average score between before and

after the distribution of TGs in the case of Grade 4-Grade 5, the frequency of the high score group

whose peak reaches 40-50 points increases if we take the teaching progress into consideration. In

addition, the high score group whose peak reaches 40-50 points is seen in Grade 5 and in Grade 6.

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Especially in the case of Grade 6, the difference of the average score becomes statistically significant

in addition to the shift of distribution to the higher score.

There is only one math teacher at Topchi high school who teaches all three grades from G4 till G6.

In addition, this teacher uses teachers’ guides at home to prepare lessons. If the change observed

after the TG distribution is assumed as the TG’s effect, the impact of TG use might be given not to

the whole class, rather to the about 20% of students, shifting them from the low score group of the

average 10-20 points to the high score group of average 40-50 points.

2) Rate of correctness of low score and high score group

If the change of frequency distribution after recalculation seen in Fig 3-Fig 5 can be assumed as

the TG’s impact, it will be possible to scrutinize the TG’s impact by considering the change of rate of

correctness. With this assumption, the rate of correctness of recalculated questions are compared

between low score group (10-30 points) and high score group (higher than 40 points). (Fig 6-Fig 8)

Comparison of ratio of correct answer between low and high acievement groups.Low achievement group: 10-20; High achivement group: 40-60;Vertical axis: Ratio of correct anser; Transverse axis: Problem numberTest result: G4 math (Topchi, Bamiyan, 11/Oct/2009)

0

0.2

0.4

0.6

0.8

1

1 2 3 4 5 6 7 9 10 11

Increase in the ratio of correct answer

0

0.2

0.4

0.6

0.8

1

1 2 3 4 5 6 7 9 10 11

Low achievement group

High achievement group

Fig6 Grade 4

Comparison of ratio of correct answer between low and high acievement groups.Low achievement group: 10-20; High achivement group: 40-60;Vertical axis: Ratio of correct anser; Transverse axis: Problem numberTest result: G5 math (Topchi, Bamiyan, 11/Oct/2009)

0

0.2

0.4

0.6

0.8

1

1 2 3 4 9 10 11 12

Increase in the ratio of correct answer

0

0.2

0.4

0.6

0.8

1

1 2 3 4 9 10 11 12

Low achievement group

High achievement group

Fig 7 Grade 5

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Comparison of ratio of correct answer between low and high acievement groups.Low achievement group: 10-20; High achivement group: 40-60;Vertical axis: Ratio of correct anser; Transverse axis: Problem numberTest result: G6 math (Topchi, Bamiyan, 11/Oct/2009)

0

0.2

0.4

0.6

0.8

1

1 2 3 4 5 6 7 9 10 11 12 13

Low achievement group

High achievemrnt group

‐0.2

0

0.2

0.4

0.6

0.8

1

1 2 3 4 5 6 7 9 10 11 12 13

Increase in the ratio of correct answer

Fig 8 Grade 6

The left hand figures of Fig 6-Fig 8 show the rate of correctness of each question and the right hand

figures show the difference of the rate of correctness between low and high score groups. In the case

of G4, except Q4 and Q11, the rate of correctness reaches around 0.3-0.4. Especially, the rate of

correctness of Q7 increases by approximately 0.8. On the other hand, only 3-4 questions the rate of

correctness becomes higher in the case of G5 and G6 (Q2, Q9, Q10 in G5 and Q1, Q6 in G6).

However, the absolute value of difference of rate of correctness is higher than 0.6 in almost all cases

compared to Grade 4. In conclusion, the results shown in Fig 6-Fig 8 may suggest that the effect of

TG use is different from one grade to other or it might become intense in some specific areas.

3-3 Science

1) Change of the average score and the test for statistic significance

The average score and the standard deviation of science test at five schools in Bamyan province

are summarized in Table 10. As in the case of math test, G5-G7 students at Topchi and Molayan took

tests for G4-G6 in May 2009 as the baseline data. Teachers’ guides of science were distributed at this

time. In October 2009, G4-G6 students took the test as test data. In the case of BBH, BGH, and

Taiboti, G4 (except BGH)-G6 students took science test in November, 2008 and October 2009 as

baseline and test data respectively. Teachers’ guides were distributed in May 2009. G4 science test

was not conducted at BGH due to the school situation in November 2008.

Comparing the baseline with test data, data sets except all grades of Molayan, G4 of Taiboti, and

G4 of Topchi, show the increase of the average score after distribution of TGs. Table 11 shows the

result of statistical significance test of the difference of average score of science test between before

and after the TG distribution.

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Table 10 Science test result of five schools in Bamyan province

Mean SD Mean SD

20 26 10.8 17 18 16.925 28 13.4 19 29 23.3

Total 45 27 12.2 36 24 2135 24 17.343 22 15.435 21 15.6 41 30 13.337 14 9.6 34 22 12.343 29 15.4 25 31 19.5

Total 193 22 15.7 100 27 15.1ND ND ND 20 59 15.1ND ND ND 18 52 14ND ND ND 24 52 16.7

Total ND ND ND 62 51 16.626 23 16.132 26 11.9

Total 47 31 21.1 58 25 13.9

21 32 15.7 25 12 11.423 30 14.9 17 0 0

Total 44 31 15.1 42 7 10.421 33 16.419 34 8.4826 29 17.2

Total 31 24 12.9 66 32 14.930 28 11.142 10 7.6 27 34 14.437 38 11 30 19 13.125 15 13.5 16 39 13.3

Total 134 23 15.7 73 29 16.119 46 17.920 44 17.3

Total 29 13 5.6 39 45 17.332 28 13.430 25 17.5

Total 62 26 15.530 16 8.1 17 8 10.920 38 20.2 22 6 5.3

Total 50 25 17.6 39 7 5.0441 16 9.8 26 21 10.827 15 7.8 24 21 9.1538 7 7.9 19 18 17.7

Total 106 13 9.6 69 18 12.719 27 12.4

36 15 7.8 26 30 1437 18 10.5 25 31 1231 13 11.4 18 21 14.3

Total 104 16 10 88 29 12.8Tai boti 19 18 10.4 31 33 15.4

Molayan Girlssecondary school

Molayan Girlssecondary school

Tai boti school

Topchi school

Grade

17 19.3

Bamyan Boys

Bamyan Girls school

May 2009 or Nov 2008 9-Oct

Topchi school 41 18.2 42

Bamyan Boysschool

N

Topchi school

Bamyan Boys

Bamyan Girls school

18.3 35

NSchool

41

Bamyan Girls shool

Barmyancity

G6

45 36

Tai boti school

Barmyancity

G5

38 15

Molayan Girlssecondary school

38 36 15.3

Barmyancity

G4

City

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Table 11 Average of science test and result of p-test

School Grade Average score of Baseline data (SD, N) Average score of Test data (SD; N) p value TG useG4 41 (18.2; 41) *17 (19.3, 42) p<0.001 in classroomG5 36 (18.3, 45) 38 (15.0, 35) in classroomG6 26 (15.5 62) *36 (13.5, 38) p<0.01 in classroom

G4 ND 51(16.6, 62)at principal's

office

G5 23 (15.7,134) *29 (16.1, 73) p<0.01at principal's

officeG6 16 (10.0, 104) *29 (12.8, 88) p<0.0001 not confirmedG4 22 (15.7, 193) *27 (15.1, 100) p<0.001 in classroomG5 24 (12.9, 31) *32 (14.9, 66) p<0.05 not confirmedG6 13(9.6, 106) *18 (12.7, 69) p<0.001 not confirmedG4 31(21.1, 47) 25 (13.9, 58) not confirmedG5 13 (5.6, 29) *45 (17.3, 39) p<0.001 not confirmedG6 18 (10.4, 19) *33 (15.4, 31) p<0.001 in classroom

SD: Standard deviation, N: Total number of students in a gradeMolayan: Not done*Statistically significant

Topchi

BGH

BBH

Tai Boti

As indicated in Table 11, difference of the average score in one out of two sets with the decline of

average score as well as difference of the average score in eight out of nine data sets with increase of

average score is statistically significant. However, out of seven cases where science teachers

responded that they used TG, there is one decline and three increase of average score with

statistically significance.

2) Progress of teaching and the relationship with science test result

As shown in Table 4, according to the science teacher at Topchi, 66 out of 116 pages of G6

textbook were taught. However, there are several questions (i.e. Q7, Q8, and Q9) whose rates of

correctness are fairly high even though they are not yet taught. The reason behind this is not clear

while teacher’s response may not have been correct nor some of these questions might have been

taught in G4 or in G5.

Table 12 Rate of correctness in G6 science test(Topchi)

1 4-5 0.09 0.142 20-21 0.47 0.663 38-39 0.06 0.414 50-54 0.13 0.455 59-60 0.56 0.496 71-72 0.24 0.097 99-100 0.30 0.558 105-107 0.24 0.549 108-109 0.24 0.3610 114-116 0.37 0.13

Baseline TestQuestion Content of question

Unpleasant effects of narcotic substances on mental healthGeneral discussion of science

Names of ograns of digestive systemElements

Definition of stoneHydrostatic power station

Non-contact forceCalculation of velocity

The way of preventing transmission of diseasesUnpleasant effects of narcotic substances

Page ofTextbook

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As in the case of math at Topchi, the frequency distribution (Fig 9) and the rate of correctness (Fig

10) are compared without distinguishing what is already taught from what is not.

0

10

20

30

40

50

0‐9 10‐19 20‐29 30‐39 40‐49 50‐59 60‐69 70‐79 80‐89 90‐100

Freq

uency (%

)

Test score

Baseline data  (N=62)

Test data (N=39)

Fig 9 Baseline and frequency distribution (Topchi)

0.00 

0.20 

0.40 

0.60 

0.80 

1.00 

1 2 3 4 5 6 7 8 9 10

Ratio of correct answer

Problem

Baseline

Test

Fig 10 Change of rate of correctness

The distribution profile of baseline data is almost close to the normal distribution. In comparison

to that, the distribution of test data is shifted to the higher score as a result of the increase of the

average score. The profile is found 凸 in the high score group, but the clear bimodality is not seen.

Comparing the rate of correctness between baseline and test data, as Table 12 and Fig 10 clearly

show, relatively big difference in the rate of correctness in Q3, Q4, Q7 and Q8 seems to explain the

increase of average score with statistical significance. On the other hand, considering the data on the

teaching progress, Q7 and Q8 are not yet taught to students. In this sense, the increase in the rate of

correctness of these problems cannot be simply explained by the use of TGs.

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Similarly, the teaching progress based on the interview with science teacher and the rate of

correctness are not consistent at Taiboti as well. This reason is not clear. Comparing the

frequency distribution between baseline and test data, distribution of test data is shifted towards the

high score group (Fig 11). Test data which is divided into low score group and high score group on

the basis of baseline data is compared with baseline data (Fig 12).

0

10

20

30

40

50

0‐9 10‐19 20‐29 30‐39 40‐49 50‐59 60‐69 70‐79 80‐89 90‐100

Freq

uency (%

)

Test score

Baseline

Test

Fig 11 Frequency distribution of science test(Tai boti)

0.0 

0.2 

0.4 

0.6 

0.8 

1.0 

1 2 3 4 5 6 7 8 9 10

Ratio of correct answer

Baseline

Test (Low score group)

Test (High score group)

Fig 12 正答率と問題(横軸)との関係

As Fig 12 shows, unlike the case of Topchi, three groups present quite similar pattern of rate of

correctness. The main difference between high score group and other two is caused by the rate of

correctness of questions after Q7, which seems to make the difference of average score between test

data and baseline data statistically significant. However, as the science teacher explained that the

content of questions after Q7 are not yet taught at school, this difference cannot be concluded as the

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effect of TG. The reason behind the high rate of correctness of questions after Q7 in high score group

seen in Fig 12 is not clarified.

Unlike math test, it was not possible to scrutinize the effect of TG in science by comparing the rate

of correctness considering the teaching progress. In addition, there are a few cases found when the

direct relationship between the teaching progress based on teachers’ response and the rate of

correctness was not seen.

This result clearly states that it is necessary to continue monitoring of teaching progress and the

use of TGs and holding workshop for the promotion of use of TGs in order to enhance reliability and

validity for measuring the TGs’ impact on students’ learning. Furthermore, it is necessary to conduct

the lesson observation and video-shooting of the same teachers again in May 2010 in order to

compare the case of May 2009.

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Appendix 18

Interview Result from Bamyan School Principals

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Province School name Date of visit Name ofprincipal Gender Age Qualification

When s/hebecame aprincipal

No ofstudents ineach grade

Number ofteachers in eachgrade

2. Did youreceive TGof G1-G3?

3. If yes,when?

Dari Pashto Math Science Social English Islamic OthersBamyan Boys High

School2008/7/8 Haji Asadullah M 50 14th grade 1387 approx 45 approx 1 for G1-3

approx 1.5 for G4-12

G4 New G4 New G4 New G4 New G4 New G4 New G4 New No N.A

Bamyan Markaz GirlsHigh School

2008/7/8 Haji Shir Agha M 55 13th gradeKabul TTC

- approx 45 approx 1.5 in eachgrade

G4 New G4 New G4 New G4 New G4 New G4 New G4 New No N.A

Bamyan Tai Buti HighSchool

2008/7/7 NaiazMohammad

M 53 14th grade 2003 62 11 in total G1-2New

G1-2 New G1-2 New G1-2 New G1-2 New G1-2 New G1-2 New No N.A

1. In this semester, which grades, which subjects do students use new textbooks?

Province School name

4. Where doyou keepTGs?

5. Do youknow if G1to G3teachers

If not, why? 6. Do you visitclass room?

If yes, what purposeand how often?

7. How long is one teachingperiod?

8. In last year, didteachers finish the wholetextbook by the end ofschool year?

9. What's the concernabout students? 10. What's the concern about teachers?

11. Anyothercomment

12. Other information

Bamyan Boys High School N.A. N.A Yes For cheking lesson plan,teachers' lesson andteachers' program. Once aweek.

45 min 100% finished The principal makes openenvironment. If they haveany complain, stdents canpresent their problems.

Teacher should be professional teachers. - The principal tries to be closeto students. Last year, oneGrade 2 student came to theprincipal to complain about histeacher, and the teacher waschanged. Last year, 175students took universityentrance examination, and 102of them passed. Every year, 4-5 graduates go to TTC (Herat,Mazar etc). G12 graduatesnormally do not have time togo to TTC as they also have todo farming.

Bamyan Markaz Girls HighSchool

N.A. N.A Yes For checking lesson plans,teaching plans, andteachers’ attendance sheet.Twice a week.

40 min Last year, we did not haveteachers at the beginning ofschool year, so teachersfinished 80% of textbook.

The main aim is that ourstudents themselves workand make teachers toteach them.

A good teacher is the teacher who knows themethod of teaching and teachingmethodology, and works hard.

School has two shfts:Morning for G5-12, andAfternoon for G1-4. Theschool itself is more than 20years old, but the building is 5years old. There are 12computers and 1 laptop, but do

t k h t thBamyan Tai Buti HighSchool

N.A. N.A Yes Everyday visit one or twoclasses

40 min Completely I have many concerns thatmy students have to learnsomething ans theyshould be intelligent. Ihope they become famouspeople in the future.

Our teacher has to be professional teachersand they should teach their students also. Ihope they joing some workshop to learnmore about teaching methodology.

Examinatiom period lasts untilJuly 9th, and afterwards thesummer vacation continues forabout 15 days (depending onthe weather).

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Appendix 19

Questionnaire for Teachers on the Use of Teachers’ Guides

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CODE: STEP2(Strengthening of Teacher Education Program Phase 2) Teachers’ Guide Monitoring Questionnaire

1

School Name Date

Teacher’s Name Gender □1.Female □2.Male

Teaching Subjects

Teaching Grades

If you teach more than one subject or one grade, please answer about only one subject in one grade, and

answer separately using other copies of questionnaire for other subjects/grades. Teaching subject you answer in this questionnaire

Teaching grade you

answer in this

questionnaire

Textbooks in

use

□1.New textbook □2.Old textbook

Number of teaching

students

□1. 11-20 □2. 21-30

□3. 31-40

□4. 41-50

□5. 51-60

□6. more than 60

Q1. Have you received the teachers’ guide at your school? □1. Yes □2.No

If your answer is “2. No” in Q1 above, this is the end of questionnaire. You Do Not Need to

proceed to answer next questions. Thank you for your cooperation.

If your answer is “1. Yes” in Q1 above, please proceed to answer the following questions.

Q2. Have you ever used the teachers’ guide? □1.Yes □2.No

Q3. Please answer either A (left) or B (right) depending on your answer in Q2.

A. If your answer is “1. Yes” in Q2 B. If your answer is “2. No” in Q2

1)How often do you use the teachers’ guide?

(Please choose only one)

1) Why do you not use the teachers’ guide?

(Check all that apply)

□ 1. Every lesson □ 2. Almost every lesson □ 3. Only when necessary □ 4. Seldom

2)For what purpose do you use the teachers’

guide? (Check all that apply)

□ 1. Prepare lessons

□ 2. Make lesson plans

□ 3. Use as a lesson plan during teaching

□ 1. Because there is no need to use

□ 2. Because I do not know how to use

□ 3. Because there is not enough teachers’ guides available

□ 4. Others (

)This is the end of the questionnaire.

You do not have to proceed to the next page.

Thank you for your cooperation.

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CODE: STEP2(Strengthening of Teacher Education Program Phase 2) Teachers’ Guide Monitoring Questionnaire

2

□ 4.Prepare an examination

□ 5. Others ( )

□ Please proceed to the next questions if your answer is “1. Yes” in Q2 (i.e. if you use teachers’ guides) by

referring to the attached sample page of teachers’ guide.

Q4. How often do you perform students’ activities presented in the teachers’ guide?

□1.Every lesson □ 2. Almost every lesson □3. Only when necessary □4. Rarely

Q5. If your answer is either “3. Only when necessary” or “4. Rarely” in Q4, :

Why do you not perform students’ activities in the lesson? Please check all that apply.

□ 1. There is not enough time for preparation.

□ 2. There is not enough teaching aid.

□ 3. I do not think it is necessary to do students’ activities.

□ 4. It is expensive to prepare teaching aid/material.

□ 5. Others( ) Please check only one choice that applies the most among “4. Strongly agree,” “3. Agree,” “2. Disagree,”

and “1. Strongly disagree”.

Q6 Teachers’ guide sufficiently contains knowledge and background information that are necessary in

lessons.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree

Q7

The lesson flow presented in the teachers’ guide suits students’ level.

□4.Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q8 The framework of teachers’ guide is well-structured for me to understand.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q9 Vocabularies used in teachers’ guide are simple enough for me to understand.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q10 The concept map in teachers’ guide (of math, science, social studies, and English) clearly shows

the linkage among content of lessons.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q11 The amount of end-of-chapter questions in the teachers’ guides is adequate.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree

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CODE: STEP2(Strengthening of Teacher Education Program Phase 2) Teachers’ Guide Monitoring Questionnaire

3

Q12 The level of end-of-chapter questions in the teachers’ guides is adequate.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree

Q13 Teachers’ guide is helpful for me to make lesson plans.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q14

Teachers’ guide is helpful for me to prepare lessons.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree

Q15 Teachers’ guide is useful when teaching a lesson.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q16 The lesson flow in teachers’ guide helps me manage the lesson time.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q17 Background knowledge in teachers’ guide is helpful for me to prepare for lessons and teach in a class.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree

Q18 By using teachers’ guides, I can clearly show the objective of the lesson every time.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree

Q19 Chapter questions of teachers’ guide (of science, math, social studies, and English) are helpful when I

prepare a test.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q20 Assignment suggested in teachers’ guides is helpful when giving homework to students.

□4. Strongly agree □3. Agree □2. Disagree □1. Strongly disagree Q21 What kind of change in students’ understanding and attitude have you seen? (Check all that apply)

□ 1. All students have become to participate in learning.

□ 2. Weak students can also understand the lesson.

□ 3. Students enjoy activities and show their interest in the learning content.

□ 4. Students show more willingness to learn in the lesson by giving a lesson using teachers’ guide.

□ 5. Students can teach with each other.

□ 6. Students have become more active in expressing their ideas and opinions.

□ 7. Others ( ) Q22 How has your teaching changed by using teachers’ guide? (Check all that apply)

□ 1. Now my lesson is more focused on students’ activities than just reading textbooks.

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CODE: STEP2(Strengthening of Teacher Education Program Phase 2) Teachers’ Guide Monitoring Questionnaire

4

□ 2. Now I check that students understand correctly while teaching.

□ 3. I have become aware of students’ acquirement of knowledge and skills.

□ 4. I have become able to ask clearer questions to students. □ 5. I have become able to give clearer explanation to students.

□ 6. Others ( )

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Appendix 20

Interview Result from Bamyan Teachers(June 2008)

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Respondents' informationSocial English Pashto Dari Science Math Total

Tai Boti School 1 1 1 1 1 1 6Girls' High School 1 1 0 0 1 1 4Boys' High School 1 1 1 1 1 1 6

3 3 2 2 3 3 16female

Female Male TotalTai Boti School 4 2 6Girls' High School 1 3 4Boys' High School 3 3 6

8 8 16

Teaching gradesG4 10 62.5%G4-5 5 31.3%G4-6 1 6.3%

Textbook in useNew textbooks 13 81.3%Old textbooks 1 6.3%No answer 2 12.5%

Teaching students21-30 1 6.3%31-40 2 12.5%41-50 1 6.3%51-60 3 18.8%61-70 1 6.3%No answer 8 50.0%

Q1 Have you already seen the teachers' guides at school?Yes 12 75.0%No 1 6.3%No answer 3 18.8%

Q2 Have you ever used the teachers’ guide?Yes 16 100%No 0 0%

Q3-A1) How often do you use TGs?1. Every lesson 82. Almost every lesson 53. Only when necessary 74. Seldom 0

Q3-2) For what purpose do you use TGs? (multiple responses)1. Prepare lessons 9 56.3%2. Make lesson plans 7 43.8%3. Use as a lesson plan during teachin 6 37.5%4. Prepare an examination 3 18.8%

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Q4 How often do you perform students’ activities presented in the teachers’ guide?1. Every lesson 8 50.0%2. Almost every lesson 5 31.3%3. Only when necessary 3 18.8%4. Rarely 0 0.0%

Q5 Why do you not perform students’ activities in the lesson? (for those who answer 3.Only when necessary and1. Not enough time for preparation 2 4. Rarely in Q4)2. Not enough teaching aid 13. I don't think it's necessary 04. It's expensive to prepare 15. Others 0

Q6 Teachers’ guide sufficiently contains knowledge and background information that are necessary in lessons.4. Strongly agree 13 81.3%3. Agree 3 18.8%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q7 The lesson flow presented in the teachers’ guide suits students’ level. 4. Strongly agree 11 68.8%3. Agree 5 31.3%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q8 The framework of teachers’ guide is well-structured for me to understand. 4. Strongly agree 11 68.8%3. Agree 5 31.3%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q9 Vocabularies used in teachers’ guide are simple enough for me to understand. 4. Strongly agree 11 68.8%3. Agree 4 25.0%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%0. No answer 1 6.3%

Q10 The concept map in teachers’ guide (of math, science, social studies, and English) clearly shows the linkage among content of lesso4. Strongly agree 9 56.3%3. Agree 4 25.0%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%0. No answer 3 18.8%

Q11 The amount of end-of-chapter questions in the teachers’ guides is adequate.4. Strongly agree 10 62.5%3. Agree 2 12.5%2. Disagree 1 6.3%1. Strongly disagree 0 0.0%0. No answer 3 18.8%

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Q12 The level of end-of-chapter questions in the teachers’ guides is adequate.4. Strongly agree 11 68.8%3. Agree 2 12.5%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%0. No answer 3 18.8%

Q13 Teachers’ guide is helpful for me to make lesson plans. 4. Strongly agree 13 81.3%3. Agree 1 6.3%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%0. No answer 2 12.5%

Q14 Teachers’ guide is helpful for me to prepare lessons.4. Strongly agree 13 81.3%3. Agree 3 18.8%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q15 Teachers’ guide is useful when teaching a lesson.4. Strongly agree 13 81.3%3. Agree 3 18.8%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q16 The lesson flow in teachers’ guide helps me manage the lesson time. 4. Strongly agree 11 68.8%3. Agree 4 25.0%2. Disagree 1 6.3% *It was explained that lesson timeitself is too short1. Strongly disagree 0 0.0%

Q17 Background knowledge in teachers’ guide is helpful for me to prepare for lessons and teach in a class.4. Strongly agree 11 68.8%3. Agree 5 31.3%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q18 By using teachers’ guides, I can clearly show the objective of the lesson every time. 4. Strongly agree 12 75.0%3. Agree 4 25.0%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q19 Chapter questions of teachers’ guide (of science, math, social studies, and English) are helpful when preparing a test.4. Strongly agree 9 56.3%3. Agree 4 25.0%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%0. No answer 3 18.8%

Q20 Assignment suggested in teachers’ guides is helpful when giving homework to students.4. Strongly agree 12 75.0%3. Agree 4 25.0%2. Disagree 0 0.0%1. Strongly disagree 0 0.0%

Q21 What kind of change in students’ understanding and attitude have you seen? (Multiple responses)1. All students have become participate in learning 11 68.8%2. Weak students can also understand the lesson. 10 62.5%3. Students enjoy activities and show their interest in the learning content 15 93.8%4. Students show more willingness to learn in the lesson. 10 62.5%5. Students can teach with each other. 8 50.0%6. Students have become more artive in expressing their ideas and opinion 8 50.0%7. Others 0 0.0%

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Appendix 21

Interview Result from Bamyan Teachers(November 2008)

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Interviews with teachers about the use of teachers’ guide on the final examination Following is the result of interviews with teachers about how they prepare the final examination to see how much they use teachers’ guide for the test preparation. 1) Grade 4 science subject, (BM. Girls high school) Teacher’s name: Mohammad Jan

1. How many pages or chapters did you finish (the book)? - I finished 87 pages of the book. 2. What was the last lesson (What topic did you teach)? - Cloth cleanness 3. Why you could not finished the textbook? - The lesson hour was less, if we finish the book quality work will be low and our students not learn 4. What is the most difficult topic in grade 4 (5 or 6) of math and science? - None of them is difficult for me 5. Why? 6. What do you do to solve the problem? - If I face some problem, I use TG or ask university teachers 7. Please share your test questions. What did you take into consideration, when you make

question? - I make questions according students talent.

What are the characteristics of living organism? What is the task of eye? How many type of taste do you know? How many groups have divided animals? Name two type of one year plant What is the malnutrition? Name few kinds of vegetables Name two compound machines How many colors have flowers?

8. Did you include chapter end questions in TG? ( Grade 4 only) - I assign the question from lesson flow, and I made two groups questions so you can see the first question that I use from TG. 9. graduation background

- Baccalaureate, so he is in the last year of university G 16 last semester - I teach since two years - Mohammad Jan / male

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2) Grade 4 science subject Teacher’s name: Mohammad Nabi (BM boys high school)

1. How many pages or chapters did you finish (the book)? - I finished 78 pages of the book. 2. What was the last lesson (What topic did you teach)? - Hygiene 3. Why you could not finished the textbook? - This class has not teacher and I taught them after one mount of starting education year. 4. What is the most difficult topic in grade 4 (5 or 6) of math and science? - The earth and (earth movement) 5. Why? - Because it higher from student’s education 6. What do you do to solve the problem? - I papered my self 7. Please share your test questions. What did you take into consideration, when you make

question? - I used but I do not know which question I use.

Name the living organism Name the tame animals Name the wild animals? Name one year plant What is the task of root (describe)? Please name, how many parts has stem. Name the type of simple machines Name compound machines How many types has the earth movement?

8. Did you include chapter end questions in TG? ( Grade 4 only) - I assign the question from lesson flow, and I made two groups questions so you can see the first question that I use from TG. 9. graduation background

- Graduated from 12 grade - I have 20 years experience - Mohammad Nabi / male

3) Grade 4 math questions Teacher name: Begum (BM boy’s high school)

1. How many pages or chapters did you finish (the book)? - I finished complete book.

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2. What was the last lesson (What topic did you teach)? - Division of decimal fraction 3. Why you could not finished the textbook? - I finished 4. What is the most difficult topic in grade 4 (5 or 6) of math and science? - Division 5. Why? - Because of no teaching materials, 6. What do you do to solve the problem? - Students should learn the table times if students not learn the table time they can not do division 7. Please share your test questions. What did you take into consideration, when you make

question?

Describe the definition of fraction? How many types have fraction, definite each of them? Add the below fraction

54

+74

and43

+42

Subtract below fraction

86

_97

and52

_54

Definite the multiplication of 2 Write the 8 times Divide 6907÷5

Make unreal 75

4

Show the fraction by shape 117

8. Did you include chapter end questions in TG? ( Grade 4 only) - I use TG but I have not used questions 9. graduation background

- TTC 14th grade

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- I have 4 years experience - Mohammad Begum/ female

4) Grade 4 math questions Teacher name: M. Hassan (BM girl’s high school)

Write the below numbers by letters? 109 - 124

Definite the set and give example? Write the sets of year seasons Answer the below problem?

83

+42

and42

_35

Divide below fraction

72

÷4and93

÷62

Answer below questions

1324_1516

2301_3451

Add the below problems

12+(4+▭)+2=30 6+▭=29

Definite the fraction Answer the below question

(▭+12)+9=40

3. Others According to the explanation of Provincial Education Department, Bamyan area is divided into very cold area and cold area. In the very cold area, the working hour of school, 8:00-13:30, is longer, and it is opened for 6 months a year. On the contrary, the working hour of schools in cold area is four hours from 8:00-12:00 and its working duration is 9 months. Nevertheless, as found in this year, the winter vacation in the cold area lasts for four months from November up to March. This indicates that the annual lesson period is far below than the standard set by MOE.

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The students’ poor ability in Afghanistan can be explained by the limited number of annual lessons rather than by the problems of textbook or problems of teaching method. This can be verified with the fact that even students in Kabul city where there are more qualified teachers and there are more training opportunities available showed lower score in the G4 math baseline test. It is necessary to consider how to make enough lesson periods available with those responsible for education administration. It is important to strengthen the curriculum management capacity and lesson monitoring function of administrative body.

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Appendix 22

Interview Result from Jalalabad School principals

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Name Gh Nabi Age 49 Qualification 14th When he/she became a principal: since 1 year ago Number of students in each grade: 45-50 students Number of teachers in each subject: 1 each Number of shifts at school: 1 shift 1. In this semester, which grades, which subjects do students use new textbooks? Dari ( ✓) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ ) Social studies ( ) English ( ✓ ) Islamic ( ) other ( ) 2. Did you receive teachers’ guides of grade 1 to 3? No

3. (If yes, when?)

4. Where do you keep teachers’ guides? May I see them? (Principles’ office, staff rooms,

library.) N/A

5. Do your know if grade 1 to 3 teachers use teachers’ guides this year? N/A

6. Do you visit classroom? If yes, what is the main purpose of the classroom visit? How

often? Class rooms, teaching materials, chairs, desk are not enough.

7. How long is one teaching period? 40 minutes 8. In last year, did teachers finish the whole textbook by the end of the school year?

Completed.

9. As a principal, what is the concern about students? 10. As a principal, what is the concern about teachers?

11. Any other comments? New textbook has more deficiency, higher than the students’ level, small fonts,

mistyping etc…

Jalalabad Da Araban Secondary SchoolFebruary 2009

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Name Ab Karim Age 58 Qualification BSc When he/she became a principal: since one year ago Number of students in each grade: 60 students Number of teachers in each subject: Number of shifts at school: 2 shifts 12. In this semester, which grades, which subjects do students use new textbooks? Dari ( ✓) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ ) Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ ) other ( ✓ ) 13. Did you receive teachers’ guides of grade 1 to 3? No

14. (If yes, when?)

15. Where do you keep teachers’ guides? May I see them? (Principles’ office, staff rooms,

library.) N/A

16. Do your know if grade 1 to 3 teachers use teachers’ guides this year? N/A

17. Do you visit classroom? If yes, what is the main purpose of the classroom visit? How

often?

18. How long is one teaching period? 35-40 minutes 19. In last year, did teachers finish the whole textbook by the end of the school year?

Yes.

20. As a principal, what is the concern about students? - 21. As a principal, what is the concern about teachers? -

22. Any other comments? Lack of laboratory, floor, board etc

Jalalabad Boys Experimental High SchoolFebruary 2009

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Name Sediqa Sediqi Age 42 Qualification 14th When he/she became a principal: since 5 years ago Number of students in each grade: - Number of teachers in each subject: 1 each Number of shifts at school: 2 shifts 23. In this semester, which grades, which subjects do students use new textbooks? Dari ( ✓) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ ) Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ ) other ( ✓ ) 24. Did you receive teachers’ guides of grade 1 to 3? No

25. (If yes, when?)

26. Where do you keep teachers’ guides? May I see them? (Principles’ office, staff rooms,

library.) N/A

27. Do your know if grade 1 to 3 teachers use teachers’ guides this year? N/A

28. Do you visit classroom? If yes, what is the main purpose of the classroom visit? How

often?

29. How long is one teaching period? 35 minutes 30. In last year, did teachers finish the whole textbook by the end of the school year?

Most them were completed.

31. As a principal, what is the concern about students? The number of students in classroom

32. As a principal, what is the concern about teachers?

They need workshops of new and modern teaching methods.

33. Any other comments? To have trained and qualified teacher and solve teachers’ economic problems, school must have a kindergarten.

Jalalabad Girls Experimental High SchoolFebruary 2009

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Appendix 23

Report of Monitoring in Bamyan (May 2009)

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Bamyan Province Report

Date: May 14, 2009 to May 24, 2009

Outline

1. Interview for the director of Bamyan Provincial Education Department (BPED)

The following is the response from the director Date: 14/May/2009 Interviewer: Hassan/Chikamori Name of province visited: Bamiyan 1. Name of PED Director: Mohammad Reza “ada” 2. Phone number of PED: 0799819049 3. Name of monitoring schools selected by PED Zukore-e-Bamiyan High School (Bamiyan Boys High), Tai Boti Secondary School, Center of Bamiyan Girls High school, Molayan Girls Secondary, Topchi High School 4. a) Has the PED received teachers’ guides for G1-G3? YES NO b) If YES, when were those teachers’ guides distributed to each school? September-October 2008 c) How were the teachers’ guides distributed to each school? Please select one that applies.

A: District Education Department officers came to PED to receive TGs B: PED sent TGs to each District Education Department (In the case of 6 districts) C: PED sent TGs directly to each school (In the case of center of Bamiyan)

D: Other (e.g. NGO distributed to school) c) Which subject of TG in which grade have you received? How many?

Please fill the received number of copies in the table as below. Grade/Subject Life skills Dari/Pashto Math Islamic G1 G2 G3

d) Please explain more details about the above-answered method of distribution. PED sent TGs to Education Departments (DEDs) of 6 districts by car. The cost of

transportation is paid by PED. To the schools in the center of Bamyan, PED directly sent TGs.

5. a) Have you received textbooks from UNICEF? YES NO Note 1: Community based schools (CBS) in Bamiyan province received the textbooks from UNICEF. Its number is 32. There are another 44 CBSs supported by Aga Khan Foundation. There are 44 formal schools (Primary: 17, Secondary: 14, High school: 11, Madrassa: 1, Agriculture school: 1) in Bamiyan province. Note 2: PED involves in the CBS in terms of “Paying salary”,” Training” and “Monitoring as PED do the formal school: teacher attendance, student attendance and giving certificate”. b) If the answer of a) is YES, when was it? c) Which grades of textbooks were provided from UNICEF? : G1-G3

d) If the answer of 1) is NO, when will you receive from UNICEF? c) Does UNICEF provide textbooks to PED every year? YES NO d) How does PED distribute the received textbooks to each school? UNICEF has deposition sites of textbook transportation between UNICEF and CBSs. PED

arranges the transportation of textbooks between UNICEF and CBSs. Note3: PED director said that in the transportation, the biggest problem is financial one: the

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more the amount of books, the more problematic. 6 a) Have you received teaching materials from UNICEF? YES NO b) If the answer of a) is YES, when was it? Every year before March c) Which grades of teaching materials were provided from UNICEF? G1-G3

d) If the answer of 1) is NO, when will you receive from UNICEF? c) Does UNICEF provide those teaching materials to PED every year? YES NO d) How does PED distribute the received teaching materials to each school? They distribute according to UNICEF instruction to schools. 7 a) How many TTCs are there in the province?: One TTC founded in 2006 b) What is the name of the TTC in the province? High TTC of Bamiyan c) Where are the above-mentioned TTCs located? Dasht Etefag Note 2: New building has been constructed near the PRT on the way from airport to BGH. But staff come back to old campus everyday and also INSET class may be opened at the old building. Note 3: In 2008, the number of the first graduate is 98 (female: 8; male: 90). Thirteen or fourteen out of 98 graduates are working as a teacher in the schools in Barmiyan province. The director found one graduate of Barmiyan TTC teaching the school that he visited. He visited 2 schools/week regularly. 2. Interview for principals of Zukore-e-Bamiyan Boys High School: BBH, Tai Boti Girls Secondary School: Tai Boti, Center of Bamiyan Girls High School: BGH, Molayan Girls Secondary School: Molayan and Topchi Secondary School: Topchi

Summary

(1) TG monitoring schools consist of different size schools, from large sized school which has 6 or

7 classes in each grade to small sized school which has only 1 class in each grade.

(2) The ages of principals are approximately 50, and the youngest is 24. Their academic

backgrounds are finishing 14th grade, graduating TTC.

(3) They except 1 school received TG1-3 last school year from BPED. The schools sent persons to

PED to receive them. The schools paid transportation fee. But the principals except Topchi did

not know they received TG1-3. They just distributed TG to teachers when we visited.

(4) It followed the same procedure when receiving teaching material from UNICEF. It was

distributed from March to May in this year. The number of them might not be enough.

(5) New textbooks have been also distributed, but the number of them is not enough for all students.

We saw the lesson conducted with the old textbook.

(6) The principals monitored the lessons. They check the cleanness of classroom, lessons, checking

and solving problems, and etc. One of them had a meeting with teachers twice a month based

on the result of monitoring.

(7) The principals generally wish students “listen to the lesson well and study hard” and teachers

“teach well”. They think that professional teacher means teachers who finished grade 14 or

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above.

(8) The lesson of Islamic study was given in one classroom with one teacher even though Islamic

study was divided into two parts. Most principals think that two kinds of Islamic study are not

so big different.

The followings are the response from principals

Response from BBH principal Date: 14/May/2009 Interviewer: Hassan/Chikamori Name of school visited: Zukore-e-Bamiyan Boys High School Name Haji Asadullah Age 50 Qualification 14 G When he/she became a principal: 1999 Number of class in each grade: G4 5 G5 6 G6 7 Number of students by gender in each class: Class A Class B Class C Class D Class E Class F Class G Class H Class I G4 Boys

Girls 62

Boys Girls 58

Boys Girls 66

Boys Girls 45

Boys Girls 61

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G5 Boys Girls 63

Boys Girls 54

Boys Girls 63

Boys Girls 56

Boys Girls 48

Boys Girls 52

Boys Girls

Boys Girls

Boys Girls

G6 Boys Girls 56

Boys Girls 53

Boys Girls 57

Boys Girls 54

Boys Girls 48

Boys Girls 57

Boys Girls 59

Boys Girls

Boys Girls

Number of teachers in each subject: Science Math English Dari 1st/

Pashto 1st Pashto 2nd/ Dari 2nd

Islam Social Studies

G4 1

1 1 2 1 1 Science teacher teach

G5 1

1 1 2 1 1 1

G6 1

1 1 2 1 1 1 (History and Geometry)

What is the name of science teacher? G4: Begam; G5-6: Fathim Which grade and which class does s/he teach science? Begam: All the five G4 classes; Fathim: All the five G5 and six G6 classes. What is the name of mathematics teacher? G4: Hassan, G5: Fathoma, G6: Huspin Ali Which grade and which class does s/he teach science? As indicated in the response to the above

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question. How many shifts are there in this school? 2 shifts: G1-7: Afternoon (1-4:30 pm) ; G8-12:: Morning 1. In this semester, which grades, which subjects do students use new textbooks? From G1-G9

Dari ( ✓ ) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ )

Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ ) other ( ) 2. Did you receive teachers’ guides of grade 1 to 3? Yes No

If YES, when did you receive? End of semester (Nov.~Dec.) in the last year Note: One school person went to PED to get TGs by car. They paid for the cost of car. Which grade and which subjects of teachers’ guides did you receive? How many? G1-G3, 4 subjects TG Dari Math Life skill Islamic edu. G1 2 2 2 2 G2 2 2 2 2 G3 2 2 2

Where do you keep teachers’ guides? May I see them? (Principles’ office, staff rooms, library, others: Stock room) Note 1: They will show us TGs on Sunday afternoon.

3. Do you know if grade 1 to 3 teachers use teachers’ guides this year? YES NO

If YES, please give some specific cases and their reactions.: Not necessary to ask 4. Did you receive students’ learning materials from UNICEF? YES NO

If YES, when did you receive? How were these students’ learning materials distributed to your school? Please select one that

applies. A: District Education Department officers delivered to your school. B: You or other school staff went to DED to pick up the materials. C: NGO distributed to your school.

D: Other : Please explain more details. 5 Do you visit classroom? YES NO

If YES, what is the main purpose of the classroom visit? How often? Principal’s response to Question 4: Having enough time, visiting 15-20 classes/week and when being busy, visiting around 10 classes/ week. Main purpose is to improve the lesson quality and to see whether teacher has lesson plan.

6 According to the MOE regulation, how long is one teaching period? : 40 min In reality, how long is one teaching period at this school? : 40 min Note 2: principal said it is because of the 2 shifts.

7 In last year, did teachers finish the whole textbook by the end of the school year?

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If YES, do you think not finishing the whole textbook is one of the problem? If NO, as a principal, do you take some measures to solve this problem of not finishing the whole textbook? The response of principal to the question 6: Around 80% of teacher finished the whole textbook but 20% of teacher did not finish whole textbook. The primary reason is that they did not come to school to teach, as they were busy to work in the field for farming. Almost no measure I took to solve this problem because it’s an economic reason.

8 As a principal, what is the concern about students? Students have good behavior and attend the lessons regulary.

9 As a principal,

9-1 What is the concern about teacher’s working attitude? Teacher should be professional.

Note 2Principal said that “Professional teacher” means the teacher who graduated from 4 years university or TTC. Now teachers in this school can be divided into 4 groups: Bachelor (5), G14 (21), G13 (3) and G12 (53)

9-2 How many teachers do not come to work everyday? 9-3 Why don’t they come? Not asking Note 1: For the question 9-2 and 9-3, please refer to his response to the question 6.

10 Any other comments? None 11. (Japanese expert asked this question, not national staff) Do you know that Islamic study has two

different textbooks, Hanafi and Jafari? Yes

11-1 How are they taught? We taught both of them.

Response from Tai Boti principal Date: 16/May/2009 Interviewer: Hassan/Chikamori Name of school visited: Tai Boti Secondary School Principal’s name: Haji Niaz Mohammad Age 53 Qualification 14G When he/she became a principal: 2005 Number of class in each grade: G4 2 G5 2 G6 1 Number of students by gender in each class: Class A Class B Class C Class D Class E Class F Class G Class H Class I G4 B:47 G:83

Boys Girls 40

Boys Girls 41

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G5 B:22 G:56

Boys Girls 35

Boys Girls 33

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G6

Boys 17 Girls 28

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

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Red showed the number of students checked at the different time Number of teachers in each subject: Science Math English Dari 1st/

Pashto 1stPashto 2nd/ Dari 2nd

Islam Social Studies

G4 1 1 2 2 1 1 1 G5 1 1 2 1 1 1 1 G6 1 1 2 1 1 1 1 What is the name of science teacher? G4-G5: Waheeda Uah; Habiba: G6 Which grade and which class does s/he teach? What is the name of mathematics teacher?G4-G6: Aziza Which grade and which class does s/he teach? How many shifts are there in this school? 2 shifts: Morning (0800-1100): G1-2, Afternoon (1300-1700): G3-G7 4. In this semester, which grades, which subjects do students use new textbooks? From G1-G7

Dari ( ✓ ) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ ) Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ )

other ( )

5. Did you receive teachers’ guides of grade 1 to 3? YES NO If YES, when did you receive? December 2008 From whom did you receive? PED brought the box. Which grade and which subjects of teachers’ guides did you receive? How many?

TG Dari Math Life skill Islamic edu. G1 2 2 2 2 G2 2 2 2 2 G3 0 0 1

After receiving, have you had a look at the content? YES NO

Where do you keep teachers’ guides? (Principles’ office, staff room, library, others)

May I see them? We saw TGs in a box..

3. Do you know if grade 1 to 3 teachers use teachers’ guides this year? YES NO

If YES, please give some specific cases and their reactions.

4. Did you receive students’ learning materials from UNICEF? YES NO If YES, when did you receive? 1st May 2009 How were these students’ learning materials distributed to your school? Please select

one that applies. A: District Education Department officers delivered to your school. B: You or other school staff went to DED to pick up the materials. C: NGO distributed to your school.

D: Other : Please explain more details. 5. Do you visit classroom? YES NO

If YES, what is the main purpose of the classroom visit? How often? Teachers’ lesson and students’ studying, everyday ( 2classes/day)

6. According to the MOE regulation, how long is one teaching period? 45 min

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In reality, how long is one teaching period at this school? 40 min

7. Last year, did teachers finish the whole textbook by the end of the school year? YES NO If NO, do you think not finishing the whole text book is one of the problems?

YES NO If YES, as a principal, do you take some measures to solve this problem of not

finishing the whole textbook?

8. As a principal, what is the concern about students? Good student is the student who listens to the teacher.

9. As a principal, what is the concern about teachers’ working attitude? How many teachers do not come to work everyday? Why don’t they come?

The teacher who can teach well and students can learn and get the teachers’ teaching.

10. Any other comments? 11. (Japanese expert asked this question, not national staff) Do you know that Islamic study has two

different textbooks, Hanafi and Jafari? How are they taught? Yes, I know. They teach both of them in one class in one lesson. We asked PED how to teach them in one class. PED answered if the students of either Japhari or Hanaphi are more than 20, divide them into 2 classes and teach them each class separately. But since we have no space to divide the students into 2 classes, we teach both and its difference in one class. There is not so big difference between the two. Response from BGH principal Date: 16/May/2009 Interviewer: Hassan/Chikamori Name of school visited: Center of Bamiyan Girls School Name Haji Shir Agha Age 59 Qualification 13 G When he/she became a principal: 2005 Number of class in each grade: G4 4 G5 5 G6 4 Number of students by gender in each class: Class

A Class B Class C Class D Class E Class F Class G Class

H Class I

G4 Boys 11 Girls 26

Boys 9 Girls 28

Boys 9 Girls 40

Boys 28 Girls 20

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G5 Boys 6 Girls 43

Boys 4 Girls 26

Boys 11 Girls 33

Boys 15 Girls 25

Boys 11 Girls 16

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G6 Boys Girls 33

Boys 1 Girls 42

Boys 4 Girls 36

Boys 4 Girls 36

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Number of teachers in each subject:

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Science Math English Dari 1st/ Pashto 1st

Pashto 2nd/ Dari 2nd

Islam Social Studies

G4 1 1 1 1 1 1 1 G5 1 1 1 1 1 1 1 G6 1 1 1 1 1 1 2 What is the name of science teacher? Amin Jan (G4-5), Nazifa (G6) Which grade and which class does s/he teach science? What is the name of mathematics teacher? Haji Sajad (G4), Arifa: G5, 2nd Arifa: G6 Which grade and which class does s/he teach science? How many shifts are there in this school? 2 shifts: ; G6-G12: Morning, G1-5: Afternoon (1-5 pm) 6. In this semester, which grades, which subjects do students use new textbooks? From G1-G12

Dari ( ✓ ) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ )

Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ ) other ( ) 7. Did you receive teachers’ guides of grade 1 to 3? Yes No

Principal does not know and ask the general servant of the school. Then we found TGs in the box in the store room. If YES, when did you receive? Jan or Feb 2009 Which grade and which subjects of teachers’ guides did you receive? How many? TG Dari Math Life skill Islamic edu. G1 4 4 4 4 G2 4 4 4 4 G3 4 4 4

Where do you keep teachers’ guides? May I see them? (Principles’ office, staff rooms, library.) Stock room

8. Do you know if grade 1 to 3 teachers use teachers’ guides this year? YES NO If YES, please give some specific cases and their reactions. Not asking

4. Did you receive students’ learning materials from UNICEF? YES NO If YES, when did you receive? G1-G3 How were these students’ learning materials distributed to your school? Please

select one that applies. A: District Education Department officers delivered to your school. B: You or other school staff went to DED to pick up the materials.

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C: NGO distributed to your school. D: Other : Please explain more details.

5 Do you visit classroom? YES NO

If YES, what is the main purpose of the classroom visit? How often? Principal’s response to Question 5: Once/week to monitor teachers, especially new teachers to have lesson plan. If he is free, everyday.

6 According to the MOE regulation, how long is one teaching period? In reality, how long is one teaching period at this school? : 40 min

7 In last year, did teachers finish the whole textbook by the end of the school year? If YES, do you think not finishing the whole textbook is one of the problem? If NO, as a principal, do you take some measures to solve this problem of not finishing the whole textbook? We asked but not gave us any answer.

8 As a principal, what is the concern about students? We want to teach students in every field of subjects.

9 As a principal,

9-1 What is the concern about teacher’s working attitude? MOE is facing to the difficulty of lacking professional teachers, so I

want to train our teachers in every field. Majority of our teachers are facing with challenge of professionalties. So I want to have quality and professional teacher.

9-2 How many teachers do not come to work everyday? None 9-3 Why don’t they come? Not asking

10 Any other comments? 11. (Japanese expert asked this question, not national staff) Do you know that Islamic study has two

different textbooks, Hanafi and Jafari? Yes 11-1 How are they taught? We teach both contents and differences. There are not so many differences. We select a teacher who could teach both of them.

Response from Molayan Principal Date: 14/May/2009 Interviewer: Hassan/Chikamori Name of school visited: Molayan Girls Secondary School Name Abdul Rauf Ansari Age 55 Qualification 14 G (not having certificate) When he/she became a principal: 2007 Number of class in each grade: G4 2 G5 2 G6 2

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Number of students by gender in each class: Class

A Class B Class C Class D Class E Class F Class G Class

H Class I

G4 Boys 39 Girls 19

Boys 23 Girls 39

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G5 Boys 33 Girls 15

Boys 28 Girls 14

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G6 Boys 23 Girls 18

Boys 23 Girls 18

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Number of teachers in each subject: Science Math English Dari 1st/

Pashto 1stPashto 2nd/ Dari 2nd

Islam Social Studies

G4 2

2 2 2 1 1 1

G5 2

2 2 2 1 1 1

G6 2

2 2 2 1 1 1

What is the name of science teacher? Said Mohamad, Said Mustafa Which grade and which class does s/he teach science? Two science teacher teach G4-G6 What is the name of mathematics teacher? Zaker Esaq, Mohamad Esaq Which grade and which class does s/he teach science? Two math teacher teach G4-G6 How many shifts are there in this school? 2 shifts: ; G1, 2, 7, 8, 9:: Morning, G3, 4, 5, 6: Afternoon (1-4 pm) 9. In this semester, which grades, which subjects do students use new textbooks? From G1-G9

Dari ( ✓ ) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ )

Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ ) other ( ) 10. Did you receive teachers’ guides of grade 1 to 3? Yes No

If YES, when did you receive? Not asking Which grade and which subjects of teachers’ guides did you receive? How many? Not asking

Where do you keep teachers’ guides? May I see them? (Principles’ office, staff

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rooms, library.) Not asking

11. Do you know if grade 1 to 3 teachers use teachers’ guides this year? YES NO If YES, please give some specific cases and their reactions. Not asking

4. Did you receive students’ learning materials from UNICEF? YES NO

If YES, when did you receive? How were these students’ learning materials distributed to your school? Please

select one that applies. A: District Education Department officers delivered to your school. B: You or other school staff went to DED to pick up the materials. C: NGO distributed to your school.

D: Other : Please explain more details.

5 Do you visit classroom? YES NO

If YES, what is the main purpose of the classroom visit? How often? Principal’s response to Question 4: 3 times/week to monitor the cleanness of classroom, students’ attendance and whether teacher teaches lesson or not. Note 1: Principal recorded the monitoring results in the note book in each category and discusses teachers on the results twice a month.

6 According to the MOE regulation, how long is one teaching period? In reality, how long is one teaching period at this school? To both questions, principal answered 35 min.

7 In last year, did teachers finish the whole textbook by the end of the school year? If YES, do you think not finishing the whole textbook is one of the problem? If NO, as a principal, do you take some measures to solve this problem of not finishing the whole textbook? The response of principal to the question 6: Teacher did not finish Pashto and English because we have not teachers of both subjects. But this year we have.

8 As a principal, what is the concern about students?

To encourage students, principal prepares and presents some gifts to the students and also encourages teachers to make compelatio between students (good relationship with students?)

9 As a principal, 9-1 What is the concern about teacher’s working attitude?

To have professional teachers.

9-2 How many teachers do not come to work everyday? None 9-3 Why don’t they come? Not asking Note 1: As long as I saw in the staff office of this school, all the teachers are young male teachers. Among them, I found one teacher who graduated Sayeed Jamuldeen TTC 5 years ago. He was the student in Dari class in SJTTC.

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10 Any other comments? 11. (Japanese expert asked this question, not national staff) Do you know that Islamic study has two

different textbooks, Hanafi and Jafari? Yes 11-1 How are they taught? We teach both contents and differences. Note 2: This school locates in the mountain side, 15 min from Hotel Bamiyan Silkroad. For TG, all the staff including principal told us that they have never seen even heard. Thus I made some brief explanation on our aims of visiting their school: To ask trial use of TG, for the estimation of educational efficacy of TG, we would like to ask to do the tests of math and science and video shooting. They accepted and are very much appreciated to our requests. Response from Topchi principal Date: 17/May/2009 Interviewer: Hassan Name of school visited: Topchi High School Name Rahmatu Uah Age 24 Qualification 14 G When he/she became a principal: 2008 Number of class in each grade: G4 1 G5 1 G6 1 Number of students by gender in each class: Class

A Class B Class C Class D Class E Class F Class G Class

H Class I

G4 Boys 40 Girls 18

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G5 Boys 32 Girls 18

Boys Girls 26

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

G6 Boys 31 Girls 32

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Boys Girls

Number of teachers in each subject: Science Math English Dari 1st/

Pashto 1stPashto 2nd/ Dari 2nd

Islam Social Studies

G4 1

1 1 1 1 1 1

G5 1

1 1 1 1 1 1

G6 1

1 1 1 1 1 1

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What is the name of science teacher? Ali Ahmad (G4-6) Which grade and which class does s/he teach science? What is the name of mathematics teacher? Kldadad (G4-6) Which grade and which class does s/he teach science? How many shifts are there in this school? 2 shifts: ; G1-6: Morning (0800-1130), G7-10: Afternoon (1-5:30 pm) 1 In this semester, which grades, which subjects do students use new textbooks? From G1-G10

Dari ( ✓ ) Pashto ( ✓ ) Math ( ✓ ) Science ( ✓ )

Social studies ( ✓ ) English ( ✓ ) Islamic ( ✓ ) other ( ) 2. Did you receive teachers’ guides of grade 1 to 3? Yes No

If YES, when did you receive? December 2008 Which grade and which subjects of teachers’ guides did you receive? How many? TG Dari Math Life skill Islamic edu. G1 1 1 1 1 G2 2 2 2 2 G3 1 1 1

Where do you keep teachers’ guides? May I see them? (Principles’ office, staff rooms, library.) Teacher has.

3. Do you know if grade 1 to 3 teachers use teachers’ guides this year? YES NO If YES, please give some specific cases and their reactions. It is very useful for our teachers because teacher is not necessary to plan his or her lesson.

4. Did you receive students’ learning materials from UNICEF? YES NO

If YES, when did you receive? Once a year How were these students’ learning materials distributed to your school? Please

select one that applies. A: District Education Department officers delivered to your school. B: You or other school staff went to DED to pick up the materials. Lental car cost paid by school. The material is not enough, around 40% of our needs.

C: NGO distributed to your school. D: Other : Please explain more details.

5 Do you visit classroom? YES NO

If YES, what is the main purpose of the classroom visit? How often? Principal’s response to Question 5: Twice a month. For solving our

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teacher’s problem such as teaching method, lesson plan and so on.

6 According to the MOE regulation, how long is one teaching period? 45 min In reality, how long is one teaching period at this school? : Morning: 45 min, afternoon: 40 min

7 In last year, did teachers finish the whole textbook by the end of the school year? If YES, do you think not finishing the whole textbook is one of the problem? If NO, as a principal, do you take some measures to solve this problem of not finishing the whole textbook?

Majority of teachers finish but some of them not. When teacher can not finish the textbook, principal made completion of textbook with teacher.

8 As a principal, what is the concern about students? I want to have high level students in Bamiyan even in Afghanistan.

9 As a principal, 9-1 What is the concern about teacher’s working attitude? I want have experienced teacher to solve the students’ problems and professional

teacher graduated from TTC and university. 9-2 How many teachers do not come to work everyday? None 9-3 Why don’t they come? Not asking

10 Any other comments? 11. (Japanese expert asked this question, not national staff) Do you know that Islamic study has two

different textbooks, Hanafi and Jafari? Yes 11-1 How are they taught? I think that the one which more students believe should be taught, but right now one teacher teaches both of them in one class. There are some problems but we are trying to teach.

2-2 Class Video Shooting Our national staffs checked the class schedule and then we took the class videos of G4 to G6. One video camera was placed at the back of classroom and we did not make zoom of a teacher and blackboard writing. 3. Interview for TTC deputy director Since the director was out of TTC, we asked the deputy director. The following is the outline of the interview. (1) Bamyan TTC was established in 2006, and it was transferred to new campus in

March this year. They have two semesters, the first semester from March 21 to July 8 and the second semester from August 8 to November 10. They have only morning sessions according to our observation.

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(2) There are 321 students studying in pre-service program, 149 students for grade 13 and 172 students for grade 14. The rate of female students is low, 20% (31 students) for grade 13 and 10% (20 students) for grade 14.

(3) There are 11 students for grade 14 in in-service program. 15 students will enter for grade 13. The classes start from the second semester. The class time is from 1:30 to 4:20 in the afternoon.

(4) For Science and Math teachers, there are 5 science (2 chemistry, 1 biology, 2 physics) teachers and 3 math teachers. One physics teacher teaches also mathematics.

Subjects Name Abdul Hakim

Alizakar Kazmi Math M. Hassan Raza

Physics Nasim Habibyi Mohamad Bamiyani

Chemistry Aziz Shafaq

Biology M. Momen Nazarq (5) Mr. M. Hassa Raza teaches method of teaching mathematics. He did not use

textbook last year (his response at workshop at May 21). But new textbooks are used in other math subjects.

(6) 98 students graduated in March 2008, but TTC does not know where they get jobs after graduating.

(7) They said there is laboratory, but we did not visit it. (8) Practics teaching is done in BBH, BGH, and Tai Boti, all are TG monitoring schools,

for 1 week. It is done at the second semester for grade 14. It is conducted with a teacher of TTC. 2 days of them are for lessons for pre-teaching program.

Responses from Deputy Director of Bamiyan TTC Date: 16/May/2009 Interviewer: Hassan Name of TTC: High TTC of Bamiyan Name of TTC principal: Deputy principal: Mir Hussian Farhat Gender of principal Male / Female Age of principal 28 1. When was this TTC established? 2006 (Shifting campus to new place March 2009) 2. When does the first term start and end? Starting month: 21 March Ending month: 8

July 3. When does the second term start and end? Starting month: 8 Aug. Ending month: 10 Nov 4. How many students are there in the 13th grade? 149 (Male: 118, Female: 31) 5. How many students are there in the 14th grade? 172 (Male: 152, Female: 20)

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6. Is there INSET program available at this TTC? YES NO If YES, how many student are enrolled? G14: 11, G13: 15 (Start from the 2nd semester) When is the INSET conducted? 13:30-16:20

7. How many lecturers teach the subject of “Teaching Method of Physics?” 1 8. How many lectures teach the subject of “Teaching Method of Chemistry”? 1 9. How many lecturers teach the subject of “Teaching Method of Biology”? 1 10. How many lecturers teach the subject of “Teaching Method of Math”? 1 11. How many lectures teach the subject of “Solving Problems of Math”? 1 12. Where do the graduates work after graduating from this TTC? They don’t have any data.

How many graduates become G1-G6 teacher every year? They don’t have any data. 13. Does this TTC have some facility and equipment to conduct the science experiment? YES

NO If YES, what kind of facility and equipment does this TTC have? Deputy did not allow us to see the facility and equipment as no responsible person is now here. 14. When and where do TTC students go to practice teaching? Tai Boti, BBH and BGH

How long is this practice teaching? 1 week at the end of 2nd semester How do you monitor practice teaching? TTC lecturer help student teachers. Note: 2days: Student teacher listens to the lecture of TTC lecturer, 3 days: student teacher teaches under supervising 2 TTC lecturers, at the end of theday: Teach in front of 3 teachers Do TTC staff visit schools and supervise them? YES

NO How do the teachers at receiving schools help the TTC students’ practice teaching? They evaluate a little separately from TTC lecturer and but generally just for preparing class and students for students teaching

4. TG workshop at monitoring schools

(1) We conducted TG workshop at 5 monitoring schools from May 17 to 23 to promote teachers’

guides. The total of 53 teachers (40 males and 13 females) participated. Principals joined at

three schools. We explained about teachers’ guide by using G5 science and mathematics.

The following is outline of workshop at each school

School Date and Time Participants Subjects (grade)

BBH May 17

16:00 – 17:00

14 (2 females: science

and mathematics

English: 2 science: 1 Dari: 3 Pashto: 2 Islamic: 2 social studies: 2 math: 1 G1-G3: 1

Molayan May 18

16:00 – 17:00

10

(all male, including

principal)

1 each for English and Dari (G4-6), science and calligraphy (G4-6), social studies (G4-6), Dari (G5-6), Islamic studies (G4-6), history (G7-9), math (G7-9), math (G4-6), Pashto (G4-6), all (G3)

Tai Boti May 19

16:00-16:30

11

(8 female

G1-G3 (6 female), calligraphy (G4-6, male), English and science (G4-6, female), social studies and

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3 male) Islamic (G4-6, female), Pashto and Dari (G4-7, male), math and biology (G4-6, male)

BGH May 20

16:00-17:00

9

(1 female

8 male

including principal)

G1-G3 and math (G5) female, science (G5), Islamic (G4-6), Dari (G5), English (G5), math (G4), Dari (G4)

Topchi May 23

11:00-12:00

9

3 female

6 male

including principal)

N/A

(2) There were more teachers than expected participated. This was because the workshop was

given in the school they worked after classes were over. TG workshop should be given

continuously and regularly.

(3) We distributed G4-G6 TGs before the workshop, but the participants in 3 schools (BBH,

Molayan, Tai Boti) did not bring them. It means that they were not interested in teachers’

guides.

5. Workshop for textbooks of subjects of teaching method at TTC We conducted a workshop for textbooks of science and mathematics teaching method at May 21 at the old campus of Bamyan TTC. The participants brought Dari translated textbooks of biology, chemistry, physics, mathematics teaching methodology and solving math problems that we gave them the previous day. We explained about the first chapter of biology, chemistry, and physics teaching method. We did not have enough time to discuss about textbooks and handouts, therefore we asked them to read the handouts. Memorandum for TTC WS. Introduction 1-From the August in the last year (2008), by the request from Teacher Education Department of Afghan Ministry of Education, we are developing 5 textbooks of biology, chemistry, physics, mathematics teaching methodologies and Solving Math Problems. Except of the textbook of solving math problems, we have already developed the first drafts of 4 textbooks of science and math teaching methodologies. 2-Now based on these drafts, Sayeed Jamuldeen TTC lecturers in Kabul are developing the lecture notes and materials for TTC students to do good lessons of these subjects with us. 3-In this session, we would like to introduce the outline of the drafts of textbooks to the lecturers of the Bamiyan TTC who are teaching or may teach math and science teaching methodologies. Introduction of drafts of textbooks of 3 science teaching methodologies by handouts (Syllabi, summary, and so on)

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Chemistry Teaching Methodology: Syllabus and its preface in Dari Biology Teaching Methodology: Summary of contents in Dari Physics Teaching Methodology: Oral introduction of syllabus and its preface Math Teaching Methodology: Oral introduction of syllabus (dari & English) and its preface

(English) Solving math problems: Syllabus and its preface (just distributing) Summary and conclusion Basic concept of developing the TTC textbooks of teaching methodologies of biology, chemistry and physics The TTC textbooks of biology, chemistry and physics teaching methodologies are developed from the each different point. 1) Biology teaching methodology focuses on planning, doing and improving lesson based on the understanding of contents and teaching method of biology in a primary and lower secondary school. 2) Chemistry teaching biology focuses on the teaching materials and methods. 3) The primary focus of physics teaching methodology is to improve the contents knowledge of TTC students, because I heard that many TTC students feel difficulties to understand the physics. As three teaching methodologies will be united as science teaching methodology in new TTC curriculum, we expected these 3 teaching methodologies stimulates TTC students’ interest in teaching methodology from three different aspects, then the learning outcomes from three methodologies become together, and finally the students have acquired the necessary knowledge and skill for good science teacher. 6. Conclusion What we should mention strongly is that we saw a teacher is using teachers’ guide at actual lessons in school. We support schools having workshop of TG, and we hope that a system of extending of TG practical use to other surrounding schools is structured and implemented.

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Appendix 24

Report of Monitoring in Mazaresharif(May 2009)

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Sakiko Yamaguchi

May 24, 2009

1

Report on Monitoring Activities in Mazar-e-sharif for STEP2

Date: May 20, 2009-May 25, 2009

Name: Ms. Sakiko Yamaguchi, Mr. Shohaib Razaqi, Mr. Omid Atiqi, Ms. Anifa Seddiqi

Purpose of the monitoring activities:

1) To monitor the distribution of G1-G3 Teachers’ guides to each school

2) To monitor the use of G1-G3 Teachers’ guides by STEP training participants

3) To collect the baseline data before using teachers’ guides through video-shooting and

math/science test

4) To introduce the draft of teachers’ guides for G4-G6

5) To introduce the developed textbooks and lecture note at TTC

Monitoring schools selected by Provincial Education Department (PED):

Estiqlal HS, Fatemai Balkhy HS, Baktash HS, Ullmarab HS, M Sedique Shahid HS, Hashim Baraht

HS

May 20,

2009

Wed -Arrival to Mazar-e-sharif, briefing at JICA office

- Visit to Estiqlal HS, Fatemai Balkhy HS, Baktash HS.

- Video-shooting of classroom teaching at Fatemai Balkhy HS

May 21,

2009

Thu - Data collection of school information, interview with STEP training

participants at Ullmarab HS

- G4-G6 Teachers’ Guides (TGs) trial use workshop at Baktash HS, Fatemai

Balkhy HS, M Sedique Shahid HS

- Interview with principal and STEP training participants at M Sedique

Shahid HS

May 22,

2009

Fri Data input

May 23,

2009

Sat -Video-shooting of classroom teaching and Math/Science test at M Sedique

Shahid HS

- G4-G6 TG distribution at Baktash HS, M Sedique Shahid HS

- Interview with principal, G4-G6 TG distribution and Math/Science test at

Istiqlal HS

- Video shooting of classroom teaching, G4-G6 TG distribution, and

interview with principal and STEP training participants at Ullmarab HS

- Math/Science test at Fatemai Balkhy HS

May 23, Sat -Video-shooting of classroom teaching and Math/Science test at M Sedique

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Sakiko Yamaguchi

May 24, 2009

2

2009 Shahid HS

- G4-G6 TG distribution at Baktash HS, M Sedique Shahid HS

- Interview with principal, G4-G6 TG distribution and Math/Science test at

Istiqlal HS

- Video shooting of classroom teaching, G4-G6 TG distribution, and

interview with principal and STEP training participants at Ullmarab HS

- Math/Science test at Fatemai Balkhy HS

May 24,

2009

Sun - Visit to AWEC (Afghanistan Women Education Center) office

- Visit to TTC and interview with TTC lecturers

May 25,

2009

Mon - Visit to AWEC (Afghanistan Women Education Center) office

- Math/Science test at Fatemai Balkhy HS, Ullmarab HS, Hashim Baraht

HS

- Video shooting and G4-G6 TG distribution at Hashim Baraht HS

- Feedback collection from TTC lecturers

Findings

1) Although the Provincial Education Department has already made a plan to distribute teachers’

guides to each school as of June 2008, the distribution procedure does not seem to be sufficiently

well-planned and the teachers’ guides have not been distributed in an organized way. Therefore,

there is no school found which has received the complete sets of teachers’ guides so far.

2) STEP training participants have still used teachers’ guides they had received at the training.

Since they keep them at home, however, there seem few opportunities for other teachers to use

and share the provided teachers’ guides.

3) As found at M Sedique Shahid HS where 4 sets of teachers’ guides for Grade 1 which had been

sent by Provincial Education Department and other manuals developed by other organization had

been left untouched in a cabinet, without receiving any briefing, it seems difficult for teachers

including school principals to understand what these are for and who should use and get familiar

with the use of teachers’ guides even if they are delivered to the school.

4) As reported at many schools during the test, one of the fundamental problems in Afghan education

is the severely-limited time of teaching. Even though MOE sets 45 minutes for one teaching

period, only 35 minutes is given in the reality due to the tight time schedule based on the more

than two shifts system. Due to this limited teaching time, it is almost impossible to finish the

whole textbook by the end of academic year.

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Appendix 25

Report of Monitoing in Jalalabad(May 2009)

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Jalalabad Report Yumiko Ono

Date: May 24, 2009 to May 28, 2009 Purposes 1. Survey of TG distribution by PED 2. G4 – G6 science and math baseline survey 3. G4 – G6 science and math lesson video shooting 4. Promotion for TTC teaching method textbooks and lecture notes 5. Others We visited PED at May 25 and asked them to select monitoring schools. But all G1 to G3 classes ended and G4 to G6 classes were having final examinations. Therefore, baseline survey and video shooting were postponed and we took interview of principals of monitoring schools, visited TTC, and visited Japan Volunteer Center (JVC) which had teacher training using teachers’ guides 1. Survey of TG distribution by PED We visited a deputy director, Mr. Awal Gul Abu Zohed and asked him about teachers’ guides. He said he knows and received them, but it was TEP materials. We called persons who was charged on distribution of STEP TG and who worked with UNICEF, and asked them if they received STEP TG. But they said they have not received them. Our national staff saw TG at a storage room when visiting 2008, so we checked the storage room again, but there is no TG. We asked the deputy director about teaching materials from UNICEF. This PED supposes to receive materials which would be distributed to other nearby provinces. PED sends the materials for Nangarhar province to District Education Department. In Jalalabad, PED sends them to city educational department, and then schools pick them up. According to him, there are two school calendars in the province, out of 22 districts, 11 districts belong to cold area and 11 districts belong to hot area. The school year starts at May and ends at November in cold area, but a summer vacation and a winter vacation might be longer depending on weather condition. The school year starts August/September and ends at May/June in hot area, and there is one week break in a semester. When we asked if there is any problem since you have two different school years in the province, they said that they give an order and receive a report from district departments, but the district departments have responsibilities for implementations and

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there is no problem for that. 2. Interview for principals of monitoring schools There are 5 schools, 2 boys schools and 3 girls schools, were selected as monitoring schools from city education department. (1) Abudul Wakil high school (boys) (2) Bibi Hawa high school (girls) (3) Nazo Ana high school (girls) (4) Experimental high school (girls) (5) Isteqlal high school (boys) Three schools, Abudul Wakil, Bibi Hawa, and Nazo Ana, are large schools and other two schools, Experimental high and Isteqlal are small schools. In the small schools, one each for science and math teachers teaches all classes in G4 to G6. On the other hand, 2 or 3 teachers teach for one grade in large schools. The number of students in one class is 30 in a small class and over 70 in a large class. Textbook Experimental school does not use new textbooks for Dari, math, and Islamic studies, but other schools use new textbooks for all subjects. Teachers’ guides Isteqlal high school received 11 sets of G1-G3 STEP TG from DED in September 2008, and Abudul Wakil also recived them from ADA last year, but we did not confirm them. The principal of Bibi Hawa has experienced master trainer for JVC’s workshop and she holds a good opinion of them. When we asked her good points of TG, she answered that TG shows the objectives of a lesson clearly, class activities, lesson flows clearly, and therefore any teacher could give a lesson. UNICEF All schools received teaching materials from UNICEF. They received them from UNICEF directly, picking up at DED, or delivery of DED. Lesson observation Principals observe lessons everyday and the principal of Bibi Hawa explained details. She observes lessons of each teacher at least three times in a semester. She observes teaching way, students’ behavior, and progress of a lesson.

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Lesson time Regular lesson time fixed by Ministry of Education is 45 minutes, but the actual lesson time is 35 minutes to 40 minutes. Coverage of textbook All teachers said they finished all materials in textbooks last year. In Bibi Hawa, we asked how to check if all materials finish, they check annual plan, daily lesson plan, and report of activity, and therefore it is clear to understand a progress of lessons. Principals’ issues All principals mention that substantial school equipment is big issue. And in Bibi Hawa, girl students and female teachers require the transportation. Other The principal of Bibi Hawa asked why TG has not been distributed. Since she was a trainer of teachers’ training with TG, she knows effectiveness and advantages of TG. Comment Abudul Wakil is a model school in the city. They have a science laboratory, a computer room which has 10 internet connected desktop computers. Also they have a special program called Global Connection and Exchange Program which communicates with a high school in USA through internet. There are lab equipments in the science laboratory. According to the principal, the school is the best school in the city, and 60 to 70% of graduates go to university.

Principal on the left Computer room

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Science laboratory poster in computer room

Bibi Hawa was the school built supported by Germany. The principal issues directions promptly. She said that she had seen also about STEP TG and she asked to bring TG and the trainer manual in Pashto language. They were that someone contributed. It seemed that teaching materials and required data were managed well. Moreover, she checks every teacher's annual plan and a daily lesson plan, and she observes the classes. The strong request of TG distribution was received from the principal. It seemed that it is expectable with supporting periodically and intensively to bring up a model school and a model teacher since the principal exercises leadership.

Principal, JVC master trainer STEP TG

Interview inside school

Isteqlal was the school built supported by France, and is the brother school of Isteqlal in Kabul. The principal has just arrived at his post recently, and the young vice principal replied to the interview. Although it is a small school, they have 280 mini-computers for

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students which were given by France. The students are interested in computer very much and they use them well. They study French as a foreign language. The school is kept beautiful. Although we did not see teachers, it seemed that it a good school management had been performed by the good tempered principal and a young vice principal.

Principal and vice principal mini-computer

Nazo Ana is a girls' school near the Isteqlal. Going in the school is restricted severely. The female teacher is sitting on the shade of a tree. The principal said "I answered a lot of questions yesterday", and showed the attitude which was disgusted with the interview. When TG of G4-G6 was given to the principal, he did not look at them, and he asked a teacher to bring them to a library. Since taking a photograph was forbidden, there is no photograph of the principal and the school. 3. Nangarhar TTC We have an interview with the director who is 25 years old with the deputy director, Mr. Moslem, who visited Japan for teaching-methods training last year in May 26. We got a permission to conduct a workshop for science and math teachers from 10:00 on the 27th. The school building was completed in 2005 supported by France. Textbooks distributed from MOE and teachers’ guides distributed in a workshop for TTC were kept in the first floor in the library. Teachers and students make copies of the textbooks by their own expense. A science laboratory is equipped more than other TTCs. Although there is electricity, there is no water. It seemed that the chemistry laboratory has used often. Equipments and other things were left on the table in the physics laboratory, and we suggested making a storage rack, a list of equipments, a list of the possible experiments which could be done by the equipments, and a list of goods which would be necessary.

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Workshop Workshop for promotion of STEP, TG, and TTC science and math textbooks and lecture notes was given to science and math teachers at 10:00 in May 10. Two female (mathematics) and 13 male teachers, the director and the deputy director participated the workshop. The outline of STEP by JICA was explained first. We said that the result of the baseline survey of mathematics and science was poor, and emphasized that the role of TTC which takes charge of PRESET and INSET was important. We explained about the teaching methods textbook and lecture notes which are developed by STEP, and asked them to try to use and give us feedback. There were the following comments from participants.

Although the syllabus corresponding to the credit system of a new curriculum was given, it is written only the teaching items and there is no textbook, so it is impossible to teach. We teach the required contents taken up from the old textbook.

The arrangement of a curriculum is not appropriate, such as the difficult contents are taught in the first semester in grade 13 and the easy contents are taught in the 4th semester in grade 14.

When graduate who majored in science and mathematics in TTC finds a job at a secondary school, he takes charge of the lesson which is not the subject in which he majored.

We cannot give physics experiments since the Ministry of Education does not offer required facility and equipment. (We suggested that as long as we saw an experiment building yesterday, facility and equipment are assembled better than Bamiyan TTC. Regarding physics, clear up the thing in a laboratory first, and make a list of experiments which are possible and impossible to do. It is important to start something possible and then ask the Ministry of Education.

It is more likely to let teachers who have low ability teach in grade 1 to 3. (it is explained that TG is constituted so that such a teacher can also do a minimum lesson)

I got Mr. Moslem to explain the framework of TG. We requested teachers who teach teaching method to read the given textbooks and lecture notes and then to give us their comments.

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director, Mr.Moslem, STEP staff textbook

TG in their library biology laboratory equipments

biology laboratory equipments chemistry laboratory equipments

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chemistry laboratory equipments chemistry laboratory record

physics laboratory equipments physics laboratory equipments

physics laboratory equipments Mr. Moslem explaning TG

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Japan Volunteer Center (JVC) We visited JVC office on May 27. Although the Japanese volunteer organization is supporting JVC, the Japanese staff leaves Afghanistan because of security reason and it is managed only by the staff from Afghanistan now. JVC conducted G1-G3 teacher training for three years from 2006 to 2008 using TG developed by STEP. They monitored and evaluated the result of the training using TG. Moreover, they submitted the annual activity report to STEP by the soft copy and the hard copy. The following is the comment from JVC Training of STEP is most excellent although there were much training before. It is because there is a guideline, there are teaching materials, and it is possible to practice what learned in the workshop immediately in a classroom. Completely unlike urban areas, the level of the school teachers of rural area is quite low. Since they cannot understand teaching materials only by giving and they do not use them, training is absolutely required. JVC has given workshops to strengthen the teachers of low grade for 3 times from 2006 by using STEP TG and the training manual. First, we observed lessons of participating teachers to figure out their needs. All teachers were from public school. The problems which were found in lessons or needs investigation were taken up in subject in a workshop. The workshop was using the role play based on the idea of active learning. The reaction of the teacher was positive. We asked STEP to send the master trainers and they trained the trainers. They have also got the completion certificate of having finished trainer training. As a result of training, teachers who did not prepare lesson plan and only came and returned changed to come punctually and came to teach without being absent. A teacher came to teach with confidence.

JVC staffs

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Appendix 26

Report of Monitoring in Jalalabad(December 2009)

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Jalalabad Monitoring report

22 December 2009

Utako Morita 1. Members and monitoring schedule

2 Japanese experts and 3 national staff conducted monitoring in Jalalabad city between 3 and 13 December 2009. The members of monitoring team and the monitoring schedule are shown below. Members of monitoring team No. Name Specification Period 1 Utako Morita Japanese expert 3-13 December 20092 Satoko Okamoto Japanese expert 8-13 December 20093 Ziaulhaq Sahar National staff 3-13 December 20094 Abdullah Jamal National staff 3-13 December 20095 Abdul Naser National staff 3-13 December 2009

Monitoring schedule Date Day Activities Person in

charge 3 Dec 2009 Thu • Moved from Kabul to Jalalabad

• Held a team meeting at JICA office

Utako Morita Ziaulhaq SaharAbdullah JamalAbdul Naser

4 Dec 2009 Fri • Prepared for the monitoring Ditto 5 Dec 2009 Sat • Visited PED and conducted a

questionnaire survey • Visited Girls Experimental High

School, Isteqlal High School and Nazo Ana High School to make appointments for video shooting and interviews

• Held a team meeting at JICA office

Ditto

6 Dec 2009 Sun • Visited PED and conducted a questionnaire survey

• Visited Nangarhar TTC and conducted

Ditto

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a questionnaire survey towards Principal

• Visited Girls Experimental High School for video shooting and questionnaire surveys towards Principal and teachers

• Held a team meeting at JICA office 7 Dec 2009 Mon • Visited Nangarhar TTC and conducted

a questionnaire survey towards lecturers

• Visited BiBi Hawa High School, Abdul Wakil High School to make appointments for video shooting and interviews

• Visited Isteqlal High School for video shooting and questionnaire surveys towards Principal and teachers

• Held a team meeting at JICA office

Ditto

• Data input • Visited Nazo Ana High School for video

shooting and questionnaire surveys towards Principal and teachers

Ditto

• Moved from Kabul to Jalalabad Satoko Okamoto

8 Dec 2009 Tue

• Held a team meeting at JICA office

Utako Morita Ziaulhaq SaharAbdullah JamalAbdul Naser Satoko Okamoto

9 Dec 2009 Wed • Data input • Visited Abdul Wakil High School for

video shooting and questionnaire surveys towards Principal and teachers

• Held a team meeting at JICA office

Utako Morita Satoko Okamoto Ziaulhaq SaharAbdullah JamalAbdul Naser

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10 Dec 2009 Thu • Visited PED and conducted a questionnaire survey

• Visited Bibi Hawa High School for video shooting and questionnaire surveys towards Principal and teachers

• Visited JVC master trainer to obtain the information for TG distribution

• Held a team meeting at JICA office

Ditto

11 Dec 2009 Fri • Report writing • Prepared for the monitoring

Ditto

12 Dec 2009 Sat • Data input • Visited Abdul Wakil High School for

video shooting and obtaining the information for TG distribution

• Visited JVC master trainer to obtain the information for TG distribution

• Held a team meeting at JICA office

Ditto

13 Dec 2009 Sun Moved from Jalalabad to Kabul Ditto 2. Information obtained from interviews and class observation

The information which was obtained from the interviews and class observation is described below. 1) PED

PED Director kindly cooperated to the interview. According to him, PED receives students’ learning materials from UNICEF every year and they received G1-3 students’ learning materials in August this year. When PED receives these learning materials, PED distributes them to District Directors and District Directors distribute them to schools. Regarding the number of TTC, there are 6 TTCs and 4 branches in Nangarhar province. The core school is Nangarhar TTC in Jalalabad city and only this TTC has both courses for in-service and pre-service. Other TTCs have in-service courses only. In terms of G1-3 TG distribution, monitoring team visited the distribution officer several times. However, he knew only about the TGs which were brought by JVC for the purpose of keeping their TGs in the PED stockroom. PED didn’t keep any records of G1-3 TGs. Therefore, it is assumed that PED didn’t receive TGs from MoE.

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2) Nangarhar TTC

The monitoring team visited Nangarhar TTC in Jalalabad to conduct interviews towards Principal and lecturers. The major information obtained from Principal interview is described below. TTC in Jalalabad is the core TTC in Nagarhar province and only this TTC has both courses for in-service and pre-service. Both courses require the students to take 4 periods per day for 2 years. 1 period is 50 minutes. In-service students can take 4 periods in a half day so before or after their work, they can come to TTC to study. Regarding the practice teaching, they have 3 affiliated schools, namely, Shaheed arif high school, Isteqlal high school and Nazo Ana high school and both in-service and pre-service students should do it at one of these schools. The practice teaching is conducted for 1 month but each student is assigned only 1 period and conducts practice teaching in front of 1 TTC lecturer and 1 cooperative teacher from experimental school. Other than this, there is no activity at affiliated schools with primary schoolers. In terms of the work of graduates after graduation of TTC, TTC doesn’t know. This is because TTC submits a list of graduates to MoE and PED and PED allocates graduates to schools in Nangarhar province. However, TTC expects that most graduates are employed as primary and secondary school teachers. The detailed information obtained from this interview is shown in ‘Data input sheet for TTC Principal’. The interviews towards TTC lecturer were conduced on 7 December 2009. 6 lecturers responded and the obtained information is in the midst of translation and data-input.

Nangarhar TTC in Jalalabad Tents are also used as classrooms

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3) Girls Experimental High School

This school has 2 shifts. Morning classes are for boys and afternoon classes are for girls. The number of classrooms was insufficient and it was observed that many classes were conducted outside of the building. The dusts and the noise from other classes seemed to distract students’ attention easily. When it rains, the classes are cancelled. The length of 1 period was approximately 30 minutes from the observation of the monitoring team even though it is expected to be 40 minutes according to the Principal interview. Some teachers were absent so there were no teachers in some classes. There was no break between the classes and teachers moved from one class to another one consecutively. Although the environment was not so good, students studied actively and it was observed that 1 teacher was utilizing a model of internal organs during the science class to promote a better understanding of students. Interviews were conducted towards Principal and 11 G4-6 teachers and the results were input in ‘Data input sheet for school principal’ and ‘Data input sheet for school teachers’. Regarding the utilization of TGs, the monitoring team could not find any G1-G3 TGs in this school. G4-G6 TGs were found in the Principal’s room but the team could not find any teachers who were using TGs. 4) Isteqlal High School

This school is supported by French NGO (AFRANE) and they teach French instead of English. This school also has a lack of classrooms and many classes were conducted outside of the building. According to Principal, he picked up 2 sets of G1-3 TGs from PED and distributed them to teachers and they use them everyday. However, when the monitoring team asked G1-3 teachers, none of them knew about it. There was 1 G2 teacher who told that he used TG which the monitoring team brought during the last visit in October, however, the team couldn’t see his TG since he left it at home. Regarding G4-6 TGs, there were some teachers who were using them. Interviews were conducted towards Principal and 6 G4-6 teachers and the results were input in ‘Data input sheet for school principal’ and ‘Data input sheet for school teachers’. 5) Nazo Ana High School

This school also didn’t have enough number of classrooms and many classes were conducted outside of the building. Same as Girs’ Experimental High School, the elder grades had classes inside the building and younger grades had classes outside of the

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building. It was warned to the monitoring team to get permission from the female teachers and upper grades students before taking pictures and video-shooting. In the school compound, many cards which were designed by students were displayed. The classes actually conducted were different from the timetable, so the number of science and math classes which were video-shot was less than expected. Similar to Isteqlal High School, there was nobody who knew about G1-3 TGs but there were many teachers who used G4-6 TGs. The teachers told the monitoring team that TGs were very useful to make their lesson plans. Interviews were conducted towards Principal and 14 G4-6 teachers and the results were input in ‘Data input sheet for school principal’ and ‘Data input sheet for school teachers’ 6) Abdul Wakil High School

Different from the previous 3 schools, this school had 3 shifts. One building was under construction but the number of classes was insufficient and there were many classes conducted outside of the building or tents. Since most female teachers didn’t accept to be video-shot, the team couldn’t take as many videos as they expected. There were some teachers who used G4-6 TGs and there was 1 G4-6 TG in the library. Regarding G1-3 TGs, the headmaster of the primary grades attended STEP training in 2006 and he still kept them, however, the school didn’t receive any G1-3 TGs from PED. Interviews were conducted towards Principal and 20 G4-6 teachers and the results were input in ‘Data input sheet for school principal’ and ‘Data input sheet for school teachers’ 7) Bibi Hawa High School

Compared with other schools, this school seemed to have better facilities (e.g. enough number of classrooms) and good school management. There was no class which was conducted outside of the building. In the Principal’s room, there were many posters which showed the data of the number of students, classes, etc. Same as Nazo Ana high school and Abdul Wakil high school, many female teachers of this school didn’t allow the monitoring team to video-shoot their classes. Therefore, the number of classes which were video-shot was less than the one was planned. Interviews were conducted towards Principal and 13 G4-6 teachers and the results were input in ‘Data input sheet for school principal’ and ‘Data input sheet for school teachers’

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3. Remarks

Except Isteqlal high school, none of them answered they received G1-3 TGs from PED. Also, even at Isteqlal high school, the teachers told that they didn’t receive them from the school. Therefore, it is assumed that PED didn’t distribute G1-3 TGs. Regarding G4-6 TGs, the monitoring team brought the draft TGs to the above monitoring schools in October 2009 and the monitoring team could find the teachers who were using G4-6 TGs at all schools except Girls’ experimental school. Most teachers who were using TGs told that TGs were very useful to make their lesson plans and they use TGs before or during the lessons. The team even found 1 teacher who put a cover on her TG at Bibi Hawa high school. From the above observation, it could be said that teachers appreciate TGs if they receive them, however, the distribution by MoE and PED is not always reliable. Therefore, it is suggested to distribute TGs by STEP monitoring team and through NGO network as many as possible for the next distribution. Also, all monitoring schools received the materials from UNICEF, so the distribution of TGs together with UNICEF materials is one of the solutions. In terms of the questions asking whether the same teachers teach the same student for the next grade, most schools answered that the classes will retain the same students for the next grade and the same teachers will teach them in the most cases. However, there are some exceptions. For example, if there are some imbalances in the number or age of students in classes, they will be smoothed out when students will proceed to the next grade. Sometimes students claimed the teachers and changed their classes, too. Also, regarding the teachers, due to the transfer of their workplaces or claims from students, teachers will change the assigned classes in some cases. All Principals told that they were conducting the regular monitoring. They check the teachers’ teaching methods, behavior, students’ claims etc. The length of teaching period is one issue. According to Principals, the actual length of 1 period is from 35 to 40 minutes. Abdul Wakil high school and Bibi hawa high school have 3 shifts and other 3 schools have 2 shifts. In average, G4-6 students can study only for 2-2.5 hours per day. The results of Math tests are not yet compiled but it is expected this short teaching hour would affect the performance of students.

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Regarding the examination paper, it was not yet prepared at these monitoring schools since the examination will start approximately 1 month later. Considering monitoring method, the monitoring team tried to conduct individual interview for all targeted respondents. However, there was no break between the classes in all monitoring schools and teachers couldn’t come earlier or go home later in most schools. Therefore, Principals of TTC and schools were interviewed individually and lecturers and teachers were collected at one place and responded the questionnaires based on the explanation of monitoring staff. The monitoring staff checked the answers during and after filling the questionnaires. The way how to conduct better interviews was discussed and practiced by core monitoring members (Zia, Anifa and Hassan) after this monitoring visit. 4. Number of classes which were video-shot

The number of classes which were video-shot during this monitoring visit is shown in the table below.

Girl's experimental school Esteqlal H.S. Nazo Ana H.S. Abdul Wakil H.S. Bibi Hawa H.S. Abdul Wakil H.S. Total Total TotalF M F M F M F M

Math 4 2 2 1 2 8 3 11Science 1 2 2 4 1 5English 1 1 2 1 3 4Pashto 1 2 1 1 3 2 5Math 3 1 2 2 5 3 8Science 1 1 1 1 1 1 3 3 6English 1 1 1 1 2 2 4Pashto 1 2 2 2 3 5Math 3 1 2 1 4 3 7Science 1 1 1 1 1 1 3 3 6English 1 1 1 2 1 3Pashto 1 2 1 2 4 2 6

12 10 14 13 15 6 41 29 70

Subject

Total

Grade

4

5

6

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Appendix: Pictures at monitoring schools

Girls’ Experimental School

School Principal’s interview Condition of the class

Science class using a model Questionnaire survey towards teachers

G4-6 TGs in a Principal’s room

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Isteqlal High School

School Principal’s interview Condition of the class

Questionnaire survey towards teachers Teacher who is using G4-6 TG

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Nazo Ana High School

School Principal’s interview Cards made by students

Condition of the class Condition of the class

Teacher using TG in her class (G4-6) Teachers who are using G4-6 TG

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Abdul Wakil High School

School Principal’s interview Whiteboards purchased by students

Teacher using TG in his class (G4-6) 2 classes were conducted in the same tent

Computer room G4-6 TG in the library

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Bibi Hawa High School

Teachers using G4-6 TG TG with a cover made by a teacher

Questionnaire survey towards teachers Posters showing data in Principal’s room

School Principal’s interview Condition of the class

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Appendix 27

Report of Monitoring in Jalalabad(March 2010)

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Jalalabad Monitoring Report

May 14, 2010

Ms. Morita/STEP2

1.Trip to Jalalabad(March)

1-1.Participants

1. Prof. Kensuke Chikamori (Science Education/Teaching Method of Chemistry)

2. Ms. Utako Morita(Training Management)

3. Ziaulhaq Sahar

4. Abdullah Jamal

5. Abdul Naser

6. Hafeezullah Samsor

1-2.Period

March 15, 2010 (Mon)-March 28 (Sun) (Prof. Chikamori/Marh 15-March 24)

1-3.Output

1) Situational survey at monitoring schools including video-shooting of lessons (TG use, G4-G6

TG use)

→ Video-shooting of total 26 lessons of Grade 4-Grade 6 was conducted at five monitoring

schools(Girls Experimental High School, Isteqlal High School, Nazo Ana High School, BiBi

Hawa High School, Abdul Wakil High School. The students’ attendance was recorded for the

purpose of analysis. In addition, the questionnaire survey was conducted for total 57 G4-G6

teachers in order to find out the actual use of teachers’ guides as well as some points for

improvement. The results show that 89% of those respondents use teachers’ guides and the

average score regarding the TG quality (Q6-Q12) is 3.16, the average score regarding the utility

is 3.33 (Q13-Q20), which is over the PDM indicator.

2) Math/Science Test at the end of school year

→ For the collection of endline data, math and science test were conducted in G4-G6 classes. The

number of samples is 417 students for Math and 549 students for science.

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3) Science experiment instructions for the use of developed TTC teaching resources and lecture

note at Nangarhar TTC

→ The draft of teaching resources and lecture note were already distributed at the time of

monitoring in December 2009. In order to promote the use of these materials, Prof. Chikamori

performed a biology model lesson using the teaching resources. In the experiment, use of

magnifying glass and microscope, preparation of specimen using plant stem soaked in dying

solution, preparation of simple specimen of pollen, and observation using microscope with X4,

X10, and X40 objective lenses. In addition, the experiment instruction was provided to TTC

physics lecturer as the preliminary session of distance lecture scheduled for March 30. The topic

of this experiment is the reflection of lights, but the experimental result turned different from the

theory-based result. In the face of this difference, TTC physics lecturer asked 1) availability of

method whose result is close to the theory-based result, and 2) explanation of experimental error

to students. These questions are shared with Prof. Honda beforehand so that the content of

distance lecture would meet the needs of participants.

Besides, the following information was provided by TTC director.

While TTC was only opened in Jalalabad city and two satellite schools in other ares in the

past, five other satellite schools were opened two years before, and the number of satellite

schools is expected to increase. By 2013, the total number of TTC is planned to be up to

370 across the country with the purpose of training of in-service teachers.

The total number of Nangarhar TTC students is more than 3,000.

Since PED is the one which decides the recruitment of graduates, not all TTC graduates

become teachers unless there are vacancies.

4)Visit to lesson study and interview

→ During monitoring, such information that lesson study for the promotion of TG use is

conducted at Bibi Hawa High School was obtained. Ms. Morita and national staff visited the

lesson study on March 27 and interviewed with principal and the teacher who was doing a

model lesson. Participating teachers are grouped into G1-G3 group and G4-G6 group and have a

lesson study session prior to the each shift every week. This started in the week of March 20,

2010. The reasons why they started this lesson study are explained as follows: 1) There was an

suggestion to have not only lesson observation and supervision by principal but also the learning

among teachers, 2) Competency test done by TED raised awareness among teachers to develop

more capacity, 3) The principal was impressed during the training in Japan in January 2010 to

see the standardized quality of Japanese teachers and lesson structure. According to the principal,

while many teachers have been using teachers’ guides by realizing the good points of teachers’

guides, the number of received TGs was not sufficient for all to use. Therefore, it is expected

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that this lesson study would encourage other teachers to include the lesson structure and

teaching method suggested in TGs into their classroom teaching. Also, the response from teacher

who actually presented the model lesson was quite positive as she can receive good points as

well as points for improvement from her colleagues and principal.

2. Trip to Jalalabad(April)

2-1.Participants

1. Ziaulhaq Sahar

2. Abdullah Jamal

3. Hafeezullah Samsor

2-2.Period

April 16, 2010~April 23, 2010

2-3.Output

1) Math/Science test at the end of school year

→ In addition to the test conducted in March, science and math tests were conducted in G4-G6

classes for the collection of endline data. The number of samples is 830 for Math and 692 for

science.

3.Result

The results of monitoring in March and in April are presented as follows:

3-1.Rubric assessment of lesson videos

Rubric assessment result (Teachers)

Math

S/N Name Date Place Subject Video

No

1 2 3 4 5 Total

1 Muska 2009/6 Jalalabad Math V-701 1 0 1 0 0 2

2 Muska 2009/6 Jalalabad Math V-697 0 0 1 1 1 3

3 Muska 2009/6 Jalalabad Math V-696 1 0 1 0 1 3

4 Muska 2009/12 Jalalabad Math V-661 0 0 1 1 1 3

Science

S/N Name Date Place Subject Video

No

1 2 3 4 5 Total

1 Bas 2009/6 Jalalabad Science V-704 2 2 2 1 2 9

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Bibi

2 Bas

Bibi

2009/6 Jalalabad Science V-700 2 2 2 1 1 8

3 Bas

Bibi

2009/6 Jalalabad Science V-694 2 1 2 1 2 8

4 Bas

Bisi

2009/12 Jalalabad Science V-666 1 0 1 1 1 4

5 Stor 2009/10 Jalalabad Science V-749 2 1 2 1 2 8

6 Stor 2009/11 Jalalabad Science V-641 2 0 2 1 1 6

The distribution of TGs to monitoring schools in Jalalabad city was in December 2009, and the

comparison of lessons before distribution and after a few months after did not show significant

difference. However, this is strongly related to a wider variety of factors (limited lesson period due

to 2-3 shifts, lesson in outside, lack of blackboard etc), too little time to compare the lessons after

starting the use of TGs, the necessity of workshop on the use of TGs at the time of distribution.

Therefore, it is still early to determine the quality of teachers’ guides only with this result.

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3-2.Test result

It is difficult to compare the same groups of teachers who have been using TGs not only because not

all teachers use TGs but also because the frequent change of teachers even happens in the middle of

school year. However, the monitoring result of test is as follows:

The comparison of math/science test results taken in October 2009 right after the distribution of TGs

with those taken in March/April in 2010 shows the increase of average score in 14 data sets (9 data

sets in math and five data sets in science) in the classes of teachers using TGs. However, there was

decrease of average score seen in 11 data sets (5 data sets in math and 6 data sets in science). In

addition, there was 3% increase in the average math test score in 25 data sets whereas there was no

change found from the time of baseline survey.

Considering the fact that G5-G7 students who took the test in October 2009 had already learned all

the topics of test questions whereas those who took the test in March/April 2010 have learned only

half, there are some room left for further monitoring activities. Besides, it is interesting that there is a

remarkable increase in the test score in math in comparison with science. During the lesson

observation, there was a class whose lesson structure was based on the teachers’ guides such as

reviewing of previous lesson, checking assessment, introducing new topics, exercise, and wrap-up.

As some tips such as computation of calculation that can easily produce effect are introduced in

math, this might be one reason that could explain the rapid increase of test score compared with

science.

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Appendix 28

Report of Monitoring in Kabul city(April 2010)

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Monitoring Report in Kabul City 1) Said Jamaludin Secondary School Ms. Yamaguchi, Mr. Hassan, Mr. Omid, Mr. Safi Activities:Math/Science test(G7)(April 14, 2010)

Video shooting of math/science lessons (April 14, 2010) Science lesson observation(G6B)(April 14, 2010) Time of TG distribution: June, 2009 Only lesson observation was carried out due to no permission provided for video shooting. The lesson of G6B science was as follows: 【Teacher’s Name:Lai Luma(F)、Textbook: page, TG Use: No, Lesson period: 40m, Number of students: 44】 0 min Checking homework

One student presenting in front Teacher asks a few questions and students answer Students read textbook in turns while teacher writes down H2O, NaCl, CH4 on blackboard

10 min Pointing out the textbook, teacher explains the written chemical symbols (Many students not listening to teacher)

15 min Teacher individually reads textbook 18 min Showing water in a pet-bottle, teacher explains the composition of H2O.

Next, taking salt out of plastic bag and showing it to students, teacher explains the composition of NaCl. Teacher tells students that CH4 is methane that consists of carbon and hydrogen atom.

25 min Teacher put salt into the pet bottle. Four students come in front and explain H2O, NaCl, CH4 to other students. Teacher explains that NaCl consists of Na and Cl, CH4 consists of carbon and hydrogen. Teacher asks how many hydrogen atoms are connected to compose CH4 and students answer 4.

30 min Teacher summarizes today’s lesson. As just done previously, students come in front in turns and explain NaCl, CH4

35 min Teacher asks students whether they have questions. Lastly, teacher reads textbook to finish the lesson.

・ At the time of TG distribution last year, they were only provided to teachers in

morning shift. Therefore, the teachers in afternoon shift including this teacher did

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not receive TGs. ・ According to the questionnaire conducted on April 8, 2010, five out of six teachers

using TGs answered that they use TGs in classroom and one uses them at home. However, during this time of monitoring, there was no teacher who was using TGs in classroom. Therefore, in fact, it seems that most of teachers keep and use TGs at home.

・ Considering the said situation, project team requested principal to share those TGs among teachers as they are not the property of individual teachers. It is necessary to request schools to promote the use of TGs at school, not at home, in order to avoid being taken as individual property after distribution.

2) Sofi Islam Girls High School Ms. Yamaguchi, Mr.Shoaib, Mr. Omid Activities: Video shooting of math and science lessons (April 15, 2010) Science/math lesson observation(April 15, 2010)

Questionnaire on the use of TG by G4-G5 teachers(April 15, 2010) Time of TG distribution:June 2009 As there was no permission given for video shooting, only lesson observation was conducted as summarized in ①G4 math, and②G4 science. ①G4 Math 【Teachers’ name: (F)、Textbook:P. 19-P. 21, TG use:No, Lesson

period,35min Number of students: 26】 0 min Teacher writes the table of digit grouping on the blackboard.

Pointing out the table on blackboard, students come in front and speak up “1000, 10000, 100000….” in turns until everyone finishes. (Other students relatively keep quiet and listen to another student)

15 min Teacher put the numbers in the table of digit grouping and explains how to read them. As done previously, one student comes in front after another and reads numbers in many digits.

・ The teaching style is that the teacher first explains and let one student stand in front and ask her to explain in front of all students.

・ After the lesson, teacher responded that she happened to leave TG at home although she usually uses it in classroom. However, judging from her teaching style, there was no impression of her actually using TG.

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Daily lesson plan prepared by teacher Observed lesson ②G4 science 【Teacher’s name:Frozan(F), Textbook:P25-P26, TG use: No, Lesson period: 35 min, Number of students: 23】 0 min As soon as the class starts, teacher leaves the classroom to pick up plants.

One student stands in front and presents (probably) homework. 4 min Several students read textbook in turns.

After teacher left the classroom to pick up teaching material again, she walks around the classroom to check students.

7 min Student responds to question raised by teacher. Showing two different kinds of plants, teacher explains about plants.

10 min Teacher explains, showing the chart of fruit drawn by students. Teacher asks students regarding her explanation. Next, teacher takes stones out of bag and explains.

13 min One student comes in front and repeats what teacher explained, showing plants in turns.

18 min Students open notebook and do some exercise instructed by teacher. Teacher walks around classroom to check students’ work.

22 min A few students come in front in turns and present what they write down in note book. Others applaud for the presentation.

・ Teacher’s effort by using some real objects such as plant and stones and showing the students’ drawing was observed.

・ Although she received TG, she has not used it because she is confident enough about her five year teaching not to use TGs.

・ Teacher has training experience provided by other organizations.

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Presenting grasses Use of teaching materials The result of survey on TG use from eight G4-G5 teachers is as follows. Have you received TGs?(8)

Yes 6

No 2

Have you used TGs? How often do you use TG?

Yes 6 Every lesson 3

No 0 Almost every lesson 1

Only when necessary 1

No answer 1

How do you use TGs?(Multiple answer)

Where do you use

TGs?

Preparation for lessons 5 Home 2

Preparation of lesson plan 5 Classroom 4

Use as lesson plan 2

Preparation of examination 2

・A female teacher teaching Dari commented that TG is very useful and that she uses it to prepare lesson plans at home. When project team requested her to share TG with other teachers due to the lack of necessary number of TGs, she explained that she prefer to use it at home because it is too noisy to work at school.

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Appendix 29

Report of Monitoring in Mazar-e-siarif(April 2010)

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Monitoring Report on Mazar-e-sharif (April 2010) Overview Period:April 21, 2010- May 5, 2010 (National staff: April 17, 2010-)

Persons: Ms. Satoko Okamoto

Mr. Rafiullah Shapoor

Mr. Abdul Hameed Rasuli

Mr. Safiullah Sahibi

Mr. Omid Atiqi

Mr. Abdul Naser

Objectives:

1) Situational survey including video shooting of lessons at monitoring schools in Mazar-e-sharif

city, Balkh province (TG 4-6 use)

2) Math/cience test as endline survey

3) Questionnaire survey at monitoring schools

4)Questionnaire survey on TTC teaching resources, lecture note, and student resource book

5) Survey on the distribution of teachers’ guides

Itinerary:

National staff:April 17, 2010~May 5, 2010

Japanese expert:April 21, 2010~May 5, 2010

Table 1 Monitoring schedule

17 April 2010 Sat National Staffs Arrival to Mazar-e-Sharif

Visiting PED to achieve letters 18 April 2010 Sun

Visiting Schools to take timetables

19 April 2010 Mon Visiting Schools to take timetables

20 April 2010 Tue Visiting Schools to take timetables

Ulmarab High School Video shooting and Test

Mohammad Shiddiq Shahid High School for Video Shooting

Ms. Satoko Okamoto arrival to Mazar-e-Sharif 21 April 2010 Wed

Briefing at JICA MZR office

Visiting PED

Istequlal High school for Video shooting and Test 22 April 2010 Thu

Fatima-e-Balkhi High School for Video shooting

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23 April 2010 Fri Data Input

24 April 2010 Sat Hashim Barat High School for Video shooting and test

Fatima-e-Balkhi High School for monitoring 教員用指導書 G1-G3

Visiting PED

Fatima-e-Balkhi High School for Video shooting and test 25 April 2010 Sun

Mohammad Shiddiq Shahid High School for Video Shooting

Istequlal High School for Video Shooting 26 April 2010 Mon

Fatima-e-Balkhi High School for Video shooting

Visiting PED, Department of Goods and stock

Fatima-e-Balkhi High School for Video shooting 27 April 2010 Tue

Ulmarab High School Video shooting and Test

28 April 2010 Wed Data Input

29 April 2010 Thu Data Input

30 April 2010 Fri Data Input

Mohammad Shiddiq Shahid High School for Video Shooting and Interview

Istequlal High School for Video Shooting 01 May 2010 Sat

Ulmarab High School Video shooting

Hashim Barat High School for Video shooting and test

Isteqlal High School for Video shooting 02 May 2010 Sun

Visiting Balkh TTC

Isteqlal High School for Video shooting and Principal Interview

Mohammad Shiddiq Shahid High School for Video Shooting 03 May 2010 Mon

Fatima-e-Balkhi High School for Test

Visiting PED

Isteqlal High School for Video shooting

Hashim Barat High School for Video shooting and test 04 May 2010 Tue

Visiting Balkh TTC

05 May 2010 Wed Return journey to Kabul

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1. Overview and obervation result of monitoring schools 1.1 Overview of monitoring schools

Table 2 Overview of monitoring schools

Fatima-e-Balkhi

HS Isteqlal HS

M. Siddiq Shahid

HS

Hashim Barat

HS Ulmarab HS

# of class 7 5 5 4 5

G4 # of students

per class 55-72 44-46

Boy 52-61

Girl 72・88 51-54 40-60

# of class 5 5 5 5 4

G5 # of students

per class 51-61 47-56

Boy 58-84

Girl 49・59 44-49 37-50

# of class 7 6 7 6 4

G6 # of students

per class 40-57 41-48

Boy 43-52

Girl 37-50 48-53 55-63

# of shift 2 3 3 3 2

Lesson period 40 min 30-35 min 35 min 35 min 40 min

New textbook All new except

Islam

All new except

Islam All new

All new except

Islam

New textbook for

only G4・5

Educational

background of

principal

University

graduate G14

University

graduate

University

graduate

(vice-principal)

University

graduate

Receipt of TG

(G1-G3)

(PED record)

G1x4 sets

training manual

G1x4 sets

training manual

G1x4 sets

training manual

G1x4 sets

training manual

G1x4 sets

training manual

(The official lesson period regulated by MOE is 45 min)

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1.2 Observation of Monitoring Schools

1) Fatima-e-Balkhi Girls’ High School

The school building was rehabilitated last year with financial assistance from GTZ, and the classes

started in a new building this year. Although the building itself is quite nice, the facility is not

sufficient. As the number of students in one classroom is not well-balanced, as shown in the photos,

the utility and approproateness of the building are in a question.

(Gymnasium )

(Front entrance and outside)

Shift schedule

G 1 – G 2 :08: 00am – 11: 00am

G 9 – G 12 : 08: 00am – 12: 30pm (till 7th period)

G 3 – G 7 : 12: 30 pm – 4: 40 pm

G 8 – G 9 : 12: 30 pm – 4: 40 pm

2) Isteqlal Boys’ High School

Although project team members could not observe lessons, the use of teachers’ guides by a few

teachers has been confirmed. When interviewing with a G5 science teacher whose test result was

good, he reported the daily use of teachers’ guide. The improvement of students’ performance might

be explained by the use of teachers’ guides.

The shift of G4-G6 is for boys, but all subject except Islamic Studies are taught by female teachers.

Some girls students are accepted in a lower grade and taught separately. According to the assistance

teacher, s/he is obliged to stay in the designated period, and fills the class in the case of absence of

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teacher. Therefore, teaching class and subject vary.

Shift schedule

G 1 – G 2 : 07: 00 am – 09: 40 am

G 10 – G 12 : 07: 00 am – 10: 40 am

G 3 – G 6 : 10: 50 am – 01: 30 pm

G 7 – G 11 : 10: 40 am – 01: 50 am

G 8 – G 9 : 02: 00 pm – 05: 40 pm

3) Mohammad Siddiq Shahid High School

As the location of school is far from the city center, there are three buildings in a large area where

each grade student take class separately. The principal whose age is 38 years old is quite young and

has been a principal for 7 years after working in DED. Headmaster in each shift is in charge of

administration and management.

With a number of students, there are a few classes where more than 80 students are enrolled in a

class in girls’ shift. On the contrary, as the number of teacher is still not enough, it is impossible to

increase the number of classes and mainain the quality of education. In addition, lack of classroom,

desks, and chairs is another big concern.

(G4 science class)

Shift schedule

G4 – G11 Girls’ : 07: 00 am – 10: 40 am

G1 – G 3 : 10: 50 am – 01: 10 pm

G 4– G 11 Boys’: 01: 20 pm – 05: 00 pm

4) Hashim Barat High School

In addition to the one-storey building, there are several tent classes where students are still

learning.By giving award to teachers who have received award certificates as “Execellent

teachers,” teachers have been encourgaed to motivate themselves. Besides, in order to improve

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teachers’ teaching capacity, principal walks around classrooms to assess each teacher. The

assessment is to give score in 20 items, and if the evaluation criteria is standardized, this

assessment may become equivalent to the Rubric assessment used in the project. Moreover, the

lesson study is conducted monthly where a teacher performs a model lesson. It was suggested that

not only a teacher who is thought to be good but also other teachers should do model lessons to

receive feedback.

(左:表彰された教員 中・右:授業評価のフィードバック)

Shift schedule

G 1 – G 5 : 06:50am – 10: 00am

G 6 – G 7, G 10 – G 12 : 10: 00am – 01: 20pm

G 8 – G 9 : 01:30 pm – 04: 10pm

5) Ulmarab High School

The schoold is located in a residential area, relatively far from the city center. The more Hazara

students and teachers were observed. There are still six tent classes in a school yeard. It is said that

the principal, who is said to be local dignitaries, is active being the chair of the local committee.

There are two school buildings, one of which is going to have a laboratory and a library.

(left:one school building, middle・right:laboratory)

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Unfortunately, the videoshooting, phototaking and test needed to be interrupted due to the strong

protest from students’ parents.

Shift schedule

G 1 – G 3 : 07: 45 am – 10: 30 am

G 9 – G 12: 08: 00 am – 12: 00 pm

G 4 – G 5 : 12: 00 pm – 03: 30 pm

G 6 : 12: 00 pm – 04: 10 pm

G 7 – G 8 : 12: 00 pm – 04: 10 pm

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2.Summary of Activity Table 3 Summary of activity at monitoring schools

Mazar-e-Sharif Monitoring (Primary Schools Test and Video shootings) G4 G5 G6 G7

Video Math Science Math Science Test Questioners

School Name Class Math Science Test Video Test Video Test Video Test Video Math Science Teacher Princeple

Fatima e Balkhi HS A X X X X X X X X X X X X

B X X X X X X X X

C X X X X X X

D X

F

G X X X X

E X X X X X X

10 1

Isteqlal HS A X X X X X X X X X X

B X X X X X X X X X X

C X X X X X X

D X X X X X X X X

E X X X X X

F X

18 1

Sediq Shahid HS A X X X X X X X X X X X X

B X X X X X X X X X X X X

10 1

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C X X X X

Hashim Barat HS A X X X X X X X

B X X X X X X X X

C X X X X X X X X X X X X

D X X X X X

E X X

G

F X X X X

15 1

Ulmarab Girl's HS A X X X X X X X X X X

B X X X

C X X X X X X X X

D X X X X X X X X

E X X X X

15 1

Total 13 13 14 14 14 13 18 17 16 15 14 14 68 5 Total Of Test 90 Total of Video 85

Other interviews

Balkh TTC:Deputy director(1), Math/Science lecturer(14)

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3. Situational Survey at Monitoring Schools in Mazar-e-sharif City in Balkh Province including video shooting of lessons (TG4-TG6 use) and Questionnaire of Teachers 3.1 Overview of activities

Table 4 Number of videos

G4 G5 G6 School Name

Math Science Math Science Math Science

Fatima e Balkhi 3 3 3 4 3 3

Isteqlal 2 2 4 3 5 4

Siddiq Shahid 2 2 2 2 3 3

Hashim Barat 3 3 3 3 3 3

Ulmarab 3 3 2 1 3 2

Sub Total 13 13 14 13 17 15

Math Total 44

Science Total 41

Grand Total 85

Table 5 Number of Teachers for video shooting

G4 G5 G6 School Name

Math Science Math Science Math Science

Fatima e Balkhi 2 1 2 1 2 2

Isteqlal 2 1 2 1 2 2

Siddiq Shahid 1 1 1 1 1 1

Hashim Barat 2 1 1 1 3 1

Ulmarab 2 1 2 1 1 1

Sub Total 9 5 8 5 9 7

Math Total 26

Science Total 17

Grand Total 43

The number of videos shot at each monitoring school is summarized in Table 4, and the number of

G4-G6 teachers teaching math/science is less than three (two in most cases), the number of teachers

is mostly the half of that of videos.

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3.2 The result of questionnaire survey on TG monitoring

The quesionnaire survey was conducted targeting 68 G4-G6 teachers at each monitoring school.

Table 6 Use, frequency and purpose of TG by teachers

School Name

No.

of R

espo

nden

ts

TG u

tiliz

atio

n (%

in

all r

espo

nden

ts)

Ever

y /A

lmos

t Eve

ry

less

on

Prep

are

less

ons

Mak

e le

sson

pla

ns

Use

as a

less

on p

lan

durin

g te

achi

ng

Prep

are

an

exam

inat

ion

Oth

ers

Fatima-e-Balkhi 10 10 100% 6 60% 9 90% 3 30% 5 50% 1 10% 0 0%

Isteqlal 18 15 83% 11 73% 6 40% 4 27% 7 47% 2 13% 0 0%

Siddiq Shahid 10 10 100% 7 70% 6 60% 4 40% 7 70% 6 60% 0 0%

Hashim Barat 15 9 60% 7 78% 7 78% 5 56% 3 33% 1 11% 0 0%

Ulmarab 15 2 13% 1 50% 2 100% 0 0% 0 0% 0 0% 0 0%

Total 68 46 68% 32 70% 30 65% 16 35% 22 48% 10 22% 0 0%

(unit:person)

As shown in Table 6, 46 out of 68 teachers (68%) responded that they are using the draft of TGs and

32 out of the 46 teachers say that they use TG every lesson or almost every lesson. The most

frequent purpose of the use is the preparation of lesson, followed by lesson plan during a lesson. The

fact that the rate of TG use is remarkably low at Ulmarab High School is explained by that few

teachers were remaining in the same shift, that there was a drastic change in personnel last year, and

that the teachers were not requested to return the TGs at the end of school year. In other schools, it is

reported that all teachers return TGs to headmaster in each shift at the end of year as well as that the

teachers pass TGs to other teachers when the teaching grade is changed.

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Table 7 Response regarding TG qualty and usability

Scho

ol N

ame

Inte

rvie

wee

TG h

as su

ffic

ient

kno

wle

dge

and

back

grou

nd in

fo

Less

on fl

ow su

its st

uden

ts' l

evel

Fram

ewor

k is

wel

l-stru

ctur

ed

Voc

abul

arie

s are

sim

ple

enou

gh

Con

cept

map

show

s lin

kage

The

amou

nt o

f end

-of-

chap

ter q

uest

ions

is a

dequ

ate

The

leve

l of e

nd-o

f-ch

apte

r que

stio

ns is

ade

quat

e

TGs i

s hel

pful

to m

ake

less

on p

lans

TG is

hel

pful

to p

repa

re le

sson

s

Use

ful w

hen

teac

hing

a le

sson

Less

on fl

ow h

elps

tim

e m

anag

emen

t

Bac

kgro

und

know

ledg

e is

hel

pful

to p

repa

re le

sson

s

TGs h

elp

show

ing

the

obje

ctiv

e of

less

on

Cha

pter

que

stio

ns a

re h

elpf

ul fo

r tes

t pre

para

tion

Ass

ignm

ent s

ugge

sted

is h

elpf

ul

Tota

l

Fatima-e-Balkhi 10 3.8 3.9 3.9 3.9 3.2 4 3.6 4 4 4 3.9 3.9 4 3.2 4 3.82

Isteqlal 15 3.73 3.53 3.67 3.87 3.47 3.20 3.00 3.67 3.60 3.87 3.73 3.87 3.67 3.54 3.73 3.61

Siddiq Shahid 10 4 3.6 3.9 4 3 3.8 3.7 4 4 4 3.8 3.9 3.9 2.7 3.9 3.75

Hashim Barat 9 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4.00

Ulmarab 2 3 3.5 3 4 3 3.5 4 4 2 4 4 3.5 4 2 3 3.37

SUMMARY 46 3.71 3.71 3.69 3.95 3.33 3.7 3.66 3.93 3.52 3.97 3.89 3.83 3.91 3.09 3.73 3.71

AVERAGE 3.68 3.73

46 teachers using TGs responded about the quality and usability of TGs as shown in Table 7. The

average point of questions regarding quality is 3.68. The responses regarding the lessons show that

not only the distribution but also explanation at workshop/training is necessary to promote the TG

use. On the other hand, vocaburalies used in TGs are highly evaluated as they are considered as easy

to understand the content. Since this point is quite important for teachers to understand TGs as well

as to teach students effectively, it should be noted that this point is highly evaluated.

The average point regarding usability is 3.73. Quite low is the response regarding the end of chapter

question compared to other items. It may suggest that the end of chapter questions may not be

appropriate for the level of students. On the other hand, high score was give to the points that

teachers’ guides are useful as well as helpful in actual teaching. Especially, high points are given in

the preparation of lesson plan and time management. During the lesson observation, project team has

seen many of teachers referreing to the lesson plan prepared in the teachers’ guides.

In general, teachers’ guides are highly evaluated at monitoring schools in Mazar-e-sharif city.

However, the use will be further promoted by attending the training and workshop which leads to the

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better understanding of TGs.

Table 8 Effect caused by TG use

School Name

Inte

rvie

wee

All

stud

ents

hav

e be

com

e to

parti

cipa

te in

lear

ning

Wea

k st

uden

ts c

an a

lso

unde

rsta

nd th

e le

sson

Stud

ents

enj

oy a

ctiv

ities

and

show

thei

r int

eres

t

Stud

ents

show

mor

e

will

ingn

ess t

o le

arn

Stud

ents

can

teac

h w

ith e

ach

othe

r

Mor

e ac

tive

in e

xpre

ssin

g

thei

r ide

as a

nd o

pini

ons

Hashim Barat 9 7 78% 7 78% 7 78% 7 78% 6 67% 7 78%

Isteqlal 15 11 73% 9 60% 11 73% 7 47% 4 27% 7 47%

Siddiq Shahid 10 8 80% 9 90% 9 90% 9 90% 9 90% 8 80%

Ulmarab 2 0 0% 0 0% 2 100% 0 0% 0 0% 0 0%

Fatima-e-Balkhi 10 8 80% 6 60% 7 70% 9 90% 7 70% 4 40%

SUMMARY 46 34 74% 31 67% 36 78% 32 70% 26 57% 26 57%

(unit:person)

Although it is too early to conclude that the TG use has directly influenced on students’ participatry

activity such as teaching each other and being more active in expressing ideas and opinions, Table 8

suggests that students have become more involved in lessons and that they are enjoying lessons more

than before.

As reported as follows;

・Students become more confident and express their opinions(Fatima-e-Balkhi High School)

・Weak studets have become more active in participating activities in class(Fatima-e-Balkhi High

School)

・Lessons have become more interesting and students show more willingness to learn(Siddiq Shahid

High School)

・More attention are given to weak students (Hashim Barat High School)

Teachers have recognized the change made by using teachers’ guides.

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Appendix 30

Data of Number of Schools by Province/Language

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Number ofschools

TG sets (3sets/school) Number of schools

TG sets (3sets/school)

1 Badakhshan Faiz Aabad 39 117 493 986 0 0 0 02 Badghis Qala e Naw 43 129 234 468 0 0 51 1023 Baghlan pul e Khomri 46 138 309 618 4 12 8 164 Balkh Mazar City 77 231 368 736 0 0 7 145 Bamyan Bamyan City 43 129 261 522 0 0 0 06 Daikundi Nili 30 90 245 490 0 0 0 07 Farah Farah City 52 156 133 266 13 39 56 1128 Faryab Maymana 45 135 327 654 0 0 3 69 Ghazni Ghazni City 43 129 223 446 2 6 113 226

10 Ghor Cheghcheran 111 333 371 742 0 0 1 211 Hilmand Lashkargah 1 3 10 20 19 57 30 6012 Hirat Heart City 57 171 589 1,178 0 0 16 3213 Jawzjan Shiberghan 84 252 175 350 0 0 0 0

Kabul province 0 155 310 0 0 105 21014 Kabul City 198 594 0 0 23 69 0 015 Kandahar Kandahar 1 3 0 0 49 147 125 25016 Kapisa Mahmood Raqi 35 105 124 248 7 21 32 6417 Khost Khost (Maton) 0 0 2 4 30 90 185 37018 Kuner Asadabad 0 0 0 0 23 69 295 59019 Kunduz Kunduz 84 252 202 404 4 12 52 10420 Laghman Mehtarlam 1 3 8 16 52 156 156 31221 Logar Pul e Alam 23 69 65 130 35 105 84 16822 Nangarhar Jalalabad 0 0 0 0 19 57 443 88623 Nimroz Zaranj 27 81 55 110 0 0 17 3424 Noristan Paron 0 0 13 26 20 60 128 25625 Urozgan Treen kot 0 0 0 0 34 102 118 23626 Paktya Gardeaz 2 6 1 2 43 129 178 35627 Pakitika Sharan 0 0 0 0 10 30 263 52628 Panjshir Bazarak 16 48 80 160 0 0 0 029 Parwan Charikar 59 177 226 452 3 9 89 17830 Samangan Aybak 54 162 162 324 0 0 0 031 Saripul Sar e pul 96 288 235 470 1 3 2 432 Takhar Taluqan 80 240 360 720 0 0 2 433 Wardak Maidan Shahr 4 12 138 276 16 48 158 31634 Zabul Qalat 0 0 1 2 32 96 142 284

1,351 4,053 5,565 11,130 439 1,317 2,859 5,718

TOTAL DARI 15,183 TOTAL PASHTO 7,035 -

TG sets (2sets/school)

TG sets (2sets/school)

TOTAL

PASHTO/RURAL

DARI/RURALNumber of

schoolsProvince Name Capital Name

DARI/URBAN PASHTO/URBAN

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Dari Pashto

Number ofSchool

No of TG Sets Total Weight(kg)Number ofSchool

No of TGSets

Total Weight(kg)

Badakhshan Arghang Khwah 6 12 180Badakhshan Argo 46 92 1,380Badakhshan Baharak 26 52 780Badakhshan Darwaz i Bala 18 36 540Badakhshan Drayem 26 52 780Badakhshan Faiz Abad 34 102 1,530Badakhshan Ishkashim 12 24 360Badakhshan Jurm 2 4 60Badakhshan Khash 11 22 330Badakhshan Khawahan 14 28 420Badakhshan Kiran wa Munjan 1 2 30Badakhshan Kishm 60 120 1,800Badakhshan Kof Ab 19 38 570Badakhshan Kohistan 12 24 360Badakhshan Nasi 18 36 540Badakhshan Raghistan 19 38 570Badakhshan Shahr i Buzurg 26 52 780Badakhshan Sheki 15 30 450Badakhshan Shighnan 26 52 780Badakhshan Shuhada (ZarDew Sarghilan) 17 34 510Badakhshan Tashkan 17 34 510Badakhshan Wakhan 2 4 60Badakhshan Wardoj 10 20 300Badakhshan Yaftal (Bala wa Payan) 25 50 750Badakhshan Yawan 16 32 480Badakhshan Zebak 2 4 60Badghis Ab Kamari 52 104 1,560 1 2 30Badghis Jawand 65 130 1,950 1 2 30Badghis Muqur 29 58 870 6 12 180Badghis Murghab 12 24 360 26 52 780Badghis Qadis 75 150 2,250 2 4 60Badghis Qala i Now 45 135 2,025Baghlan Andarab 12 24 360Baghlan Baghalan i Jadid 40 80 1,200 5 10 150Baghlan Booraka 33 66 990Baghlan Dahana i Ghori 25 50 750Baghlan Deh Salah 20 40 600Baghlan Doshi 32 64 960 3 6 90Baghlan Fereng 10 20 300Baghlan Guzargah i Noor 9 18 270Baghlan Khinjan 20 40 600Baghlan Khost 40 80 1,200Baghlan Khwaja Hijran (Jalga Nahrin) 13 26 390Baghlan Nahreen 24 48 720Baghlan Pul i Hisar 16 32 480Baghlan Puli Khomri 47 141 2,115 5 15 225Baghlan Tala wa Barfak 24 48 720Balkh Alburz 19 38 570Balkh Balkh 37 74 1,110 1 2 30Balkh Chahi 17 34 510Balkh Chamtal 20 40 600 1 2 30Balkh Char Boolak 32 64 960 3 6 90Balkh Char Kent 20 40 600Balkh Dawlat Abad 25 50 750Balkh Deh Dadi 25 50 750Balkh Hayratan 2 4 60Balkh Kaldar 7 14 210Balkh Khulm 26 52 780Balkh Kishindeh 25 50 750Balkh Marmul 6 12 180Balkh Mazar Sharif 79 237 3,555Balkh Nahri Shahi 28 56 840 2 4 60Balkh Sholgara 43 86 1,290Balkh Shor Teepa 18 36 540Balkh Zari 20 40 600Bamyan Bamyan 45 135 2,025Bamyan Kahmard 26 52 780Bamyan Panjab 47 94 1,410Bamyan Saighan 20 40 600Bamyan Shebar 28 56 840Bamyan Waras 88 176 2,640Bamyan Yakawlang 57 114 1,710Daikundi Khadeer 34 68 1,020Daikundi Kijran 21 42 630Daikundi Kiti 29 58 870Daikundi Miramoor 49 98 1,470Daikundi Nili 31 93 1,395Daikundi Sang i Takht 33 66 990Daikundi Shahristan 40 80 1,200Daikundi Ushturlai 37 74 1,110Farah Anar Dara 17 34 510Farah Bakwa 3 6 90 16 32 480Farah Bala Buluk 9 18 270Farah Farah 52 156 2,340 13 39 585Farah Gulistan 6 12 180 6 12 180Farah Khak i Safid 6 12 180 11 22 330Farah Lash Jowayn 21 42 630Farah Pusht i Road 13 26 390Farah Purchaman 31 62 930Farah Pusht koh (Qala i Kah) 26 52 780 1 2 30Farah Shib Koh (Qala i Kah) 22 44 660Faryab Almar 27 54 810Faryab And Khoy 17 34 510Faryab Belcheragh 22 44 660Faryab Dawlat Abad 16 32 480Faryab Garzeewan 27 54 810Faryab Ghormach 1 2 30 16 32 480Faryab Khan Charbagh 9 18 270Faryab Khwaja Sabz Posh 21 42 630Faryab Kohistan 22 44 660Faryab Maimana 46 138 2,070Faryab Pashtun Kot 76 152 2,280Faryab Qaisar 35 70 1,050 2 4 60Faryab Qaramqol 8 16 240Faryab Qarghan 13 26 390Faryab Shirin Tagab 36 72 1,080 1 2 30

Province District

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No of TG Sets Total Weight(kg)Number ofSchool

No of TGSets

Total Weight(kg)Province District

Ghazni Aab band 9 18 270Ghazni Ajristan 13 13 26 390Ghazni Andar 1 2 30 22 44 660Ghazni Deh Yak 8 16 240 11 22 330Ghazni Ghazni 53 159 2,385 2 6 90Ghazni Gilan 20 40 600Ghazni Giro 1 2 30 8 16 240Ghazni Jaghato 27 54 810Ghazni Jaghori 86 172 2,580Ghazni Khawaja Umari 8 16 240 2 4 60Ghazni Malistan 5 10 150Ghazni Malistan 56 112 1,680Ghazni Muqur 1 2 30 14 28 420Ghazni Nahor 68 136 2,040Ghazni Nawa 1 2 30 2 4 60Ghazni Qara Bagh 24 48 720 24 48 720Ghazni Rashidan 6 12 180 2 4 60Ghazni Waghaz 8 16 240Ghazni Zana khan 1 2 30Ghor Charsada 27 54 810Ghor Cheghcheran 176 528 7,920Ghor Dawlatyaar 39 78 1,170Ghor Dolina 35 70 1,050Ghor Lal o Sar Jangal 62 124 1,860Ghor Pasaband 45 90 1,350Ghor Saghar 27 54 810Ghor Shahrak 45 90 1,350Ghor Teywara 59 118 1,770 1 2 30Ghor Tulak 44 88 1,320Hilmand Baghni 3 6 90Hilmand Baghran 8 16 240 4 8 120Hilmand Disho 2 4 60Hilmand Girishk (Nahr i Saraj) 2 4 60 13 26 390Hilmand Lashkargah 2 6 90 22 66 990Hilmand Marja 4 8 120Hilmand Musa Qala 2 4 60Hilmand Nad Ali 2 4 60 6 12 180Hilmand Nawa Barakzayee 18 36 540Hilmand Nawzad 20 40 600Hilmand Sangeen 2 4 60Hirat Adreskan 31 62 930Hirat Chesht i Sharif 18 36 540Hirat Farsi 13 26 390Hirat Ghoreyan 28 56 840Hirat Gulran 52 104 1,560Hirat Guzara 62 124 1,860Hirat Hirat 57 171 2,565Hirat Injil 103 206 3,090 1 2 30Hirat Kuhsan 30 60 900Hirat Kurkh 32 64 960Hirat Kushk (Rubatak i Sangi) 50 100 1,500Hirat Kushk i Kuhna 25 50 750Hirat Oba 24 48 720Hirat Pashtoon Zarghoon 37 74 1,110Hirat Shindand 65 130 1,950 13 26 390Hirat Zenda Jan 22 44 660Jawzjan Aaqcha 28 56 840Jawzjan Darz Ab 31 62 930Jawzjan Faiz Abad 27 54 810Jawzjan Khamyab 6 12 180Jawzjan Khanaqa 8 16 240Jawzjan Khawaja Do Koh 11 22 330Jawzjan Mardeyan 18 36 540Jawzjan Mengajik wa Ferari 18 36 540Jawzjan Qarqeen 9 18 270Jawzjan Qush Tipa 19 38 570Jawzjan Shibirghan 80 240 3,600Kabul City Nahia 1 17 51 765Kabul City Nahia 2 14 42 630Kabul City Nahia 3 19 57 855 1 3 45Kabul City Nahia 4 17 51 765Kabul City Nahia 5 13 39 585 1 3 45Kabul City Nahia 6 18 54 810Kabul City Nahia 7 18 54 810 9 27 405Kabul City Nahia 8 21 63 945 5 15 225Kabul City Nahia 9 8 24 360 2 6 90Kabul City Nahia 10 16 48 720 1 3 45Kabul City Nahia 11 22 66 990Kabul City Nahia 12 8 24 360 9 27 405Kabul City Nahia 13 9 27 405 1 3 45Kabul City Nahia 15 9 27 405Kabul City Nahia 16 8 24 360Kabul City Nahia 17 5 15 225Kabul Province Bagrami 14 28 420 11 22 330Kabul Province Char Asyab 8 16 240 8 16 240Kabul Province Deh Sabz 9 18 270 14 28 420Kabul Province Farza 8 16 240 3 6 90Kabul Province Guldara 5 10 150Kabul Province Istalif 11 22 330Kabul Province Kalakan 11 22 330 2 4 60Kabul Province Khak Jabbar 1 2 30 9 18 270Kabul Province Mir Bacha Kot 15 30 450 1 2 30Kabul Province Mosahi 10 20 300Kabul Province Paghman 17 34 510 9 18 270Kabul Province Qara Bagh 26 52 780 1 2 30Kabul Province Shakar Dara 26 52 780 1 2 30Kabul Province Sorobi 36 72 1,080

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Number ofSchool

No of TG Sets Total Weight(kg)Number ofSchool

No of TGSets

Total Weight(kg)Province District

Kandahar Arghandab 15 30 450Kandahar Arghistan 3 6 90Kandahar Daman 13 26 390Kandahar Dand (Shorabak) 27 54 810Kandahar Kandahar 1 3 45 49 147 2,205Kandahar Khakreez 7 14 210Kandahar Maiwand 3 6 90Kandahar Maroof 1 2 30Kandahar Nish 8 16 240Kandahar Panjwayee 7 14 210Kandahar Reegistan 7 14 210Kandahar Shah Wali Kot 1 2 30Kandahar Speen Boldak 33 66 990Kandahar Takhta Pul (Reg) 10 20 300Kandahar Zeray 10 20 300Kapisa Ala Saay 8 16 240 7 14 210Kapisa Hisa i Awal i Kohistan 30 60 900Kapisa Hisa i Dowom i Kohistan 16 32 480Kapisa Koh Band 13 26 390 1 2 30Kapisa Mahmood Raqi 34 102 1,530 7 21 315Kapisa Nijrab 58 116 1,740Kapisa Tagab 24 48 720Khost Bak 14 28 420Khost Dowa Manda (Shamal) 4 8 120Khost Gurbuz 15 30 450Khost Ismail Khail Mandozayee 23 46 690Khost Jaji Maidan 15 30 450Khost Matoon (Khost) 31 93 1,395Khost Musa Khail 20 40 600Khost Nadir Shah Kot 1 2 30 18 36 540Khost Qalandar 6 12 180Khost Sabri 21 42 630Khost Sepera 8 16 240Khost Tanai (Daragi) 1 2 30 25 50 750Khost Terzayee 18 36 540Kunar Asadabad 24 72 1,080Kunar Asmar (Bar Kunar) 13 26 390Kunar Chapa Dara 21 42 630Kunar Dangam 17 34 510Kunar Dara i Paich 19 38 570Kunar Ghazi Abad 21 42 630Kunar Khas Kunar 19 38 570Kunar Marawara 8 16 240Kunar Narang 15 30 450Kunar Nari 27 54 810Kunar Noor Gul 19 38 570Kunar Sar Kani 24 48 720Kunar Sawkai 25 50 750Kunar Sheegal Sheltan 36 72 1,080Kunar Wata Purta 25 50 750Kunduz Ali Abad 24 48 720 4 8 120Kunduz Chahar Dara 25 50 750 15 30 450Kunduz Dasht Archi 18 36 540 24 48 720Kunduz Imam Sahib 56 112 1,680 2 4 60Kunduz Khan Abad 61 122 1,830 8 16 240Kunduz Kunduz 98 294 4,410 5 10 150Kunduz Qala i Zal 31 62 930 3 6 90Laghman Alinigar 56 112 1,680Laghman Alishing 44 88 1,320Laghman Dawlat Shah 8 16 240 20 40 600Laghman Mehtarlam Baba 1 3 45 53 159 2,385Laghman Qarghayee 43 86 1,290Logar Azra 20 40 600Logar Baraki Barak 20 40 600 13 26 390Logar Charkh 19 38 570 5 10 150Logar Kharwar 7 14 210Logar Khoshi 7 14 210 7 14 210Logar Mohammad Agha 18 36 540 32 64 960Logar Pul i Alam (Kulangar) 23 69 1,035 37 111 1,665Nangarhar Achin 39 78 1,170Nangarhar Bati Kot 14 28 420Nangarhar Behsud 30 60 900Nangarhar Chaparhar 28 56 840Nangarhar Dara i Noor 20 40 600Nangarhar Deh Bala (Haska Mina) 17 34 510Nangarhar Door Baba 8 16 240Nangarhar Goshta 23 46 690Nangarhar Hisarak 25 50 750Nangarhar Jalalabad 26 78 1,170Nangarhar Kama 20 40 600Nangarhar Khogyani 54 108 1,620Nangarhar Kot 7 14 210Nangarhar Koz Kunar (Khiwa) 32 64 960Nangarhar Lar Pur 5 10 150Nangarhar Mohmand Dara 17 34 510Nangarhar Naziyan 4 8 120Nangarhar Pachir wa Agam 10 20 300Nangarhar Rudat 28 56 840Nangarhar Shinwar (Ghani Khail) 13 26 390Nangarhar Shirzad 24 48 720Nangarhar Surkhrud 30 60 900Nimroz Chakhansur 12 24 360 1 2 30Nimroz Char Burjak 19 38 570Nimroz Dilaram 4 8 120Nimroz Khashroad 6 12 180 7 14 210Nimroz Kung 19 38 570Nimroz Zaranj 27 81 1,215Nooristan Barg i Matal 32 64 960Nooristan Doo Ab 1 17 34 510Nooristan Kamdeesh 1 32 64 960Nooristan Mandool 8 2 4 60Nooristan Noor Geram (Yaningiraj) 1 15 30 450Nooristan Noristan (Paroon) 22 66 990Nooristan Wama 13 26 390Nooristan Waygal 23 46 690

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No of TG Sets Total Weight(kg)Number ofSchool

No of TGSets

Total Weight(kg)Province District

Paktia Dand Pattan 10 20 300Paktia Gardeez 2 6 90 44 132 1,980Paktia Gerda Serai 9 18 270Paktia Jaji (Aryob) 34 68 1,020Paktia Jani Khail (Mangal) 12 24 360Paktia Laja Ahmad Khail 11 22 330Paktia Laja wa Mangal 8 16 240Paktia Road Ahmad Abad 16 32 480Paktia Samkani 19 38 570Paktia Sayed Karam 1 2 30 18 36 540Paktia Shawak 3 6 90Paktia Wazi Zadran 7 14 210Paktia Zurmat 36 72 1,080Paktika Barmal 5 10 150Paktika Geyan 6 12 180Paktika Gomal 36 72 1,080Paktika Jani Khail 11 22 330Paktika Khair Kot (Zarghon Shahr) 16 32 480Paktika Matta Khan 7 14 210Paktika Neka 6 12 180Paktika Sar Rowza 19 38 570Paktika Sharan 11 33 495Paktika Surubi 22 44 660Paktika Umna 8 16 240Paktika Urugun 22 44 660Paktika Usuf Khail 7 14 210Paktika Yahya Khail 12 24 360Paktika Zerok 9 18 270Panjshir Bazarak 17 51 765Panjshir Dara 18 36 540Panjshir Hisa i Awali (Khinj) 19 38 570Panjshir Paryan 9 18 270Panjshir Rukha 10 20 300Panjshir Shutul 5 10 150Panjshir Unaba 18 36 540Parwan Bagram 38 76 1,140 2 4 60Parwan Charikar 58 174 2,610 2 6 90Parwan Ghorband 35 70 1,050 14 28 420Parwan Jabal u Saraj 29 58 870Parwan Koh i Safi 1 2 30 52 104 1,560Parwan Salang 22 44 660Parwan Sayed Khail 20 40 600Parwan Shikh Ali 34 68 1,020Parwan Shinwari 11 22 330 18 36 540Parwan Surkh Parsa 35 70 1,050Samangan Aybak 57 171 2,565Samangan Dara i Suf Bala 41 82 1,230Samangan Dara i Suf i Payan 39 78 1,170Samangan Feeroz Nakhcheer 10 20 300Samangan Hazrat Sultan 24 48 720Samangan Khuram wa Sarbagh 25 50 750Samangan Roy do Ab 25 50 750Sar i Pul Balkhab 59 118 1,770Sar i Pul Gosfandi 25 50 750Sar i Pul Kohistanat 46 92 1,380 1 2 30Sar i Pul Sang Charak 59 118 1,770 1 2 30Sar i Pul Sar i Pul 95 285 4,275 1 3 45Sar i Pul Sayaad 19 38 570Sar i Pul Sozma Qala 28 56 840Takhar Baharak 19 38 570Takhar Bangi 17 34 510Takhar Chah i Ab 34 68 1,020Takhar Chal 17 34 510Takhar Dar Qad 13 26 390 1 2 30Takhar Dasht Qala 12 24 360Takhar Farkhar 33 66 990Takhar Hazar Sumuch 9 18 270Takhar Ishkamish 23 46 690Takhar Kalafgan 22 44 660Takhar Khwaja Bahawoddin 11 22 330Takhar Khwaja Ghar 26 52 780 1 2 30Takhar Namak Ab 8 16 240Takhar Rustaq 72 144 2,160Takhar Taliqan 81 243 3,645Takhar Warsaj 25 50 750Takhar Yangi Qala 17 34 510Uruzgan Chora 14 28 420Uruzgan Dehrawood 16 32 480Uruzgan Gizab 7 14 210 7 14 210Uruzgan Khas Uruzgan 7 14 210 33 66 990Uruzgan Trinkot 28 84 1,260Wardak Chak 35 70 1,050Wardak Dai Mirdad 6 12 180 14 28 420Wardak Hisa i Awal i Behsud 35 70 1,050Wardak Jaghato 16 32 480Wardak Jalreez 14 28 420 12 24 360Wardak Maidan Shahr 4 12 180 16 48 720Wardak Markaz Behsud 89 178 2,670Wardak Nirkh 37 74 1,110Wardak Sayed Abad 49 98 1,470Zabul Arghandab 1 2 30Zabul Mizan 2 4 60Zabul Qalat 10 30 450Zabul Shah Joy 2 4 60Zabul Shamulzai 2 4 60Zabul Shinkay 2 4 60Zabul Tarnak wa Jaldak 5 10 150

7,123 15,665 234,975 3,151 6,734 101,010Total