pprs iv- consolidated final report 2015

Promoting Private Schooling in Rural SindhConsolidated Report of Teacher’s Training for Phase-IV

Compiled by Learning Support Unit

31st Jan – 14th Feb, 2015

ContentsExecutive Summary.....................................................................................................................2About Sindh Education Foundation.............................................................................................3Promoting Private Public Rural Schools.....................................................................................4About The Training.....................................................................................................................5

Mock Activity..........................................................................................................................5Training Overview...................................................................................................................5

“DISTRICT WISE TRAINING DETAILS”...............................................................................61. Details of Training at Badin..........................................................................................62. Details of Training at DADU........................................................................................83. Details Of Training at Kamber Shahdadkot................................................................104. Details Of Training at Khairpur..................................................................................135. Details of Training at Larkana.....................................................................................156. Details of Training at Shaheed Benazir Abad.............................................................167. Detail of Training at Sanghar......................................................................................178. Detail of Training at Thatta.........................................................................................189. Detail of Training at Umerkot.....................................................................................2210. Details of Training at Mithi.........................................................................................23

Collective Suggestion/Recommendations.................................................................................271. Dadu............................................................................................................................272. Kamber Shahdadkot....................................................................................................273. Khairpur.......................................................................................................................284. Larkana........................................................................................................................285. Shaheed Benazir Abad................................................................................................286. Thatta...........................................................................................................................297. Umerkot.......................................................................................................................298. Mithi............................................................................................................................299. Sanghar........................................................................................................................30

Consolidated Attendance Sheet.................................................................................................31Cover Photos of The Manuals Used In This Activity................................................................32Pictures from the Activity..........................................................................................................33Conclusion.................................................................................................................................37

Page 1 of 37

Executive Summary

Promoting Private Schooling in Rural Sindh (PPRS) is one of the innovative projects of Sindh

Education Foundation (SEF). Keeping in view the programmatic objectives of the PPRS,

Learning Support Unit (LSU-SEF) developed and implemented a Professional Development

Program for the newly hired school Teachers of PPRS Phase-IV.

The fifteen consecutive days’ training activity was scheduled from 31st Jan – 14th Feb, 2015 and

was conducted for the Phase-IV PPRS School teachers of districts Badin, Thatta, Sanghar,

Umerkot, Benazirabad, Larkana, Qamber & Shahdadkot, Mithi, Khairpur Mirs and Dadu. The

program also comprised of ONE Day orientation of the training for the entrepreneurs of new

schools opened in this phase.

The 15 days schedule of this training key focused on Early Childhood Education (ECE) and

Health Education alongside other subjects of OUP Grade 1 Get Ahead series. This training also

provided an opportunity to the newly hired teachers to demonstrate and reflect critically upon

their learning and teaching practices.

Page 2 of 37

Our Vision

To empower disadvantaged

communities towards social

change by creating and

facilitating new approaches to

learning and education

About Sindh Education Foundation

The Sindh Education Foundation, Government of

Sindh, is a semi-autonomous organization committed

to educating and empowering children and

communities towards social change by improving

access to educational facilities.

Since its establishment in 1992 as a semi-

autonomous organization, the SEF endeavors have

focused on bringing the light of education for the

growth and development of those living in remote

and disadvantaged areas of the Sindh province in

Pakistan.

The core objectives of the Foundation can be summarized as;

• Take steps which are necessary for the expansion of educational facilities

• Conceptualize and spearhead projects for the establishment of educational institutions

especially in less developed or less privileged areas

• Evolve programs for raising the standard of education (quality) and improvement in

literacy rate (access)

• Conduct research or surveys or hold workshops, conferences and symposia to study the

educational system to identify its shortcomings and make suggestions for its

improvement

• Provide financial help or grants to various NGOs and other educational agencies

Page 3 of 37

Promoting Private Public Rural Schools

Promoting Private Schooling in Rural Sindh (PPRS) Project is a key initiative of SEF under the

Public-Private Partnership Component of the Sindh Education Reform Program 2008-09. The

Project has been designed by SEF in collaboration with the Reform Support Unit and the World

Bank, and is envisioned to span over a decade. The 4-year pilot phase will support establishment

and management of 1,000 new private schools in underserved localities in 10 districts of Sindh

that rank poorly along three indicators namely the size of the out of school children population

(6-10 years), distance to the nearest primary school and gender disparity in primary school

participation. Private schools established by entrepreneurs are provided per-child subsidy every

month. Quality enhancement is ensured through regular teacher development, entrepreneur's

capacity building, provision of free text books and learning materials for students, student

assessment and progress monitoring. More than 450 schools initiated during the first three phases

are receiving regular technical and financial assistance as part of the project.

Page 4 of 37

About The Training

Mock Activity

Teachers Training of PPRS are usually conducted by Learning Support Unit in the ten districts of

the Sindh as per program outreach. Moreover, to ensure quality and standardization of Training

initiatives, LSU plans and conducts a Mock Activity for the training for the trainers to get

acquainted with the overall training content.

Training Overview

A number of development programs have been run by SEF over the years for imparting quality

education in the region. In this regard, Promoting Private Schools in Rural Sindh (PPRS) is one

of the innovative programs of Sindh Education Foundation which is being run in 10 districts of

Sindh namely: Badin, Thatta, Sanghar, Umerkot, Benazirabad, Larkana, Qamber @ Shahdadkot,

Mithi, Khairpur Mirs and Dadu. This particular fifteen days training program offered by

Learning Support Unit had the broader objectives as;

Orientation of PPRS P-IV Entrepreneurs about the Aims & Objectives of SEF, School,

Syllabus (OUP), Teachers Training, Academic Responsibilities and so on

Introduce the participants (teachers) about the basic areas of Health & Hygiene & also

trained them that how a good school should be with a clean, healthy & conducive

environment

Orientation of Teachers about ECE concept, ECE Classroom Set-up, ECE Syllabus,

Rhymes, Art and Craft Activities and so on

Introduce newly appointed teachers with the basic Structure & Functional aspects of

English, so that they will be able to coup-up with the syllabus of OUP

Enable teachers to comprehend the structure & concepts of “Get Ahead Book Series G-

I”

Orient the teachers about the teaching methodologies based on“Get Ahead Book Series

G-I”

Orient the teachers with the “Teacher’s Guidebook”that how to comprehend the subject

specific books in a more effective manner for teaching at the respective grade level

Bridge the gap between prerequisites of curriculum and its practices in the rural context

Page 5 of 37

“DISTRICT WISE TRAINING DETAILS”

1. Details of Training at Badin

Trainers: Sanam & Kashif

Venue: Badin Gymkhana: Venue 1

Academic Details

They were trained how to set the class of early childhood education

Scheme of work was explained to them with the help of micro teaching methods

Detailed presentation was given on early childhood education

Emphasis made on portfolio and checklist

Designing ECE class using low cost/ no cost material

Interesting things were made for early grades using low cost material

Participants were active in early childhood education and they took interest in Gosha

work

Participants developed their understanding level, cleared the concepts regarding health

and Hygiene in the classroom

Health session will be fruitful for them in child behavior development and ultimately the

school environment will also be healthy

As the teachers were from rural background they were not doing well in science subject

but efforts were made to clear all the concepts

Brain storming session proved to be productive in mathematics session

Participants gained a comprehensive knowledge and skills on teaching methodology,

book orientation and on lesson planning

Academic – Administrative Details

It is a big challenge for the trainer to develop the level of understanding of the trainee

who has never seen Oxford University Press books and read Sindh Text Book Board

It is quite a challenge to develop the individual into a teacher who has no teaching

experience

Page 6 of 37

More focus was made on the punctuality of teachers connecting to the effects of

punctuality on students in school as they look towards their teacher as an inspiration

Trainers: Majid & Kathan Mal

Venue: Badin Gymkhana Venue: 2

Academic Details

Overall English Language competency session was conducted smoothly and during the

session we found 50% of the teachers very interactive

In ECE the participation of the participants was very good and every participant enjoyed

Learning corners and Learning corner teaching learning vitality with high peaks

Health Education session was conducted and participants practiced child to child

approach with all its swings in the rhythm of melodious tune of quality health education


Only few participants came late, rest were punctual

Page 7 of 37

2. Details of Training at DADU

Trainers: Farzana Akhtar & Ali Raza Bozdar

Venue: Benazir Inn: Venue 1

Academic Details

The participation of the participants was admirable and all time they were encouraged to

ask question and their queries were answered with full satisfaction

During discussion facilitators successfully connected and linked the developmental

domains of a child with the concept of Holistic Development

ECE curriculum was explained and syllabus breakup was also shared which helped out

the participants to understand the ECE competencies and the methods of assessment with

the help of worksheets, portfolio and check list

Health is the part of Holistic Development, so connected to this, the concept of Health

Education was given through active learning with the philosophy of Child to Child

Approach with the understanding of 4 steps in detail for planning & teaching Health

Education in early classes

Most of the participants were not able to read, write and understand English language and

in that situation it was very tough for us to make them understand the all concepts of

English language especially grammar portion

We gave training of 8 manuals on different themes and it was also a challenge for us to

make them digest in one throw of training and especially when the participants are

beginners in teaching

Academic- Administrative Details

Teachers were so poor in academics; especially in English they can’t read a word/simple

sentence

Few teachers were active, enthusiastic, motivated and were eager to learn

The training hall was very congested & wasn’t suitable & comfortable for training,

especially where so many interactive activities should be conducted

Page 8 of 37

Facilitators of PPRS program were very cooperative and supportive in their attitude and

aptitude

Mr. Zameer Hussain # (108192) and Jameel Ahmed # (205171) both are government

employees. They are not teachers they attended training on their entrepreneur’s wish

The venue was not appropriate for conducting training it was very tough for us to

maintain learning corners as the walls of the venue were slippery and it was also hard to

manage seating arrangement because the hall was very short according to the number of

participants

Mathematics manuals were not delivered at time with stationary and due to the late

receiving of the manuals some flexibility was shown in training agenda in last two days

Trainers: Uruj Sarwar & Yasir Arafat

Venue: Benazir Inn Venue: 2

Academic Details

Session always started on time

Mostly teachers were not good in English linguistic skills

Session was conducted in the best way possible, all the confusing concepts were clarified,

and participants took keen interest in the training

All the participants were cooperative & dedicated

Academic- Administrative Details

There was no separate wash room for females

Dictionary should be provided to teachers to correct pronunciation

Participants demanded higher amount of DA & TA ,saying that they are coming from

far flung areas

Stationary was not enough

OUP books of G1 were not available, it was arranged domestically by the admin

Page 9 of 37

3. Details Of Training at Kamber Shahdadkot

Trainers: Ghazala & Bakhtawar

Venue: Asia Hotel: Venue 1

Academic Details

This fourteen days training of PPRS Phase IV teachers quiet a difficult task for us firstly

teachers have no teaching experience secondly they had difficulty to read and write

Sindhi, English and Urdu text too

The structural part of English Language Competency was little difficult for teachers, they

were trying a lot for learning new things but their basic or prior knowledge was very

weak, so they were trying their level best during these three days to learn grammar as

well as language skills

They were unable to pronounce English words properly and accurately

They did not have concepts related to basic grammar such as parts of speech and its usage

in a sentence

Their writing skills were very poor

Participants were not good in developing resources for learning corners may be they will

take enough time to enhance this skill

Health session went great as the plans were in Sindhi language which they read easily,

understood and performed well

Participants were feeling difficulty in practice six strategies with book content

Participants were not good enough in science content even they had difficulty in

recognizing words, understanding and pronunciation

Teachers were only uncomfortable in English words and the instructions given in math

exercises but for this we tried our level best to make them familiarize with all words and

its correct pronunciations

Academic-Administrative Details

Page 10 of 37

NOTE: No details related to this section were mentioned in the report. Things went quite fine

from academic-administrative point of view

Trainers: Hassan & Akbar

Venue: Asia Hotel: Venue 2

Academic Details

The training went quite smoothly and the plan was accomplished with the desired

expectations and the time frame allocated

The academic value of the participants was quite below the satisfactory level

Their content knowledge and the information about the pedagogy was very limited which

is apparent from the post training test and they were also fairly unaware of the philosophy

and the procedure of resource development and its use

It was observed during the facilitation that they had good learning tendency and the

energy in terms of learning readiness and as an impact of that they worked hard during all

the sessions to grasp all of the chunks of training including concepts, content, pedagogy

and resource development

Many of them were shy and not participating in the proceedings earlier but later on they

became familiar with the training settings but some of them could not meet the

expectations till the end

English and science were the two most difficult subjects for the participants respectively

and they took maximum time in the learning of these two subjects

Some of the participants were performing well in one or two subjects of their interest and

averagely in the rest

It was good to observe that the participants have a strong will to learn English language

on priority basis and most of them really worked hard in order to grab the concepts and

practice the language skills

Page 11 of 37

ECE sessions energized and motivated the participants to a reasonable extent and they

showed their best in it which is evident from the resources they had developed.

The reflections of the subject wise training was nearing the satisfactory level and by the

end of each session, the participants seemed comfortable with the content presented in the

books

The session of English language competency at the beginning became hard to be

conducted due to the obvious hesitation of initial days in the participants and the pressure

of the unfamiliar second language learning

Extremely low level of the participants made the conduction of the training and following

the plan harder in the available time


The training was conducted on the routine SOPs but the inclusion of Multimedia and

videos proofed to be ineffective as they became an entertainment for them rather than a

thoughtful message and the arrangement and setup of multimedia in this connection

caused severe time loss

The academic administrative support was provided right in time by the program team

Attendance marking, facilitation in managing the manuals& stationary and distribution of

DA were managed quite effectively

The tea was also arranged by the program team on account of the participants in order to

save the time and continued the proceedings smoothly

The training was resumed around 3:30 pm to manage the loss due to late arrivals

Provision of DA without tea raised conflict among participants which deteriorate the

pleasant training environment to some extent

Page 12 of 37

4. Details of Training at Khairpur

Trainers: Mahjabeen Zaidi, Kulsoom Haider & Syed Sarfaraz Hussain

Venue: Prime Restraunt: Venue 1

Academic Details

The trainings were conducted in a very interactive way and the participants were asked to

make micro-teaching activities as per the teachers training manual for each subject

Most of the teachers ware quite new in teaching profession. Most of them were Metric,

Some of them are Intermediate and graduate

The basic abilities including listening, responding & participating were not up to the

mark in the teachers initially therefore intensive input was given to them for channelizing

their skills

The level of content certainly became high for these Teachers, specifically of ENGLISH

COMPETENCY, and the reason behind was the non-supportive environment from where

they belong

All the participants were used to come from very remote areas of District Khairpur while

the Training Venue was set in Therhi Bypass

Participants were quiet and calm but not response to the trainers. They were mostly

below average

They did not have concepts of basic grammar, so teaching English to them was difficult

in available to time

They took a lot of time in understanding the concept of Holistic Development

They did a lot of struggle for micro teaching

They were unable to recognize much of the vocabulary and they also felt difficulty in

reading complete sentence

They were unable to give demonstration after lesson planning

Page 13 of 37

Academic-Administrative Details

Academic-Administrative matters were nearly up to the mark and support from the

regional program team and other staff was fair enough but all of some occasions, some

problems were also faced

Trainers: Tehmina & Ayaz

Venue: Prime Restraunt: Venue 2

Academic Detail

The teachers informed that they followed the traditional methods of teaching and also

told that they were not aware of any strategies of teaching

Continuously observing performance of teachers and training and suggesting them

enough to make them more competent and productive for students

Academic-Administrative Detail

Entrepreneurs complained that books are not being provided in time and because of this

delay study of children is affected. This in turn earns a bad repute for their school

Entrepreneurs seemed uninterested they were not cooperating with the teachers while

they were instructed that they have to pay the expenditure of the teachers which they will

spend to reach the training venue, but they didn’t do so, and hence teachers kept on

coming late in the morning

Teachers wished that they should be provided with the identification card so that they are

distinguished from other staff and they also demanded that they should be given the

certificate of the trainings as in evidence that they have received training from SEF

Teachers complained that despite a number of grumblings/Complains they were not

provided with the syllabus and text books in time through it only put pressure on teachers

that when received the books late they have to complete the same text or material within

the year so they proceed fast which also hinders the understanding of the students

Page 14 of 37

5. Details of Training at Larkana

Trainers: Tamseela & Mehboob Mugheri

Venue: Sapna Hotel

Academic Details

In the English Language Competency, it was observed that participants felt difficulty in

the Structural Part of English Language Competency; it is because of that they were not

more familiar about the basic of English Grammar but when the terms of the grammar

were explained through different activities most of them became familiar with these

terms but still they need more time, practice and attention for becoming the aware of

basics of English Language Grammar

While Functional Part they seemed easier, especially in role plays, they played & showed

excellent participation and performance

It was also observed that after English Language Competency session most of the

teachers were able to make short & simple sentences

During the ECE session, the participants took very keen interest, especially about the

child, its upbringing, its rights, its nutrition, its schooling and as well as its protection

from the child labor

It was also observed that most of the teachers had no any idea about ECE teaching areas

(Subjects) & as well as ECE time table

It was observed that after teaching Health Education every one washed his/her hands, if

any one of them was forgetting to wash hands, s/he was reminded by other teachers in

doing so

Few teachers were facing difficulty in reading both languages (Sindhi & English)

Most of the teachers were unable how to read poems, after facilitating them they became

able to make charming tunes & rhymes of the poems

Most of the teachers were not pronouncing the actual pronunciation of words, after

teaching them phonetics some teachers became able to pronounce the correct words


Page 15 of 37

Some items of stationary & equipment were not available

6. Details of Training at Shaheed Benazir Abad

Trainers: Naheeda & Qasim

Venue: Sub Office, SBAB

Academic Detail

Level of participation was low at the first & second day of training

The trainees faced difficulties particularly in the parts of speech and tenses. They need

more improvement to understand grammar

The participants seemed interested in all the activities they performed

Tough participants took an active part but still they need more knowledge related to the

topics

For clarity of each activity demonstration was given by the facilitators

Group formation was difficult for facilitator as trainees were not capable enough to work

in small groups on specific topics


PPRS focal person was observed quite supportive throughout the training

It was a challenge for facilitators to deliver whole training in 14 minimum days instead of

20 or 25 days

7. Detail of Training at Sanghar

Trainers: Rukhsana & Naveed

Page 16 of 37

Venue: Sajan Hotel: Venue 1

Academic Detail

The participants available had low competency and knowledge

Training manuals published for this training were quiet attractive

ECE concepts and procedures to teachers will be beneficial for education process

6 trainees had very low competency, they were even unable to read letters


The training hall was very congested; therefore we were unable to set the learning corners

and faced difficulty to perform activities

Two trainees participated in training from district Umarkot, because their school was in

district Sanghar

The training material we received was in very little quantity and no such material list was

provided

In the manual of Mathematics, there was binding mistake in some copies and pages of

Sindhi manual were included rather than Mathematics

Trainers: M. Ali Kumbhar & Nosheen Laghari

Venue: Sajan Hotel: Venue 2

Academic Detail

During the fourteen days of training it was observed that few teachers were very poor in

performance, especially in participation

In the beginning they were not capable of pronouncing the pronunciation of actual words

of English. After practicing them syllable and phonics they became able to pronounce

words correctly

Page 17 of 37

At the time of teaching health education most of the teachers at the time of refreshment

were not properly washing their hands, after demo of Hand washing and shared them the

importance of washing hands all were washing their hands after taking their meal.

Word by word reading practice with proper pronunciation and meaning were held with

the participants

All the activities were carried out mentioned in the book of OUP. In teaching Sindhi

language some of the teachers whose mother tongue was Urdu/Panjabi felt difficulty but

while practicing them the compound words of Sindhi they were reading and writing

Sindhi to some extent


Equipment for science was not enough in abundance so both the teachers and trainees

faced difficulty for conducting experiment

The venue was not spacious so participants were feeling suffocation

The training venue was not suited in city it was also difficult for participants to manage

lunch or refreshment by themselves it would be better that an opportunity of lunch or

refreshment should be given to them

Urdu teachers were feeling difficulty while reading the manuals, which were written in

Sindhi language so they were translated by facilitators in Urdu

8. Detail of Training at Thatta

Trainers: Kiren & Farman

Venue: Makhli Gymkhana Venue: 1

Academic Detail

The academic qualification of participants was quite low as we had eight teachers

who were Metric passed and the other twelve were just intermediate passed, but they

had good learning tendency and were quite enthusiastic in terms of grasping all the

concepts delivered in the training

Some participants were shy and got confused when asked to respond but later on they

became comfortable with the training setting and participated actively in all of the

training sessions

Page 18 of 37

The most difficult subject/manual was “English Language Competency” for the

participants and they took maximum time to grasp every concept

It was also observed that activity based learning and inclusion of PowerPoint

Presentations and videos in the session brought about positive impact on retention of

knowledge and information shared

Developing resources for ECE learning areas and micro teaching of Grade I subjects,

which motivated and energized them and also brought out their artistic skills which

exhibits from the resources they have developed during the sessions


From the administrative point of view the training went very well and all the matters

were managed effectively

Training venue was observed an ideal place for teaching learning process

Due to the late arrival of participants we have scheduled our tea break at 01:00 –

02:00 p.m., so that they could arrange their lunch by their own and we resumed our

session from 02:00 p.m. onwards

Late arrival of participants caused delay in the daily training plan

Quality of stationery especially paper tape was pathetic, as we are unable to hang any

learning resources with it

Trainers: Zarqa Kumbhar & Muhammad Aqib Khan

Venue: Makhli Gymkhana Venue: 2

Academic Detail

Page 19 of 37

Participants had the required willingness and were found to be very active in

performing the different interactive activities assigned to enhance their knowledge

and learning

During the brainstorming sessions it was noted that the answers provided by the

participants were very appreciable, through this way they were able to grab the core

concept of the activity

Enthusiasm of the participants observed during the ECE session was highly

commendable

An average presence of 22 from a total of 24 participants at our venue; which clearly

indicated that the participants were interested and keen to acquire knowledge

The participants were well prepared and were found to be excited while presenting

and responding to the reviews of previous day

Learning corner activities enabled them to unleash their creative potential to the best

of their levels

Participants were very well aware as to how the efficient and minimum use of

available resources should be taken into account while performing different learning

based activities

Assembly session was observed to be very disciplined one, participants stood in a

straight line, started the assembly with the recitation of verses from the Holy Quran

which was followed by a speech on the chosen topic of “Education”

During ECE session the participants were asked by the facilitators to behave and

question like the way ECE children do in a class. This enabled them to practice the

expected questions and situations which may arise in their daily routines at the school

The participants were devoted enough in responding towards the role play activities

which helped them boost up their confidence level


Even without the availability of multimedia at the venue, participants were able to

grasp and attain the learning of the content correctly

Page 20 of 37

Punctuality and late comings at the earlier stages were quite a major concern due to

which the facilitators had to start the session with minimum attendance even, as the

overall strength of presence per day of the participants increased till 10:00 AM and

more

Many participants came from far flung areas which took them to reach the venue

daily at an average maximum of 1 ½ Hour

Due to this practice the time of ending the session daily reached an average maximum

of 4:00 P.M

The quality of masking tape was not up to the mark, charts were not pasted properly

and it created a hassle in sticking them to the walls on regular basis

Most importantly for the “English Language Competency Manual” the level of the

content did not met the capacity of participants; three days were not enough to cover

the whole manual. Also a review on the same is required which makes the manual

more interesting and easy enough to understand

An average lack of interest was observed in the “English Language Competency

Sessions” which was resulted due to the use of difficult words in the manual which

the participants had heard such words for the first time ever. Maximum time was

consumed in making the participants pronounce correctly and explaining the meaning

of different words

9. Detail of Training at Umerkot

Trainers: Rafia & Qaisra

Venue: Ghosia Guest House

Page 21 of 37

Academic Detail

To let retain the level of understanding, much focus was done in the review sessions

generally and particularly in “English Language Competency”

Participants took interest in designing the layout of ECE classroom as it showed that how

much understanding they already had

Participants performed quite well in regards to creating learning corners

Some of the participants were finding it difficult in picking up the context, however they

did performed pretty well when it came to performing different learning activities and

ECE learning corners especially


Late arrival to the venue was a major concern for some of the participants as the distance

from their home to venue was very long

Tea and Refreshment issue was also the concern of the participants

The hall was quite congested for a total of 40 participants, however the issue was

resolved from the next days

10. Details of Training at Mithi

Trainers: Sajjad Ghaloo & Shabana

Venue: Shah Abdul Latif Bithai Auditorium

Page 22 of 37

Academic Details

English manual was developed on the practical approach so that the trainees should be

able not only to understand the content but also comprehend the objectives of learning

grammar that this will help them to teach in English in their schools

In the four days of ECE teachers learnt very well about the concept of ECE, ECE

syllabus, ECE scheme of work, structure and environment of ECE classroom, role of

teacher as a facilitator, activities with ECE children like stories, songs, role plays, daily

work, routine work through the proper usage of scheme of work etc

The four days of ECE remained very active and hectic and teachers proved through

micro-teaching that they can run the ECE classes in their schools and will prove to

replicate the learned ECE system in their schools

Trainees were provided charts, colors and other material for preparing learning corners

and suggested to collect low-cost, no-cost material and they did it with love and make so

many things for the corners of Early Exploration, Numeracy, Language and Literacy, Art

and Craft and Health, this exercise remained so good and trainees understood the

concepts Learning Corners very well and enjoyed from it a lot

6 days of Subject based training remained so good and fruitful and trainees fully

comprehend the pattern of lesson plan. Besides that several subject based pedagogies

were also introduced and taught to teachers which enrich the level of lesson plans


The training hall was spacious and so good; arrangements were also according to the

scheduled program

Page 23 of 37

This was a massive training, so in my point of view it was difficult and hectic to

unabatedly provide training by two trainers to same audiences on all subjects, only this

thing sometimes irritated

Trainers: Sindhu & Kamran

Venue: Mithi Press Club Venue: 1

Academic Detail

They were mostly below average

They were unable to pronounce words accurately

They do not had concepts of basic grammar

It was difficult to teach them in English

They were unable to define Early Childhood Education

They gave tough time to know the role of ECE Teacher

They were having problem in learning ECE Curriculum as well

They require a lot of struggle for micro teaching

Participants were mostly unable to pronounce the correct words

They were unable to give demonstration after lesson planning


Note: There were no details provided by the trainer for this section.

Trainers: Noor Junejo & Nazia Taj


Academic Detail

Page 24 of 37

The comparative attitude toward subjects was quite improved till the end of training days,

whereas it requires different sort of academic level of training because of their basic

inability to read, hear & speak before this session

They belonged to totally different professions before coming into teaching, so obviously

they hold none of any teaching experience and the standard of the content was quite high

like in ENGLISH COMPETENCY – SCIENCE – were not related to the competency of

targeted audience

They had been seen facing difficulties while even basic steps like pronouncing, reading &

speaking


Note: Trainers did not provide any details in the report to be included in this section.

Trainers: Azra & Tania


Page 25 of 37

Academic Detail

Capacity and competency of the participants observed was quite low

A total of 17 participants were not able to read, write and even recognize the letters

English competency manual was a bit hard to understand for most of the participants

Mostly teachers have difficulty to pronounce English word; even they didn’t recognize

proper alphabets, sounds and shapes


Most of teachers were from far furlong areas of district Mithi, so most of the

entrepreneurs arranged their teachers’ accommodation at Mithi city which supported the

teachers to be very punctual and regular

The training venue was very large and ventilated; there was much space in training hall

and out of training hall so we had conducted many activities outside and inside of the

hall, therefore we also sat at the learning corners in different corners of the venue

When we distributed a manual as per school, teachers demanded to work individually,

they told us that they live separate and so they want to read and understand individually

in their living places

Page 26 of 37

Collective Suggestion/Recommendations

As a result of the observations noted by the trainers in different districts the following recommendations which were put forward by them includes as;

1. Dadu

All training aids should be a teacher/participant friendly. (Manuals and other supportive

material like portfolio, check-list should be in their native or simple language because the

teachers were not able to read the content in English language)

Refreshment should be arranged for trainees from SEF

Pre/Post-test conducting time should be allocated in the training plan

Dictionary should be provided to teachers to correct pronunciation

2. Kamber Shahdadkot

LSU team should take initiative of introducing some software for exact word

pronunciation and vocabulary development of teachers

Health session was very informative and it should be continued in future training too

Firstly teachers should be trained in developing learning resources effectively secondly

program team should take initiative to conduct regional competitions for teachers to

develop this skill

Senior trainers should be deputed for conducting training at Qamber district in future

Larkana Regional LSU team & PPRS Program team should be planned frequent school

visit to support teachers in academics

Extensive time frame should be introduced for all of the subjects specially the subjects

which are considered difficult in terms of concept and practice i:e English language

Planning regarding the delivery of manuals and stationary should be more accurate in

order to manage the training mechanism effectively

3. Khairpur

Page 27 of 37

Entrepreneur must choose the best possible teachers

Entrepreneurs are required to choose female teachers especially for ECE

Participants need to revise new vocabulary words again and again

Additional sets of training material should be provided.

Teams of teachers should be sent to the school so that they can witness that the teachers

who have been trained are going according to the instructions they were taught in the

training

Teachers wished that they should be provided with the identification card so that they are

distinguished from other staff and they also demanded that they should be given the

certificate of the trainings as in evidence that they have received training

Shoulder bags should be provided to the teachers so that they regularly bring training

material and stationary provided to them by Sindh Education Foundation

Teachers complained that despite a number of Complains they were not provided with the syllabus and text books in time

4. Larkana

In next sessions it must be taken into account that those entrepreneurs who have attended

the orientation session of entrepreneurs, they should not be called on again in the session

Stationary should be made available as per the quantity of the participants

Science equipment must be made available as per activities mentioned in the Book &

manuals. English Language Competency, its content must be divided into two portion,

one for pre-service and another for refresher

5. Shaheed Benazir Abad

Follow up of training needs to be conducted for ongoing support of trainees

FSV should be continuing in quick time

Minimum one day training should be held in their school

6. Thatta

Page 28 of 37

5 to 8 days are recommended for the conduction of “English Language Competency”

training

Quality of training materials should be observed on prior basis to avoid further hassles

during the session conduction

7. Umerkot

After this training field support visit should be considered to follow up the training

impact in schools

8. Mithi

All manuals should be provide to each teacher

Lunch and two times tea should be arrange for teachers from program side

Within LSU subjects specific teams should be formulated and those teams shall move in

a cycle to provide the same subject training. Doing by this the perfection will be expected

in training and the load of teaching all subjects to one trainer will be decrease

All the teachers should have separate manual as they live far from each other and after

school it is not possible to sit together for planning

We should have at least Five days dedicated for English Competency as they are quite

unaware of Basic Grammar and concepts of English. Even we have to start them from

Alphabets to connect them to the required level

Program team should be responsible for Teachers profile management

Three days for English competency were not enough, teachers didn’t understand all

concepts they want more time for this area of study

9. Sanghar

Page 29 of 37

If it is possible then, the participants and venues should be planned to manage cluster

wise so, it will be easy to participate by trainees at their nearest venue, as this will be

more productive

Training venue should be spacious and big enough to set up learning corners

As teachers were coming from for flung areas and the training venue was little bit away

from city they faced difficulty to manage lunch/refreshment by their own so refreshment

should be given during the training

It was also observed that few teachers were Urdu speaking so they also faced difficulty to

read and understand manuals in Sindhi language

Page 30 of 37

Consolidated Attendance Sheet

S# District Total Ent.

Present Ent.

Total Participants

Day1

Day2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Day 11

Day 12

Day 13

Day 14

1 Thatta 17 13 48 38 41 39 38 44 38 35 36 36 39 42 41 40 41

2 Badin 20 18 76 64 62 63 62 63 60 61 57 63 61 57 60 62 63

3 Mithi 40 27 120 114 113 118 117 118 117 117 115 118 117 116 116 116 119

4 U.K 14 14 40 33 40 38 38 38 38 38 36 35 39 39 38 39 39

5 Sang. 27 22 68 59 59 60 63 61 64 64 62 58 61 63 63 60 60

6 S.Bab 12 12 26 26 26 26 25 25 26 26 25 25 26 26 26 26 26

7 Khairpur 28 18 76 43 32 51 55 53 57 57 54 57 57 56 56 56 56

8 Larkana 10 7 30 28 14 29 30 26 29 29 29 29 29 29 29 29 29

9 Kamber. SDK 28 25 82 76 57 76 71 80 69 77 75 77 74 78 73 77 78

10 Dadu 23 21 60 51 49 54 56 53 57 54 57 57 55 57 55 55 57

Total 219 177 626 532 493 554 555 561 555 558 546 555 558 563 557 560 568

Note: These attendance details are for ready reference only and are taken through SMS from each of trainers on daily basis (till 11:30am). The details cover all the venues/districts of PPRS where Phase-IV Teachers Training of G1 was being implemented. These details are NOT final and may be subject to change if participants arrive late. The actual training attendance can be tallied from the attendance sheets

Page 31 of 37

Cover Photos of the Manuals Used In This Activity

Page 32 of 37

Pictures from the Activity

Page 33 of 37

Conclusion

To conclude it all in a nutshell, the PPRS: Phase IV teachers training was one mega event

covered in all the 10 districts of PPRS. Some serious preparation was done by the LSU trainers

in order to achieve the set objectives of training the participants in the best of ways as possible.

Overall the participants were observed to be quite low in confidence, aptitude and knowledge.

However, some serious efforts were made by the trainers while keeping in mind the outreach of

this activity and also to make the participants get into the comfort zone so that it could help them

unleash their creative skills and learning potential. Keeping in mind that most of the participants

were beginners as far as teaching is concerned, but still by the end of the training days they were

quite able to make an impact as compared to the beginning days of the training.

The best part of this training was the creativity shown by the participants in terms of developing

learning corners. To our surprise the participants performed tremendously and according to the

required set of themes which included Early exploration, Numeracy, Art and Craft, Health, and

Language learning corners.

It is highly hoped that the teachers trained in this phase will turn out to be as good teachers in

terms of the teaching pedagogies and learning practices adopted by them during this untiring

training activity phase.

__________________________________________________________________________

Page 36 of 37

pprs iv- consolidated final report 2015

Documents