rehabilitation of the education system in earthquake-affected areas
TRANSCRIPT
Rehabilitation of the Education System in
Earthquake-affected Areas of
Pakistan Administered Azad Jammu and Kashmir
570-PAK-1001
Progress Report
January – June 2010
UNESCO Islamabad
ii
Contribution Information
1. UNESCO progress report no: ZBNF-08
2. Assisted country: Pakistan
3. Project: Rehabilitation of the Education System in
Earthquake-affected Areas of Pakistan
Administered State of Azad Jammu and
Kashmir
4. Donor references: Zayed Bin Sultan Al Nahayan Charitable and
Humanitarian Foundation
UNESCO RDF (linked)
5. Budget codes: 570-PAK-1001 (ZBSANCHF)
41-2446-0066-ISB (UNESCO)
6. Total contributions: USD 1,210,755.00
UNESCO RDF USD 47,000.00 (linked)
7. Programmable amount: USD 1,071,484.59 (less support cost)
UNESCO RDF USD 47,000.00 (linked)
8. Duration of contribution: 24 February 2008 – 31 Dec 2011 (MOU duration)
9. Period covered by this report: January - June 2010
10. Date of preparation: July 2010
iii
Table of Contents
Acronyms iv
Executive Summary 1
A. Project Background 3
B. Project Objectives 3
C. Project Achievements 4
- Objective 1 Safe and better teaching and learning environment to 4
selected middle and secondary schools affected by
the earthquake.
- Objective 2 Strengthen Technical and Vocational Education and 9
Training System with a focus on standardised construction
skills training to youth and adults.
- Objective 3 Strengthen teacher training policy and practices of 12
Department of Education.
- Other Achievements 15
D. Plan for Next Quarter 15
E. Financial Status 16
ANNEXES:
Annex A: List of Sciences and Maths Kits
Annex B: List of Furniture Provided
Annex C: Anthropometric Survey Report
Annex D: School Furniture Designs and Specifications
Annex E: Post-training Study of Impact of Head Teachers Training
Annex F: Final SMC Training Manual
Annex G: PAK Government Notification on SMC Policy for Secondary Schools
Annex H: Situation Analysis: Teacher Education and Professional Development State of
Azad Jammu and Kashmir
Annex I: In-Service Teacher Education Strategy and Plan of Action: The State of Azad
Jammu and Kashmir 2010-2015
Annex J: Photos of Activities
iv
Acronyms
DACUM Developing a Curriculum
DAE Diploma of Associate Engineer
DEE Directorate of Education Extension
DoE Department of Education
DPI Directorate of Public Instructions (Secondary)
ICT Information and Communication Technology
NAVTEC National Vocational and Technical Education Commission
NESPAK National Engineering Services Pakistan (Pvt.) Limited
NSET National Society for Earthquake Technology-Nepal
PAK Pakistan-Administered State of Azad Jammu and Kashmir
SMC School Management Committee
TEVTA Technical Education and Vocational Training Authority
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific, and Cultural Organisation
UNICEF United Nations Children Fund
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Executive Summary
1. Rehabilitation of the Education System in Earthquake-affected Areas of Pakistan-
Administered State of Azad Jammu and Kashmir (PAK), 570-PAK-1001 started in June,
2008 as a follow-up to UNESCO’s Earthquake Response Programme. The project is
being implemented with the generous support of Zayed Bin Sultan Al Nahayan Charitable
and Humanitarian Foundation, United Arab Emirates.
2. The project focuses on providing better and safer teaching and learning environments in
earthquake-affected middle and secondary schools, strengthening the Technical and
Vocational Education and Training (TVET) system, and improving teacher training
policy and practices of the Government of Azad Jammu and Kashmir. The primary
beneficiaries are middle and secondary school students, teachers, head teachers, school
management committees, and youth. The PAK Directorate of Education Extension
(DEE), Directorate of Public Instruction (DPI) and Technical Education and Vocational
Training Authority (TEVTA) are the secondary beneficiaries.
3. The foundation work of Government Girls Middle School Khilla and Government Girls
High School Sharian are ready. Some minor rectifications are being done by the
contractor. Work progress at Government Boys High School Gunchattar is about 33%
due to the late start of the work by the contractor. It will be ready by the middle of
August. The work on science and computer laboratories and library block at Nurpur
Nakran is about 75% completed.
4. Middle School Science Kit and Mathematic Kits and Physics, Chemistry and Biology
Kits for Secondary Grades have been procured. Likewise purchase of furniture and
computer equipment has been completed.
5. A post-training study to ascertain the level of understanding and changes in management
practices of the head teachers who had been trained in the educational leadership and
management was carried out. The findings were very encouraging. Sixty percent of
trained head teachers had taken positive actions to improve the school administration and
management. Teachers confirmed that the head teachers have indeed become more
inclusive in decision making process.
6. School Management Committee (SMC) training module has been revised in line with the
needs and demands of SMCs and 129 members from 20 SMCs of project and cluster
middle and secondary schools were trained on roles and responsibilities.
7. Teacher Education Policy and Action Plan has been developed in close collaboration of
Department of Education (DoE) and Ministerial Working Group and submitted to the
DoE for notification.
8. Baseline survey for Information and Communication Technology (ICT) teacher training
needs at 12 sample schools was completed in June. The survey validated the thesis that
the teachers had very low level of skills in the use of computers, and have seldom used
ICT in teaching and learning. Teachers unanimously acknowledged the importance of
ICT integration into teaching for improvement in teaching and learning. The teachers are
willing to attend ICT trainings. Impediments that restrict use of ICT are access to
computers facility and lack of knowledge and skill of using computers.
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9. The repot of diagnostic study on technical-vocational education at secondary level in
PAK schools is being examined by an experts committee constituted by the DoE for
follow up. The progress has been slow.
10. Skill standards and curricula for Masonry have been developed with the involvement of
practicing masons, middle level and senior supervisors of civil works and UNHABITAT
engineers. The stakeholders like Pakistan Administered Azad Jammu and Kashmir
TEVTA, Punjab TEVTA, members of All Pakistan Contractors Association, and civil
technology teachers from Colleges of Technology were consulted during the development
phase.
11. The skill standards and curricula for Building Carpentry developed earlier have been
revised to ensure that skills and competencies required for seismically safe construction
are fully incorporated.
12. Round Table on two crucial topics in TVET “industry-institution linkages” and
“popularization of TVET as a decent education and career option”, was organized in
Muzaffarabad from 20 to 21 April under the auspices of PAK TEVTA. Twenty-six
experts representing various stakeholder groups including industry, training providers,
provincial and PAK TEVTAs and ILO participated. Seven papers on the two themes were
presented and set of recommendations formulated.
13. Regular follow-ups with PAK TEVTA are being made for implementation of
recommendations of various UNESCO interventions particularly the skill development
policy, strategies and plans. Services of a short term national consultant were provided
who worked with TEVTA functionaries and assisted them in these efforts.
14. The major challenge faced by the project for timely completion of all the activities is the
irresponsible attitude of school building contractors towards fulfillment of contractual
obligations. As a result, the construction work has been delayed by 3 months.
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A. Project Background
1. UNESCO’s Earthquake Response Programme started in November 2005 with funding
from Government of Japan, Department for International Development of Government of
United Kingdom and UNESCO. The Programme sought to complement and enhance the
educational efforts of the Government of Pakistan, Pakistan Administered State of Azad
Jammu and Kashmir (PAK), national and international institutions, agencies and Non-
Governmental Organisations in the earthquake-affected areas of PAK.
2. As reconstruction of education is a long-term process, especially in a situation of severe
destruction of the system and services, a follow up project: Rehabilitation of the
Education System in Earthquake-affected Areas of PAK was formulated with generous
support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation,
United Arab Emirates. The project is part of a four-year Agreement of Cooperation
between the Foundation and UNESCO, signed on 24 February 2008, for the benefit of the
victims of earthquake.
3. The project focuses on:
a. Providing safer and better teaching and learning environments in selected middle and
secondary schools affected by earthquake
b. Strengthening TVET system with a focus on standardized construction skills training
to youth and adults, and capacity building of TVET institutions and personnel.
c. Strengthening teacher training policy and practices of department of Education
4. Primary target beneficiaries of the project are 550 middle and secondary school students,
50 youth and adults, 25 TVET managers and TVET institutions heads, 20 head teachers
of middle and secondary schools, 100 members of 20 School Management Committees
(SMCs) and 100 teachers of earthquake affected areas of PAK. Secondary target
beneficiaries are the PAK DEE, DPI and the TEVTA. The capacities of participating
institutions will be enhanced through provision of technical assistance in the production
of training modules, development of skills standards, formulation of skill development
policy, strategy and action plan, and development of action plans for
formation/reactivation of SMCs, the training of trainers, and implementation of action
plans.
B. Project Objectives
1. The overall objective of the project is to support the Government of Pakistan to rebuild
the education system by improving access to, and quality of, various educational services.
2. Specific objectives of the project are as follows:
a. To provide safer and better teaching and learning environment to selected middle and
secondary schools affected by the earthquake;
b. To strengthen the TEVT system with a focus on standardized construction skills
training for youth and adults; and
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c. To strengthen teacher training policy and practices of Department of Education.
C. Project Achievements
Progress towards attainment of the three objectives during the reporting period is as follows:
Objective 1: To provide safer and better teaching and learning environments in
selected middle and secondary schools affected by the earthquake.
Accomplishments towards the Work Plan Target Outputs
Output 1.1: Permanent classrooms for middle and high school grades (grade 6 to 10) of 3
earthquake damaged schools constructed, benefiting 450 female and 350 male
students1.
1.1.1. Foundation Blocks:
Subsequent upon allocation of sites by District Reconstruction Unit after a protracted
delay, the contract for construction of foundation of middle and high school sections
at the following three schools was awarded to M/S Orakzai Construction Company in
August 2009.
a. Government Girls High School (GGHS) Sharian
b. Government Boys High School (GBHS) Gunchattar
c. Government Girls Middle School (GGMS) Khilla
The overall work progress is 75%. The details are as follows:
a. GGHS Sharian: Foundation work of all blocks; three classrooms block, two
classrooms block, one staffroom block and one science laboratory & ICT block,
and 2 toilet blocks of 3 latrines in each block completed. Minor levelling of plinth
protection will be completed by mid of August. Total floor area of the new
buildings is 5,165.50 SqFt. b. GBHS Gunchattar: Stone soling work on Science Laboratory & ICT block is
completed. The work on 3 classrooms block is 50% complete and ground
levelling for staffroom block is also completed. A dispute on the land border
emerged in June delaying the excavation work on two classrooms block and
staffroom block. Work on one toilet block with 4 latrines will start together with
the two classrooms block as soon as the dispute is resolved. The School
Management Committee and the school staff are working to resolve the issue
soon, possibly by mid July 2010. Total floor area of the new building is 5,161.37
SqFt.
Construction of foundation at GBHS Gunchattar will be completed by mid of
August 2010. There has been a delay of 11 months in completion of work
primarily due to the negligence of the contractor for which penalty is being
imposed as per the contract.
1 Original Target: 550 students: 250 Girls and 300 Boys.
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c. GGMS Khilla: Foundation work of all blocks; one three classrooms block, one
two classrooms block, one staffroom block, and 1 toilet block of 3 latrines is
completed. Minor levelling of plinth protection will be completed by mid of
August. Total floor area of the new building is 2,813.25 SqFt.
As per the plan, the foundations of all three schools were to be ready by December
2009. But, due to the delay caused by the contractor the revised schedule for
completion is August 2010. Contractor is being made accountable for the delay and
rigorous follow-ups are being made to complete the work sooner.
1.1.2. Superstructures:
a. After signing the contract in December 2009 the contractor, Midhat Saddiqui
Associates, submitted drawings and designs in March 2010, almost three month
late, for construction of super-structure of the above mentioned three schools.
National Engineering Services Pakistan (Pvt.) Limited (NESPAK), the design
approving office of Earthquake Reconstruction and Rehabilitation Authority, have
put on hold the approval of the design because the submission did not meet the
requirements. Despite several modifications on the date for submission of the
revised designs, the contractor has not made the submission.
b. The contractor has started roll forming of light gauge steel structure on his own
initiative with no consequence to the project in the event of design modification
by NESPAK.
c. The superstructures were to be ready by March 2010. But, due to the unexpected
delays by the contractor the revised schedule for completion and handover of the
three school building is now November 2010. Contractor is being made
accountable for the delays. As the last option project is considering contract
termination and punitive action.
1.1.3. Computer and Science Laboratories at GBHS Noorpur Nakran:
Internal cladding is in progress at science laboratory, library and ICT block (floor area
2,435.61 SqFt) consisting of three rooms. Electrification work and installation of
glass wool insulation has been completed. The block, which is a part of the entire
school being constructed under Earthquake Response Programme, has been delayed.
It will be ready by August 2010. Construction of this block is also being delayed by
contractor Riazuddin Engineering resulting penalty deductions from the payments.
1.1.4. Procurement and Supply of Science Kits and Furniture:
a. Five sets each of Middle School Science Kit and Mathematics Kits and 3 sets each
of Physics, Chemistry and Biology Kits for classes IX-X for the project schools
have been procured. They will be delivered to the schools as soon as the buildings
are ready. The list of materials provided under each Kit is stated in Annex A.
b. Furniture (See Annex B for complete list) for three new schools have been
delivered to the custody of respective school head teachers and shall be shifted to
the schools as soon as the buildings are completed.
1.1.5. Anthropometric Survey of Students:
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To collect requisite information for designing appropriate classroom furniture for the
three schools, anthropometric survey in the project and cluster schools has been
completed (See Annex C). The student
body measurement survey covered six
schools, including project supported
schools. Designs and specifications of
classroom furniture were developed (See
Annex D) on the basis of the study. This
study will be shared with the Federal
Government and also with UNICEF as the
appropriate methodology for designing
school furniture taking account of the
student’s body measurements. Until
recently size and design of school furniture
were being done without a systematic study
of body measurements.
1.1.6. Collaboration with UNICEF:
As a result of project efforts since 2009 to deliver as One UN, UNICEF is now
building the primary wings at the three schools using the light-gauge steel structure
technology followed by the project. This is the first time they are using this typology
of construction. The detail of work is as under:
S.N. Name of School Classroom Latrines
No. Area
SqFt. No.
Area
SqFt.
1 GGMS Khilla 2 1050 3 130
2 GGHS Sharian 5 2625 5 216
3 GBHS Gunchattar 2 1050 3 130
Output 1.2: Standard training module for the training of head teachers of middle and
secondary schools developed and 20 head teachers trained.
1.2.1. Standard Training Module:
During the reporting period head teachers’ training manual was reviewed. A final
version will be prepared on the basis of the follow-up study carried out by the project
during the quarter.
1.2.2. Training of Head Teachers:
a. A plan for refresher course for the head teachers of the project and cluster schools
was developed and submitted by DEE. This activity will be implemented in the
next quarter as the project is anticipating some savings from school construction
budget due to charging of liquidated damages to the contractors and exchange rate
gains.
b. In 2009 eighteen head teachers were trained in leadership and management. A
post training follow-up sample study, in partnership with DEE, was carried out
(see Annex E for complete report) during the months of May and June to ascertain
the level of changes in the head teachers’ practices after their 2009 training in
school leadership and management. This study carried out during May-June 2010
Anthropometric Study: GBHS Gunchattar
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covered 10 head teachers of 10 middle and secondary schools, including all 4
UNESCO supported schools in PAK. The key findings of the study are as
follows:
i. 70% (7 out of 10) head teachers said that the training was very useful and
relevant. With regard to their understanding of training contents their rating of
community linkages, school health and hygiene and staff development fell in
the range of very good to excellent. Whilst Community Linkages was well
understood by most of the respondents (80%), 40% of respondents’ expressed
understanding of monitoring and evaluation as average. Understanding of
reflective practice and environmental education subjects was on average.
Similarly 20% respondents said their understanding of school management
subject was average. The average level of understanding of topics highlights
the need to reinforce design and/or delivery of these topics.
ii. In terms of skills development 90% respondents said their conflict resolution
skills is excellent now whereas 80% said they have acquired very good school
management skills. Likewise 90% reported that they have good leadership
ability now. These reponses reflect substantial improvement in these traits
after training. Majority, however, felt that their monitoring, planning and
resource mobilization skills were not adequate, thus reflecting need for further
training in these areas.
iii. Training contributed to important behavioural changes such as participatory
decision making, supportive attitude on academic matters, etc.
iv. 60% of head teachers had initiated staff development activities in their schools
using in-house expertise for training in pedagogy. Three schools had
introduced subject/grade logbook to record the classroom teaching details. In
addition, some head teachers have initiated school infrastructure improvement
work.
On the basis of the findings of the study, the head teachers training module and
programme will be modified before the follow up training planned in the next
quarter.
Output 1.3: 20 School Management Committees’2 capacity built to develop school
improvement plan and to improve school effectiveness and accountability.
1.3.1. Finalization of SMC Training Module:
Based on the review of the existing training modules and findings of the study on
SMCs, a training module for SMCs of secondary schools was developed and pilot
tested in a week long training workshop in 2009. Follow up visits to the project and
cluster schools revealed that there is a need to enhance the understanding about the
roles and responsibilities of the SMC members. Moreover, the SMC formation
process was also found flawed due to unclear SMC policy of the past. SMC members
also lacked organizational skills and records keeping skills. Based on these findings,
the SMC Module was revised in February 2010 to address these needs. After the first
round of training of SMCs in March 2010 the final revisions were again made. The
2 Original target was 10.
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final training module (see Annex F) is being translated into Urdu, by DEE on their
own initiative so that the SMC members would be able to use this for future reference.
They plan to complete the translation by August 2010.
1.3.2. Mobilization of SMCs:
During the reporting period 15 meetings with SMCs of the 5 project schools (2 from
previous project) have been held to ensure effective functioning of the SMCs.
Initially some SMCs were found inactive due to lack of interest of the school
management and also of the SMC members to participate in school affairs. Some
head teachers were resistive and not interested to involve community in their school
affairs. However, regular meetings with the SMCs and dialogues with the head
teachers have resulted change in their mindset. The project interventions have
produced a number of visible outcomes. For example, now complete record of
project supported 20 SMCs and theirs members are with Muzaffarabad District
Education Office. Most of the SMCs are now actively involved in assisting the
schools in terms of resolving land disputes, overseeing the construction work and
planning for the school development. There is a close coordination between SMCs
and UNESCO team looking after the construction work. And, all the 20 middle and
secondary schools have functional SMCs with representation both from the
community and parents. More work and continued support are needed for sustained
community and parents participation and scaling up of the work across the Azad
Jammu and Kashmir.
1.3.3. Capacity building of SMC members:
In partnership with the DEE six 3-days training workshops were planned to train 140
members from 20 SMCs on their roles and responsibilities. In February 2010, four
workshops were organized and 89 SMC members, including 25 women, from 14
SMCs trained. In April 2010 two workshops were organized for the remaining six
SMCs. 40 SMC members, including four women, attended in the workshops at
Moolia and Maina Bandi High Schools. Out of the target to train 140 members, 129
(92%) was achieved. Twenty-two per cent (29 out of 129) participants were female.
Eleven members did not attend the training. As a result of the training, the SMC
members have developed good understanding of SMC functions, school development
plans, gender in education and resource mobilization. A one-day follow up training
will be organised in the next quarter subject to the availability of balance funds.
1.3.4. Development of PAK Government Policy for SMC:
SMC training (last round) in Maina Bandi SMC Workshop at GMS Chattian: 5 March
2010
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In 2009, UNESCO in coordination with the DoE assisted the Department of
Education in development of a Policy for School Management Committee for
secondary schools. The Policy submitted in October 2009 has been approved and
notified by the President of Azad Jammu & Kashmir on 26 May 2010. The
notification letter is in Annex G.
Key issues and challenges faced:
1. The Contractors, Orakzai Construction and MSA, have not been able to meet the
construction schedule despite follow-ups. As the delay is due to the failure of the
contractors to meet the deadline without valid justification, both contractors will be
made liable for liquidated damage as per the contract.
2. Limited capacity of DEE to engage with multiple organizations involved in teacher
training and consequential delays in securing agreements on project activities.
3. Frequent transfer and unavailability of key government officials namely Secretary of
Education and Director of Public Instructions (Secondary) also delayed notification of
the SMC policy framework.
4. Security situation resulting in limited staff presence in Islamabad office and periodic
restrictions on field movement of field based staff has adversely affected
implementation pace.
Objective 2: To strengthen Technical and Vocational Education and Training (TVET)
system with a focus on standardised construction skills training to youth
and adults.
Accomplishments towards the Work Plan Target Outputs
Output 2.1.: TEVTA has skills development policy, strategies, plans, and skills standards for 2
priority construction trades.
2.1.1. Skills development policy, strategies and plans:
a. Follow up with PAK TEVTA on implementation of the skill development policy,
strategies and plans developed with project assistance are being made. Progress
so far has been very slow because of human and financial resource constraints
faced by PAK TEVTA. To mitigate the problems to some extent, UNESCO
provided services of a short term national consultant for 6 weeks from 18 May to
30 June 2010 to assist PAK TEVTA in the implementation of recommendations of
various UNESCO interventions. The consultant, based at TEVTA headquarters
Muzaffarabad, worked in close association with TEVTA officials to build their
capacity, help them identify strengths and problems and no-cost or low cost
solutions to some of the problems. The following were achieved:
i. Strengthened existing student assessment system by training 8 TVET teachers
and TEVTA officials on techniques of setting test papers in a 3-day workshop.
The training covered development of table of specifications based on
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instructional objectives, development of test items, and selection of test items
on the basis of table of specifications.
ii. Strengthened monitoring and evaluation capacity by providing on-the-job
training to the Assistant Director M & E. The training areas covered
development of registration criteria for private institutions, roles and
responsibilities of various officials such as Director, Principals, and Heads of
Departments of TEVT institutions. Monitoring visits to various TVET
institutions were part of the training. After the visit the official prepared
reports on his findings.
iii. Proposed a cost effective institution/cluster based teachers training model for
training in pedagogy, which can be implemented by TEVTA with minimal
cost.
iv. Guidelines for optimal utilization of available equipment, selection of training
equipment, maintenance of general record about the condition and repair of
equipment were developed. PAK TEVTA will share these guidelines with
TVET institutions under its jurisdiction.
2.1.2. Skills standards for 2 trades: masonry and carpentry:
a. Skills Standards and Curricula in Building Carpentry: The skills standards and
training curricula developed by an international expert on carpentry skills
standards from Gambia in 2009 were desk-reviewed by a team of experts at
National Society for Earthquake Technology NSET with respect to integration of
seismic safety considerations. After the revision, the document was once again
reviewed by NSET to ensure that all seismic safety related competencies are fully
incorporated. The standards and curricula are being submitted to National
Vocational and Technical Education Commission (NAVTEC) for endorsement.
b. Skill Standards and Curricula in Masonry: A Sri Lankan expert on masonry skill
standards was fielded from February to March 2010 to assist PAK TEVTA and
NAVTEC to develop skills standards and curricula for Mason (Brick, Block and
Stone Masonry). In order to ensure that seismic safety requirements are integrated
into the standards and curricula, NSET’s technical services were used. NSET
expert and Sri Lankan expert worked as a team for a week.
The Sri Lankan expert reviewed skill
standards procured by UNESCO from
Sri Lanka, under a different project, and
held technical meetings with the key
stakeholders. A 2-day Developing a
Curriculum (DACUM) Workshop was
organized from 23 to 24 February 2010
to identify the tasks and sub-tasks related
to brick, block and stone masonry.
Sixteen experts comprising NSET
expert, working masons, mason cum
petty contractors, supervisors and senior
supervisors of construction work and Presentation of Draft Skill Standards
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civil engineers having seismic resistant construction experience from earthquake
affected areas, participated in the workshop. The workshop was followed by a 4-
day Task Analysis Workshop held from 3 to 6 March 2010. Based on the outputs
of the two workshops, the consultant developed competency standards and
curricula for brick, block and stone masonry work. The draft skill standards and
curricula were then presented to a group of stakeholders comprising experts from
Civil Technology Faculties of three Colleges of Technology, representatives of
Punjab and PAK TEVTAs, and members of All Pakistan Contractors Association.
Based on the feedback the draft was revised before submission to UNESCO. The
final drafts of skills standards and curricula were once again reviewed by NSET to
ensure that all requisite elements for seismically safe construction are covered.
UNHABITAT played a significant role in organization of DACUM Workshop
and Task Analysis Workshop as a partner to the standards development process.
2.1.3. Training module and training plan for capacity building of TVET Managers and
heads of TVET Institutions:
Based on the feedback of the training workshop held in October 2009 and other
comments, the training material for Training of TVET Managers and Administrators
were modified. However, the modified materials still do not meet the required
standards; hence they are being revised.
Output 2.2: 50 youths and adults would have benefited from standard
construction related skill training.
2.2.1. In view of non availability of training facility (training workshop) within existing
TEVTA institutions and lack of project budget to finance construction of
workshops, the training plan is on hold as reported in 2009.
2.2.2. NAVTEC have been taken on board from the very beginning for possible support
for training because PAK TEVTA is financially constrained. Follow up by PAK
TEVTA with NAVTEC and the issue of training venue has not started.
Output 2.3: TEVTA has Strategies and plans for encouraging private sector involvement,
promoting Industry-Institution Linkages and for popularization of TVET as a
decent education and career option.
2.3.1. Round Table Meetings focusing on two significant issues in TVET: a) Promoting
Industry-Institution Linkages and b) Popularization of TVET as a Decent
Education and Career Option were held from 20 to 21 April 2010 in Muzaffarabad
under the auspices of PAK TEVTA. The Advisor to the Prime Minister PAK on
Technical and Vocational Education and Training inaugurated the event. Twenty-
six experts representing various stakeholder groups such as industry, training
providers, provincial and PAK TEVTAs and ILO participated. The Chairman
PAK TEVTA was present most of the time during 2 days event. Seven papers on
the roundtable themes were presented and discussed and recommendations for
promotion of industry-institution linkages and popularization of TVET were
formulated. The report is being edited and will be available in next quarter.
2.3.2. Work related to formulation of Policy, Procedures and Plans for establishment of
Guidance and Placement Centres at PAK TEVTA headquarters and at selected
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TVET institutions is still on hold due to budgetary constraint resulting from
increase in the construction cost.
Key issues and challenges faced:
1. Finalization of training module for capacity building of TVET Managers and Heads
of TVET institutions is delayed due to the quality issues which have persisted in
subsequent revisions.
2. Non availability of existing institutional facility for training in masonry and carpentry
and large investment needed for development of new facility.
3. PAK TEVTA is faced with financial and staff constraints affecting its implementation
capacity.
4. Security situation resulting in limited staff presence in Islamabad office and periodic
restrictions on field movement of field based staff has adversely affected
implementation pace.
Objective 3: To strengthen teacher training policy and practices of Department of
Education.
Accomplishments towards the Work Plan Target Outputs
Output 3.1: Teacher training policy and practices updated to strengthen the quality of
teacher training.
3.1.1. Promotion of ICT in Education related work:
a. Diagnostic Study on ICT in Education carried out in collaboration with DoE in
2009 had recommended establishment of Technology Integration Unit for
promotion of ICT in education. The Government Taskforce on ICT, formed on
the recommendation of the report, however, developed a proposal for
establishment of Directorate of Information and Communication Technology at a
total cost of Rs. 71.674 million and submitted to UNESCO last year for funding.
UNESCO responded by suggesting establishment of a small ICT integration unit
within the Education Department as recommended in the study. The proposal is
still under consideration of the Education Department.
b. Inter-departmental arrangement through memorandum of understanding
/agreement for sustainable arrangements between DEE and Girls High School
Nalochi for use of the ICT Teacher Training cum Student Learning Centre is at
the final stage as both parties have finally agreed to the terms of partnership. This
activity, which had started in July 2009, took a lot of follow-up work to bring the
relevant offices together. In February 2010, a meeting was held with the
Secretary Education (Schools) along with major stakeholders to expedite action.
As a result, the Secretary Education constituted a committee under the
chairmanship of DPI (Secondary) with Director Education Extension and the
Head Teacher Girls High School Nalochi as members, to propose the management
and cost sharing arrangements. Unfortunately Secretary Education, Director
13
Education Extension and DPI (Secondary) all were either transferred or retired
from their positions and progress was stalled despite vigorous follow up by the
project. During the month of March 2010 another meeting was held with the
newly appointed DEE and DPI to expedite action. Two more meetings in April
and May were held and the parties arrived at agreement.
c. Signing of an agreement between UNESCO and Intel for partnership for training
of a cadre of ICT Teacher Trainers and to train teachers in project schools is still
underway. The revised target for signing of the Memorandum of Understanding
was February 2010 but it has been delayed due to the legal and procedural
requirements of UNESCO and Intel. A Letter of Agreement between UNESCO
and Intel under the framework of existing global Memorandum of Agreement
between UNESCO HQ and Intel is under process. A draft letter of understanding
sent to Intel in the last week of April is being reviewed by their legal division.
d. As part of Intel-UNESCO collaboration, Intel is delivering 15 sets of computer in
July for Nalochi ICT Teacher Training and Student Learning Centre. The
computers already provided to the Centre will be transferred to one of the project
schools.
e. UNESCO in partnership with the DEE conducted a baseline survey of teachers for
introduction of ICT in education in the school clusters surrounding five schools
receiving infrastructure development support from this project and Earthquake
Response Programme. The assessment questionnaire was developed and field
tested at a government high school in Muzaffarabad. The questionnaire was
modified on the basis of the test findings and sent to 15 government high schools,
proposed for training of ICT Teachers in partnership with Intel, in PAK (12
schools) and Khyber Pakhthun-Khwa3 (3 schools). Total 12 schools responded to
the questionnaire (3 from KPK and 9 in PAK). Findings of the study will shape
design of ICT teachers training programme. The report is being edited and
finalized. Some of the key findings (draft) are:
i. The study validated the hypothesis that the teachers in the sample middle and
secondary schools have very low level of ICT skills particularly in the use of
computers, and have seldom used these as means of enhancement of teaching
and learning. Only 12% of the teachers have had formal computer education
and training but they were not using computers for teaching and learning.
However, teachers unanimously acknowledged the importance of ICT
integration into teaching practice to motivate teachers and students and
improving teaching and learning process. Improvement of student assessment
was seen as another benefit of such integration. Most importantly the teachers
are willing to develop ICT related competencies.
ii. Most common impediments to the use of ICT in teaching and learning are
high cost of computers, shortage of computer labs and equipments and lack of
knowledge and skill of using computers.
3 Formerly North West Frontier Province.
14
f. During the reporting period additional 28 computer and peripherals for school ICT
centres were acquired. They will be distributed and installed at the schools as
soon as construction of the school buildings is completed.
3.1.2. Development of Teacher Education Policy and In-service Teacher Training
Strategy in PAK started from 19 March 2010 and successfully completed in April
2010. An international teacher education and training expert assisted PAK
Government in this task. Meetings with PAK Minister for Schools and her
Executive Officer, Joint Educational Adviser for Policy and Planning of Pakistan
Government’s Federal Ministry of Education, and USAID project officials
involved in teacher education were held before the commencement of field work.
Secretary of Education (Schools) constituted a working group to interact with the
consultant for development of the policy framework and plans. Several
consultative meetings with the working group and one one-day workshop with the
key education officials were carried out. As a result, a Situation Analysis – Status
Report on Teacher Education and Professional Development in PAK was prepared
and submitted to the Department of Education (see Annex H).
In the course of discussions with PAK officials and the working group, the scope
of the consultant’s work was modified to produce a Plan of Action to implement
GoP National Education Policy 2009 instead of developing a policy document
because PAK decided to follow Pakistan Government’s National Education
Policy. Accordingly, In-Service Teacher Education Strategy and Plan of Action,
The State of Azad Jammu and Kashmir 2010-2015 (see Annex I) was prepared
and submitted to the DoE for endorsement as officialised document. This
initiative was noted as unique and appropriate by the Joint Education Adviser for
Policy and Planning, Ministry of Education, Government of Pakistan.
UNESCO is exploring possibility of supporting the implementation of the action
plan from One UN Education Joint Programme.
Output 3.2: An action plan based on findings and recommendations of Diagnostic Study
on Technical and Vocational Education in Secondary Schools.
As a result of rigourous follow-up of UNESCO, the DoE constituted an Experts
Committee on 11 February 2010 to examine the report – a study jointly funded from the
project and regular budget - and suggest measures for implementation of its
recommendations. First meeting of the Committee was held on 19 February 2010 which
made preliminary review of the report. Further meetings and progress in the matter is
awaited.
Key issues and challenges faced:
1. Difficulty in identifying suitable experts for up-stream work such as teacher training
strategic framework delayed the progress.
2. Financial constraints and weak inter-organizational collaboration delayed
formalization of arrangements for ICT Teacher Training and Student Learning
Centres.
15
3. Slow progress on implementation of the recommendations of diagnostic study of
technical stream in secondary schools.
Photo dossier of project activities reported above is in Annex J.
Other Achievements:
1. Integration of Seismic Resistant Design and Construction Components in Diploma of
Associate Engineer (Civil) Curricula: One of the project staff assisted in development of
the Terms of Reference for Phase 3 technical mission, starting on 21 June, and facilitated
the mission work to finalise integration of seismic contents in the Diploma of Associate
Engineer - Civil curricula and to train teachers for delivery of seismic course contents.
Procurement of training equipment for distribution to the polytechnics and colleges of
technology offering DAE-Civil is in process. The mission and the procurement are
funded from One UN Disaster Risk Management project 238-PAK-1005.
2. Construction Work under Earthquake Response Programme: The project team is
supporting completion of the remaining construction work of two high schools and two
TVET training workshop buildings at Bagh and Hajeera under Earthquake Response
Programme, by providing technical support and supervision. The TVET workshops have
been completed excepting a few minor finishing work. Likewise, Government
Centennial Model High School Moolia is nearly complete. The entire work will be
completed by August 2010.
D. Plan for the Next Quarter
1. Completion of foundation work of GBHS Gunchattar and library and laboratories at
GBHS Noorpur Nakran.
2. Commencement of work at superstructure of three schools; GGHS Sharian, GGMS
Khilla, and GBHS Gunchattar.
3. Follow up on teacher education and in-service teacher training Plan of Action for
issuance of government notification.
4. Organize follow-up training for the participants of head teachers training.
5. Follow-up training of SMC members.
6. Institutionalize the SMC and Head Teachers Training Module as the core training
materials of the DoE PAK.
7. Finalization of partnership with Intel and prepare a plan for training of teachers on ICT
in education.
8. Finalise the training module for TVET Managers and Administrators.
16
9. Continue following up of findings/recommendations of the study on Technical
Vocational Education in secondary schools.
10. Distribute furniture and equipment – computers, furniture, science kits, etc. to completed
schools.
E. Financial Status
The provisional financial report as of 30 June 2010 is as follows:
Funding Source Contribution
USD
Expenditure
USD
Implemen
-tation
Rate %
Total
Available
USD
Revenue
from
Interest
USD
ZBANCHF 1,210,312.00 1,195,203.88 98.71% 15,551.124 10,830.00
UNESCO (Regular
Programme)
47,240.17 47,240.17 100% - -
The total income is USD 1,210,755.005 including the interest revenue USD 10,830.00. The
cumulative expenditure incurred is 1,195,203.88 (98.71%). Certified detailed statement of
expenditure will be issued by UNESCO Headquarters.
*****
4 Inclusive USD443 interest revenue, which is yet to be recorded as project budget.
5 USD443 interest revenue will be added to the project budget in the next budget revision. Until then
programme budget will remain USD1, 210,312.00 instead of USD1,210,755.00 total revenue.
1
Annex A
MATHEMATICS KIT FOR CLASS VI - X
S. N. Name of Items Quantity
1 Thinking Wheel 2 Nos.
2 Thinking Board 1 No.
3 Formula Card a(a+b) 1 Set
4 Formula Card (a+b)2 1 Set
5 Formula Card (a-b)2 1 Set
6 Formula Card (a+b) (a+c) 1 Set
7 Formula (a+b) (a-c) 1 Set
8 Formula Card (a+b+c)2 1 Set
9 Chal Hat Model 1 No.
10 Graph Model-I 1 No.
11 Graph Model-II 1 No.
12 Direct Number Operation Card 5 Nos.
13 Model of Vertical Angel 1 No.
14 Packing Box 1 No.
15 Square Pieces 1 Pkt. of 100
16 Rectangle Model 1 Set of 3
17 Parallelogram Model 1 Set of 3
18 Trapezium Model 1 Set of 3
19 Sectors of Circles 1 Set of 16
20 Model Pythagorean (I) 1 Set of 4
21 Model Pythagorean (II) 1 Set of 11
22 Sum of Angles a Triangles Model 1 Set of 4
23 Model of Polygons 1 Set of 3
24 Geometrical Figures 1 Set of 180
25 Sum of lengths of slides of triangles 1 Set
2
SCIENCE KIT FOR MIDDLE SCHOOL
S. N. Name of Items Quantity
1 Bulbs 12 Nos.
2 Connecting Wire Dia 0.5mm 20 Meters
(1pkt)
3 Enameled Copper Wire Coils 4 Nos.
4 Galvanometer 1 No.
5 Resistance Wire Dia 0.25mm 5 Meter
6 Bar Magnets 1 Pair
7 Compass 3 Nos.
8 Enameled Copper Wire Dia 0.1mm 250 Grams
9 Concave Mirror 2 Nos.
10 Glass Prism 2 Nos.
11 Lens, Plano Convex 2 Nos.
12 Lens Double Concave 2 Nos.
13 Magnifying lens with handle. Dia 75 mm 2 Nos.
14 Wire (Copper, Steel, Brass) 26-SWG 5 Mtr. Each
15 Mirror Strip 150x40x3 mm 1 No.
16 Thermometer (Alcohol) 3 Nos.
17 Measuring Tape (Plastic, Length 6ft ) 1 No.
18 Stop Watch Digital Imported 2 Nos.
19 Glass Slab, 40x75x12 mm 1 No.
20 c) Red Litmus Paper 2 Packets
each d) Blue Litmus Paper
21 Filter Paper Dia 9cm 1 Packet of
100 Sheets
22 Atomic Model as per sample 2 Nos.
23 Packing card board box 9x12x12 Inches 1 No.
24 Packing lists 2 Nos.
3
PHYSICS EQUIPMENT FOR HIGH SCHOOLS
S. N. Name of Items Quantity
1 Vernier Calipers 6” 10 Nos.
2 Micro Meter 25mm 10 Nos.
3 Glass Prism 2”x2”x2” 15 Nos.
4 Convex Lens 15to30 focal length 15 Nos.
5 Free fall apparatus with brass Pulley 10 Nos.
6 Grave Sands apparatus complete 10 Nos.
7 Helical Spring app with 250gm slotted 15 Nos.
8 Glass Slab 3”x2” 15 Nos.
9 Physical balance with box 4 Nos.
10 Meter Rod full size wooden 15 Nos.
11 Stop Watch Digital Imported 10 Nos.
12 Pendulum bob ½”, ¾” x 1 set of 3 (Brass) 10 Nos.
13 Angles Iron apparatus 1-1/2” meter long with steel ball
complete set
5 Sets
14 Drawing Board 12”x16” Popular wood 15 Nos.
15 Lens Stand Steel 10 Nos.
16 Mirror Stand Steel 10 Nos.
17 Needle Stand with Needle 10 Nos.
18 Lens Holder Steel 10 Nos.
19 Wooden Wedge 10 Nos.
21 Fix Pulley Apparatus 10 Nos.
22 Wooden Bridge 10 Nos.
23 Brass Cylinder (set of 3) 10 Nos.
24 Resonance tube apparatus 6 Nos.
25 Drawing pins 10 Pkts
26 Common Pins 10 Pkts
27 Bar Magnet 4” 10 Nos.
28 Compass 18mm 10 Nos.
29 Optical bench complete 10 Nos.
30 Plumb line 10 Nos.
31 Horizontal Plan 6 Nos.
32 Spring Balance 1000gm 10 Nos.
33 Mirror Strips 15 Nos.
34 Hypsometer 6 Nos.
35 Metallic Bob 10 Nos.
36 Cork (Rubber) Different sized 4 Doz.
37 Tuning Fork (Original) (480-572) 10 Nos.
38 Rubber Pad 10 Nos.
4
S. N. Name of Items Quantity
39 Convex lens 15 – 30cm focal length 15 Nos.
40 Concave Lens 15 Nos.
41 Eureka wire 4 Mtr.
42 Volt-meter 2 Nos.
43 Ammeter 2 Nos.
44 Resistance box 10000 ohms 2 Nos.
45 Connecting wires 50 Mtr.
46 Key One Way 10 Nos.
47 Battery (6volts) 2 Nos.
48 Galvanometer 2 Nos.
49 Circular Coil fitted with wooden board 4 Nos.
50 Rheostat 200 ohms 2 Nos.
51 Semi-Conductor Diodes 3 meter 2 Nos.
52 Milli-Ampere Meter 2 Nos.
53 Variable power supply 2 Ampere 0-9 volt 1 No.
5
CHEMISTRY EQUIPMENT FOR HIGH SCHOOLS
S. N. Name of Items Quantity
1 Copper Sulphate 2 Lbs.
2 Alum Potash 2 Lbs.
3 Hydrochloric Acid Concentrate 250 ml.
4 Sodium Hydroxide 250 ml.
5 Sulphuric acid 250 ml.
6 Ammonium Chloride 250 ml.
7 Calcium Carbonate 2 Lbs.
8 Beaker 100ml Borosilicate Glass Transparent 12 Nos.
9 Beaker 250ml Borosilicate Glass Transparent 12 Nos.
10 Beaker 500ml Borosilicate Glass Transparent 6 Nos.
11 Conical Flask 250 Borosilicate Glass Transparent 10 Nos.
12 Flat Bottom Flask 250ml Borosilicate Glass Transparent 10 Nos.
13 Round Bottom Flask 250ml Borosilicate Glass
Transparent
10 Nos.
14 Balance Digital 0 to 100gms 5 Nos.
15 Litmus Paper (Red) 10 Pkts
16 Litmus Paper (Blue) 10 Pkts
17 Sprit lamp glass 150ml 10 Nos.
18 Glass tubing assorted sizes 10 kg.
19 Burette graduated 50ml 10 Nos.
20 Pippete 10ml 10 Nos.
21 Thermometer Fahrenheit 10 Nos.
22 Sulphar 6 Lbs.
23 Carbon Disulphide 1 Litre
24 Woulf bottle 250ml 10 Nos.
25 Thistle funnel 15 Nos.
26 Cork Borer set of 3 Brass 10 Sets
27 Cork Rubber Different sizes 20 Nos.
28 Wire Gauze 4”x4” 10 Nos.
29 Iron Stand large size superior 10 Nos.
30 Burette stand Metallic F-type 10 Nos.
31 Capillary tube different sized 4 Pkts.
32 Fusion tubes G. Glass 4 Pkts.
33 Glass stirrer 10 Nos.
34 Tripod stand 5” high 10 Nos.
35 Funnel 4” Dia 10 Nos.
6
S. N. Name of Items Quantity
36 Dish 35cc 10 Nos.
37 Dish 60cc 10 Nos.
38 Filter paper 9 cm dia 15 Pckts
39 PH paper 1-14 BDH roll 6 Nos.
40 Test tubes 16x150mm Borosilicate Transparent Glass 2 Dozen
41 Test Tubes stand wooden 10 Nos.
42 Phenolphthalein 50gms.
43 Methyl Orange 50gms.
44 Test tube holder 10 Nos.
45 Dish Holder Iron tongue 6 Nos.
46 Iron Dust 2 Lbs.
47 Zinc Metal 2 Lbs.
48 Water Tub Plastic 10 Nos.
49 Gas Jar lid with hole 20 Nos.
50 Gas Jar Lid without Hole 20 Nos.
51 Beehive Shelve 10 Nos.
52 Sodium Chloride 250 ml.
53 Oxalic Acid 250 ml.
54 Mathelated Sprit 4 Liter
55 Potassium Permanganate 400 ml.
56 Iodine 100gms.
57 Electrodes as per sample 3 Zinc + 3 Copper 6 Nos.
58 Key Two way 10 Nos.
59 Bulb 10 Nos.
60 Volumetric Flask Borosilicate Transparent Glass 2 Nos.
61 Periodic Table (Chart) 2 Nos.
62 Potassium Sulphate 2 Lbs.
63 Aluminum Sulphate 2 Lbs.
64 Nitric Acid 250 ml.
65 Sodium Zeolite 1 Lbs.
66 Iron Filling 2 Lbs.
67 Triangular file 6 Nos.
68 Round file 6 Nos.
69 Graduated Cylinder 25ml Borosilicate Glass Transparent 6 Nos.
70 Graduated Cylinder 50ml Borosilicate Glass Transparent 6 Nos.
71 Graduated Cylinder 100ml Borosilicate Glass
Transparent
6 Nos.
72 Beaker 50ml Borosilicate Glass Transparent 10 Nos.
73 Benzene 250 ml.
7
S. N. Name of Items Quantity
74 Acetone 400 ml.
75 Potassium Chloride 250 ml.
76 Acetic Acid 250 ml.
77 Calcium acetate 1 Lbs.
78 Sodium Carbonate 2 Lbs.
79 Potassium Hydroxide 2 Lbs.
80 Sodium Bicarbonate 2 Lbs.
81 Wax 3 Lbs.
82 Copper Oxide 1 Lbs.
83 Lead acetate 1 Lbs.
84 Ferrous Sulphate 1 Lbs.
85 Silver Nitrate 25gms.
86 Cadmium Chloride 250 ml.
87 Magnesium Ribbon 4 Nos.
88 Calcium Hydroxide 250 ml.
89 Plaster of Paris 2 Lbs.
90 Candle 20 Nos.
91 Hydrogen Peroxide 400 ml.
92 Magnesia Dioxide 2 Lbs.
93 Potassium Chloride 2 Lbs.
94 Ammonium Hydroxide 2 Lbs.
95 Turmeric Paper 10 Pkts.
96 Carbon Tetra Chloride 300ml 300 ml.
97 Gas Jar 20 Nos.
98 Thermometer Centigrade 10 Nos.
99 Doctors Thermometer 5 Nos.
8
BIOLOGY EQUIPMENT FOR HIGH SCHOOLS
S. N. Name of Items Quantity
1 Compound Microscope L-101 with wooden box 4 Nos.
2 Prepared slide of Bacteria set of 3 2 Set
3 Prepared slide of Chlymadomanas 2 Nos.
4 Prepared slide of spirogyra 2 Nos.
5 Prepared slide of Dicot stem 2 Nos.
6 Prepared Slide of Ameoba 2 Nos.
7 Prepared slide of Paramecium 2 Nos.
8 Prepared slide of Mosquito set of 4 2 set
9 Prepared slide of Mitosis set of 5 2 Nos.
10 Prepared slide of Mitosis set of 12 2 Nos.
11 Prepared slide of Brasica Root 2 Nos.
12 Prepared slide of Brasica Stem 2 Nos.
13 Prepared Slide Brasica leaf 2 Nos.
14 Prepared slide of Funeria 2 Nos.
15 Preserved specimen of jelly fish in glass slab china 1 Nos.
16 Preserved Specimen tape worm in glass slab made 1 Nos.
17 Preserved specimen of Snail in glass slab 1 Nos.
18 Preserved Specimen of starfish in glass slab 1 Nos.
19 Preserved Specimen of sea urchin in glass slab 1 Nos.
20 Preserved Specimen of sea horse in glass slab 1 Nos.
21 Prepared slide of Euqleua 3 Nos.
22 Preserved specimen of Dog fish in glass slab 1 No.
23 Preserved Specimen of Cuttle fish in glass slab 1 No.
24 Preserved Specimen of Naries in glass slab 1 No.
25 Prepared slide of plasmodium 1 No.
26 Prepared slide of monocot stem 2 Nos.
27 Prepared slide of animal & plant tissues 2 Nos.
28 Prepared slide of monocot root 2 Nos.
29 Plane glass slide per packet 4 Pkts
30 Cover slip 18x18mm 6 Pkts
31 Dissecting Box Large size 6 Pkts
32 Test Tube 12x100mm Bomax (Original) 4 Doz
33 Test Tube 25x150mm Bomax (Original) 2 Doz
34 Gennous Photometer with stand 2 Doz
35 Glass Dropper 6 Nos.
9
S. N. Name of Items Quantity
36 Model of Amoeba Plastic 1 No.
37 Model of Pitcher plant set 1 Set
38 Petri Dish 100m 10 Nos.
39 Iodine 500gms
40 Test Tube stand wooden 10 Nos.
41 Prepared slide of sporangia 2 Nos.
42 Glycerin 250 ml
43 Human Skelton Plastic 1 No.
44 Model of Human Teeth (set) 1 No.
45 Model of Human Heart Plastic 1 No.
46 Model of Human Eye Plastic 1 No.
47 Model of Human Kidney Plastic 1 No.
48 Bell Jar 2 Nos.
49 Vacuum flask imported 2 Nos.
50 Magnifying glass imported 6 Nos.
51 Cotton 2 Roll
52 Dissecting dishes with wax 2 Nos.
53 Glass Funnel 3” Dia wheel brand 10 Nos.
54 Cobalt Chloride Paper 10 Nos.
55 Eosin Solution 500ml
56 Human “Brain Model Plastic 1 No.
57 DNA Model 1 No.
58 Benedicts Solution 500ml
59 Fehling’s Solution A.B 500ml
60 Biology Charts set of 10 2 set
61 Dissecting Microscope 4 Nos.
1
Annex B
Furniture Delivered to GGMS Khila
S.N. Item Qty
Student Furniture
1 Desk D3 Class 9 & 10 0
2 Desk D2 Class 6 to 8 10
3 Bench B-3 Class 9 & 10 0
4 Bench B-3 Class 9 & 10 10
Teachers Furniture
5 Principal Chair 1
6 Principal Table 1
7 Visitor Chairs (Without Arms) 6
8 Teachers Chairs (With Arms) 8
9 Table for Teachers (Teacher/ Office table) 8
10 Clerk Chair (With Arms) 1
11 Clerk Table (Teacher/ Office table) 1
12 Support Staff Chairs (With Arms) 2
13 Steel Cupboards, 22 Gauge. 6x3x1.5' 2
14 Chairs for Staff room (With Arms) 0
15 Table for Staff room 0
Others
16 Visitor Chairs (Without Arms) 4
17 Tables (Laboratory Table 1) 3
2
Furniture Delivered to GBHS Gunchattar
S.N. Item Qty
Student Furniture
1 Desk D3 Class 9 & 10 16
2 Desk D2 Class 6 to 8 34
3 Bench B-3 Class 9 & 10 16
4 Bench B-2 Class 6 to 8 34
Teachers Furniture
5 Principal Chair 1
6 Principal Table 1
7 Visitor Chairs (Without Arms) 6
8 Teachers Chairs (With Arms) 8
9 Table for Teachers (Teacher/ Office table) 8
10 Clerk Chair (With Arms) 1
11 Clerk Table (Teacher/ Office table) 1
12 Support Staff Chairs (With Arms) 4
13 Steel Cupboards, 22 Gauge. 6x3x1.5' 4
14 Chairs for Staff room (With Arms) 24
15 Table for Staff room 4
Furniture for ICT Centers
16 Computer tables 14
17 Computer Chairs 14
18 Carpet 32x22 Feet (704 Sq ft) 2
19 Window Blinds/ Curtin 0
20 Steel Cabinet 2
21 White boards with stands 1
Others
22 Visitor Chairs (Without Arms) 4
23 Tables (Laboratory Table 1) 5
3
Furniture Delivered to GGHS Sharian
S.N. Item Qty
Student Furniture
1 Desk D3 Class 9 & 10 16
2 Desk D2 Class 6 to 8 34
3 Bench B-3 Class 9 & 10 16
4 Bench B-2 Class 6 & 8 34
Teachers Furniture
5 Principal Chair 1
6 Principal Table 1
7 Visitor Chairs (Without Arms) 6
8 Teachers Chairs (With Arms) 11
9 Table for Teachers (Teacher/ Office table) 11
10 Clerk Chair (With Arms) 1
11 Clerk Table (Teacher/ Office table) 1
12 Support Staff Chairs (With Arms) 4
13 Steel Cupboards, 22 Gauge. 6x3x1.5' 4
14 Chairs for Staff room (With Arms) 12
15 Table for Staff room 4
Furniture for ICT Centers
16 Computer tables 14
17 Computer Chairs 14
18 Carpet 32x22 Feet (704 Sq ft) 2
19 Window Blinds/ Curtains 0
20 Steel Cabinet 2
21 White boards with stands 1
Others
22 Visitor Chairs (Without Arms) 4
23 Tables (Laboratory Table 1) 5
Reconstruction of Education System in Earthquake Affected Areas of Azad Jammu and
Kashmir, 570-PAK-1001
Pilot Anthropometric Study
Selected Six Middle and Secondary Schools
in
Muzaffarabad and Hattian Bala Districts
of
State of Azad Jammu and Kashmir
Conducted by
Adult Basic Education Society March 2010
Annex C
ii
Department of Education, Government of Azad Jammu and Kahsmir and UNESCO gratefully
acknowledge the financial support of the Zayed Bin Sultan Al Nahayan Charitable and
Humanitarian Foundation, United Arab Emirates.
iii
Table of Contents
Chapter 1: The Study 1 1. Background 1
2. Objective of the Study 1
3. Methodology 2
3.1. Preparation Phase 2
3.1.1. Tools used for Data Collection
3.1.2. Designing of Data Collection Formats
3.1.3. Data Collection Teams
3.1.4. Identifications of New Schools
3.1.5. Finalization of Schools for Anthropometric Data Collection
3.1.6 Notification from Department for Permission and Facilitation
3.1.7. Orientation of Data Collection Team
3.2. Data Collection Process and Methodology 3
3.2.1. Project Orientation at Field level
3.2.2. Sampling
3.2.3. Data Verification
3.3. Data Analysis 4
3.4 Study Limitation 4
Chapter 2: Analysis and Report 5
1. Sample Coverage 5
2. Students’ Measurement 5
2.1 Government Girls High School Sharian 5
2.2 Government Girls Middle School Khilla 6
2.3 Government Boys High School Sharian 7
2.4 Government Boys High School Gunchattar 8
2.5 Government Girls Middle School Gunchattar 9
2.6 Government Boys Middle School Bandi Tanolian 10
2.7 Cumulative Analysis - All Six Boys and Girls Schools 11
3. Overall Distribution of Ages in Each Grade 13
3.1 Male Students Percentage Distribution of ages in Each Grade 13
3.2 Female Students Percentage Distribution of ages in Each Grade 14
4. Recommendations for Furniture Design 16
5. Challenges and Adjustments 18
6. Conclusion 19
7. Annexure
Annexure 1: Data Collection Format 1
Annexure 2: Data Collection Format 2
Annexure 3: Data Collection Format 3
Annexure 4: Data Collection Format 4
Annexure 5: Permission for Anthropometric Survey
iv
Tables
Table-1 School wise detail of the Students
Table-2 Measurements of Students of Government Girls High School Sharian
Table-3 Measurements of Students of Government Girls Middle School Khilla
Table-4 Measurements of Students of Government Boys High School Sharian
Table-5 Measurements of Students of Government Boys High School Gunchattar
Table-6 Measurements of Students of Government Girls Middle School Gunchattar
Table-7 Measurements of Students of Government Boys Middle School Bandi Tanolian
Table-8 Cumulative Measurements by Age
Table-9 Overall Percentage Distribution of ages in Each Grade
Table-10 Male Students Percentage Distribution of ages in Each Grade
Table-11 Female Students Percentage Distribution of ages in Each Grade
Table-12 Standard Height
v
Acronyms
ABES Adult Basic Education Society
AJK Azad Jammu and Kashmir
Cm Centimeter
DoE Department of Education
HH Hip Joint Height
Hp-Hd Hip to Head height
HW Hip Width
Kg Kilogram
KH Knee Joint Height
SD Standard Deviation
SH Standing Height
SHW Shoulder Width
1
Chapter 1: The Study
1. Background
The earthquake of 8 October 2005 caused massive damage to the educational infrastructure in
various districts of Azad Jammu and Kashmir (AJK) and Khyber Pakhtunkhwa (formerly North
West Frontier Province). The rehabilitation and reconstruction work is progressing. Apart from
reconstruction of school infrastructure itself, work needs to be done in supplementary areas in the
form of meeting the required number of teachers; capacity building of education officials; rapid
reorientation and relevant training of teachers; curriculum reviews; provision of learning materials;
community mobilisation and organisations and rehabilitation of central and field based resource
centres.
The rehabilitation scenario thus demands concerted efforts involving remedial measures from the
government, international/national NGOs and communities to pool their wealth of resources --
financial, human and skills related to help the situation towards quality improvement.
As part of rehabilitation efforts, UNESCO facilitated construction of three government schools (two
secondary and one middle school under 570-PAK-1001 and two high schools under Earthquake
Response Program) in Muzaffarabad, Hattian Bala (previously part of Muzaffarabad District) and
Abbottabad Districts. Besides the provision of basic infrastructure, UNESCO is providing standard
furniture according to the school needs to make school environment more conducive for learning as
well as safe.
In view that the classroom furniture should be made to the size of the students and that no reference
document on Pakistan standards on student measurements was available, the project decided to
conduct anthropometric survey (body measurements of students). The purpose was to design
appropriately sized school furniture and to test and demonstrate the methodology to carry out such
an exercise at a large scale to determine provincial and national standards in future.
2. Objective of the Study
To develop parameters for school classroom furniture design on the basis of anthropometric data
(age, weight, height, etc) of the students of the schools supported by UNESCO.
3. Methodology
To carry out the study, the following steps have been taken:
Step 1: Preparation and designing formats for data collection.
Step 2: Field work - collecting data from target groups
Step 3: Data analysis and report preparation
2
3.1 Preparation Phase
A rapid but comprehensive survey was conducted to make an objective assessment of children in
selected UNESCO project schools as per the format developed by ABES and cleared by UNESCO.
The said instrument incorporated all the relevant information required to achieve the objective. The
following steps were taken to obtain the information from the targeted schools.
3.1.1 Tools used for Data Collection
Data collection tools were designed and finalized in consultation with UNESCO Field Office team in
Muzaffarabad. Equipment such as weighing machine for weight measurement was purchased with
technical and financial support from UNESCO.
3.1.2 Designing of Data Collection Formats
For a comprehensive Anthropometric Survey, different templates were designed to collect the body
measurements of students. The students, pre-primary to secondary, were categorized in four age
groups. The survey formats and categorization of students were developed by using UNESCO
assisted “Primary School Buildings: Standards, Norms and Design” published by The Royal
Government of Bhutan in 1986 as a reference material.
Group Level Age
1. Group-1: Pre-Primary Average Age 7
2. Group-2: Class-1- Class-4 Average Age 11.5
3. Group-3: Class-5- Class-8 Average Age 14
4. Group-4: Class-9- Class-10 Average Age 18
The following 4 formats were designed for the survey:
1. Format for Data Collection of Students in Grade pre primary,
2. Format for Data Collection of Students in Grade 1 to 4,
3. Format for Data Collection of Students in Grade 5 to 8 and
4. Format for Data Collection of Students in Grade 9 to 10.
These formats (See Annexure 1-6) covered a wide range of relevant information required for the
detailed design dimensions.
3.1.3 Data Collection Teams
Two teams were constituted with the following composition to collect data, keeping in view the
required expertise and gender related aspects.
1. 2 social organizers (Male)
2. 2 Social Organizers (Female)
3. 2 Nurses (1 Male and 1 Female)
3.1.5 Notification from Department for Permission and Facilitation
Request letters were written to the District Education Officers (male and female both) for permission
to conduct the survey for the study. Upon receipt of formal permission from the Department of
3
Education the study team approached the schools for data collection. The permission letter is
attached in Annexure 5.
3.1.6 Orientation of Data Collection Teams
Once the data collection tools were finalized, an orientation meeting was organized for the field
teams in Muzaffarabad to develop a common understanding on using the tools and procedure.
During the orientation the survey teams were made aware of:
1. Objectives of data collection
2. Important things to be considered during data collection
3. Rapport building
4. Ethical consideration
5. Taking Measurements
3.2 Data Collection Process and Methodology
3.2.1 Project Orientation at Field level A brief and comprehensive orientation of relevant stakeholders like Head Teachers, Class In-charge/
teachers, and members of School Management Committees (SMCs) was organized in the six schools
prior to data collection. The orientation developed confidence of the school staff and resulted in
their cooperation making the task easy for the team.
3.2.2 Sampling
The geographic focus of the study was determined on the basis of the school construction activity of
the project in Muzaffarabad and Hattian Bala Districts of AJK.
As the furniture design was primarily meant for the three middle and secondary schools being
constructed under 570-PAK-1001, the three schools were selected. To this list three other schools
were added by ABES in consultation with the Education Department of Government of Azad Jammu
and Kashmir (AJK). The following three criteria were considered while selecting the additional
three schools.
1. Equality in the number of boys schools and girls schools
2. Level of school must be middle and high
3. Schools should be adjacent to UNESCO assisted project schools for greater reliability of
study findings
The following six schools were selected as the samples for the study:
1. Government Girls Middle School Khila (Identified by UNESCO), UC Muzaffarabad
2. Government. Boys High School Gunchattar (Identified by UNESCO), UC Muzaffarabad
3. Government Girls Middle School Ghanchattar (Identified by ABES), UC Muzaffarabad
4. Government Boys Middle School Phagal Bandi/ Bandi Tanolian (Identified by ABES), UC
Muzaffarabad
5. Government Boys High School Sharian (Identified by ABES), UC Lamania, Hattian Bala
6. Government Girls High School Sharian (Identified by UNESCO), UC Lamania, Hattian Bala
4
At the beginning the sample size was set at 30% of the total population of each school and from each
grade. But to get more reliable data of the target groups, 50 per cent students were covered in the
bigger schools. Where enrolment was low, 100 per cent students were selected as sample. For
instance, in Girls Middle School Khilla and Girls Middle School Gunchattar all students were
covered, while in other four schools, 50 per cent students were covered.
3.2.3 Data Verification
After data collection, the data were further verified from other available sources e.g., school records
and attendance registers. Particularly, the number of students was verified from the school
attendance register. Standard machines were used to collect weight and heights of the students.
UNESCO field office team also monitored and guided the teams during data collection.
3.3 Data Analysis
All data were collected on the spot and recorded using pre-designed formats. These formats were
given to the operator and entered in the MS Excel sheet. After recording, analysis was done by a
statistician.
3.4 Study Limitation
The study covered only 2 union councils of two districts because the aim was to determine body
measurements of students in UNESCO assisted project schools. The findings cannot be generalized
and used as representative of the whole AJK. However, the methodology and demonstration value
of the study is significant and can be used for scaling up.
5
Chapter 2: Analysis and Report 1. Sample Coverage
The requisite information; Standing Height (SH), Knee Joint Height (KH), Hip Joint Height (HH),
Shoulder Width (SHW), Hip Width (HW), Hip to Head height (Hp-Hd) in centimeters and weight in
kilograms were measured.
Data were collected from population of 503 students; among whom 49 per cent were female and 51
per cent were male students.
Table 1: School wise detail of the Students
School Gender Total
Sampled
Total
Enrolment Female Male
Govt. Boys High School Gunchattar 12 59 71 160
Govt. Boys High School Sharian 0 150 150 319
Govt. Boys Middle School Bandi Tanolian 0 35 35 57
Govt. Girls High School Sharian 140 0 140 288
Govt. Girls Middle School Gunchattar 58 0 58 65
Govt. Girls Middle School Khilla 35 14 49 54
Total 245 258 503 943
Percentage 49% 51% 100%
2. Students’ Measurement
2.1 Government Girls High School Sharian
The average Standing Height of Female students of Government Girls High School Sharian was 139
cm and average variation was around 17 cm. The mean Knee Joint Height was 40 cm with Standard
Deviation 6 cm. The average Hip Joint Height and Hip width were 76 cm and 37 cm respectively
with 10 and 6 cm variation from their means respectively. Average Shoulder Width was 33 cm with
4 cm Standard Deviation. Mean Hip to Head Height was 62 cm with average variation of 9 cm. The
average weight of female students was 34 kg with 12 kg variation from mean weight. The minimum
weight was 16 kg and maximum 46 kg. Government standard admission age of students to the
schools is 5 years. Hence there were no students below 5 years age.
The data in detail are presented in Table 2 below.
6
Table 2: Measurements of Students of Govt. Girls High School Sharian
Male
Sections Age (In
years)
SH KH HH HW SHW Weight Hp-Hd Sample
Size M SD M SD M SD M SD M SD M SD M SD
Pre-
Primary
5 101 3 31 2 56 3 24 8 28 2 16 1 45 1 3
6 111 4 31 1 58 2 31 3 27 2 19 2 53 3 9
7 114 5 31 3 61 3 30 1 28 1 19 1 54 4 7
Primary 8 124 7 36 4 69 4 30 6 30 2 26 11 56 4 9
9 124 4 35 2 69 4 33 2 30 1 23 2 56 3 6
10 131 7 37 3 72 4 33 3 30 2 25 4 59 6 8
11 130 10 37 3 71 6 32 4 33 2 26 5 59 6 16
Lower
Secondary
12 141 6 41 3 78 4 36 2 33 3 32 5 55 3 16
Middle 13 149 5 44 2 83 4 40 2 34 2 38 5 59 3 17
14 152 8 44 3 82 7 42 3 37 4 44 7 69 5 22
15 154 6 44 2 84 4 43 4 37 4 46 7 78 3 19
Secondary 16 155 4 45 2 85 5 44 2 38 3 46 4 70 2 7
17 159 . 48 . 93 . 44 . 38 . 45 . 66 0 1
Overall 139 17 40 6 76 10 37 6 33 4 34 12 62 9 140 Notes: M – Mean; SD – Standard Deviation.
2.2 Government Girls Middle School Khilla
The average Standing Height of male was 136 cm and of female was 132 cm with 19-20 cm
variation from mean of both male and female students. The mean Knee Joint Height of male student
was 40 cm with 6 cm deviation and in female Knee Joint Height was 39 cm with 6 cm variation. In
male the mean Hip Joint Height was 72 cm and in female 70 cm. The mean Shoulder Width, Hip
Width and Hip to Head Height of male students were 34 cm, 35 cm and 61 cm whereas of female
students 34 cm, 36 cm and 61 cm respectively. The average weight of male students was 31 kg and
that of female students 30 kg.
The data in detail are presented in Table 3 below.
7
Table 3: Measurements of Students of Government Girls Middle School Khilla
Age
(In years)
Male Sample
Size SH KH HH HW SHW Weight Hp-Hd
M SD M SD M SD M SD M SD M SD M SD
5 99 . 25 . 50 . 25 . 24 . 15 . 48 1 1
6 116 7 32 3 62 4 29 2 33 3 21 4 56 2 2
7 124 . 36 . 67 . 30 . 33 . 22 . 57 1 1
8 127 14 39 2 69 9 33 3 33 2 26 8 59 4 4
9 134 0 41 1 71 0 37 2 34 1 31 1 63 2 2
10 129 14 38 6 67 11 34 4 34 5 27 7 61 2 2
11 135 . 37 . 73 . 32 . 33 . 24 . 62 1 1
13 162 17 46 4 86 3 39 4 39 6 42 9 68 3 3
14 150 . 44 . 78 . 42 . 41 . 43 . 72 1 1
Overall 136 20 40 6 72 11 35 5 34 5 31 10 61 6 17
Female
5 105 9 29 3 51 4 29 3 30 5 18 3 53 3 3
6 116 . 33 . 61 . 32 . 29 . 22 . 55 1 1
7 108 8 30 3 55 6 29 1 28 3 18 1 5 3 3
8 119 12 35 3 62 5 31 3 31 4 22 4 57 6 6
9 134 1 41 1 72 1 36 0 35 1 30 0 57 2 2
10 134 . 41 . 73 . 35 . 37 . 29 . 61 1 1
11 139 8 41 4 76 7 37 3 33 3 31 6 63 4 4
12 139 10 41 4 75 5 38 3 34 1 30 4 65 6 6
13 152 5 44 3 82 8 41 4 39 2 43 6 68 8 8
14 166 . 49 . 91 . 47 . 44 . 55 . 75 1 1
Overall 132 19 39 6 70 12 36 6 34 5 30 11 61 9 35
Notes: M – Mean; SD – Standard Deviation
2.3 Government Boys High School Sharian
According to the statistics shown in Table 4, the mean Standing Height of male students of Govt.
Boys High School Sharian was 148 cm and Standard Deviation 18 cm. The mean Knee Joint Height
was 43 cm with Standard variation 6 cm. The average Hip Joint Height and Hip Width were 82 cm
and 37 cm respectively. Average Shoulder Width was 39 cm with 4 cm Standard Deviation and
mean Hip to Head Height was 67 cm with average variation of 8 cm. The average weight of the
students was 38 kg with 12 kg variation from mean weight. The students of age 8 and 9 were not
available in the school during data collection. Age ranging from 8 and 9 were not found in this
school.
8
Table 4: Measurements of Students of Government Boys High School Sharian
Age (In
years)
Male
SH KH HH HW SHW Weight Hp-Hd Sample
Size M SD M SD M SD M SD M SD M SD M
5 117 6 32 2 62 3 29 2 33 2 19 6 54 2 3
6 117 10 31 4 62 5 30 3 33 4 21 4 56 6 5
7 125 9 36 3 67 6 30 3 33 3 22 4 59 4 8
8 - - - - - - - - - - - - - - -
9 - - - - - - - - - - - - - - -
10 130 6 36 3 70 4 32 2 34 2 24 2 60 2 18
11 134 11 40 3 76 5 34 2 39 7 29 4 58 8 9
12 141 11 41 4 78 7 35 3 37 3 32 7 64 4 12
13 143 10 44 2 79 8 36 2 38 1 36 7 64 6 17
14 153 11 46 4 86 7 39 3 39 2 40 7 68 4 15
15 162 9 48 3 90 5 41 3 41 3 48 7 72 6 43
16 165 7 49 2 91 4 42 2 43 2 51 5 74 3 11
17 166 5 49 2 90 4 43 2 43 2 51 4 76 2 7
18 174 5 51 1 93 4 46 1 45 1 58 0 81 1 2
Overall 148 18 43 6 82 11 37 5 39 4 38 12 67 8 150
Notes: M – Mean; S – Standard Deviation. No students in age bracket 8-9 in the sample size.
2.4 Government Boys High School Gunchattar As mentioned in Table 13, the mean Standing Height of the male students was 153 cm and of female
students 156 cm. This higher average height of girls can be attributed to the fact that there were no
girls below the age of 13 whereas the boys comprised age groups from 5 onward. The minimum
value of male Standing Height was 105 cm and maximum was 169 cm. Among females, the
minimum value of Standing Height was142 cm and maximum was 164 cm. The average Knee Joint
Height was 46 cm, Hip joint Height 83 cm, Hip Width 39 cm, Shoulder Width 39 cm, Hip to Head
Height 69 cm and average weight 40 kg of male students. The average Knee Joint Height was
measured as 46 cm, Hip joint Height 87 cm, Hip Width 44 cm, Shoulder Width 39 cm, Hip to Head
Height 70 cm and the mean weight was 47 kg of female students with 4-12 cm variation of different
measure parameters.
The data in detail has been presented in Table 5 below.
9
Table 5: Measurements of Students of Government Boys High School Gunchattar
Age
(In years)
Male
SH KH HH HW SHW Weight HP-Hd Sample Size
M SD M SD M SD M SD M SD M SD M SD
5 105 . 28 . 51 . 27 . 28 . 18 . 54 0 1
6 114 . 32 . 56 . 27 . 31 . 20 . 58 0 1
7 111 . 32 . 56 . 28 . 31 . 20 . 55 0 1
8 125 . 36 . 65 . 29 . 33 . 25 . 60 0 1
9 128 8 36 4 69 6 32 3 36 2 24 1 59 2 2
10 132 - 38 - 72 - 33 - 36 - 26 - 61 0 1
11 136 10 40 4 74 9 34 3 36 4 28 5 61 3 9
12 153 9 46 3 85 6 41 11 38 1 38 7 68 5 14
13 162 7 48 3 89 5 41 3 42 3 45 8 73 4 15
14 165 10 48 5 91 4 41 3 42 2 44 11 74 6 4
15 169 8 50 3 90 3 45 2 46 4 57 8 79 5 4
16 168 5 50 2 91 2 43 3 44 3 54 9 76 1 6
Overall 153 17 45 6 83 11 39 7 39 4 40 12 69 8 59
Female
13 164 . 49 . 92 . 51 . 45 . 67 . 72 0 1
14 157 4 46 1 88 5 43 2 39 2 44 4 69 3 4
15 147 . 44 . 80 . 44 . 40 . 44 . 67 0 1
16 163 2 48 0 88 2 46 1 40 3 52 2 75 0.5 3
17 151 . 44 . 85 . 40 . 36 . 39 . 66 0 1
18 142 . 42 . 82 . 39 . 34 . 36 . 61 0 1
19 154 . 46 . 89 . 46 . 42 . 51 . 79 0 1
Overall 156 7 46 2 87 4 44 3 39 3 47 8 70 4 12
Notes: M – Mean; SD – Standard Deviation.
2.5 Government Girls Middle School Gunchattar
The data presented in Table 14 shows that the average Standing Height of the female students was
147 cm with 10 cm SD, Knee Joint Height 43 cm with 4 SD, mean Hip Joint Height 80 cm with 6cm
deviation from mean, average Hip Width 40 cm with 4 cm dispersion, average Shoulder Width 35
cm with 3 cm SD and mean Hip to Head Height was 67 cm with 6 cm variation. The average weight
of the student was 38 kg with 9 kg dispersion from center. The minimum weight of the female
student was 18 kg and maximum weight 54 kg with respect to age.
The data in detail is presented in Table 6.
10
Table 6: Measurements of Students of Government Girls Middle School Gunchattar
Age (In
years)
Female
Sample Size SH KH HH HW SHW Weight HP-Hd
M SD M SD M SD M SD M SD M SD M SD
5 105 . 28 . 51 . 27 . 28 . 18 . 44 - 1
6 114 . 32 . 56 . 27 . 31 . 20 . 54 - 1
7 111 . 32 . 56 . 28 . 31 . 20 . 52 - 1
8 125 . 36 . 65 . 29 . 33 . 25 . 56 - 1
9 132 - 38 - 73 - 33 - 34 - 37 - 55 - 1
10 137 2 39 2 77 5 35 1 35 3 28 2 62 2 4
11 141 5 41 1 78 3 37 2 31 1 31 3 63 2 2
12 144 8 43 3 79 7 36 3 32 3 33 4 66 2 7
13 150 6 45 2 81 4 40 4 35 3 39 8 69 3 17
14 151 4 45 2 81 2 41 2 37 3 41 5 70 3 9
15 153 4 45 2 81 2 42 1 35 3 43 3 71 2 7
16 160 4 47 1 85 1 45 3 38 3 53 7 75 2 4
17 161 - 49 1 86 - 45 - 38 - 54 - 70 0 1
18 155 4 46 1 83 2 43 1 38 1 45 1 73 2 2
Overall 147 10 43 4 80 6 40 4 35 3 38 9 67 6 58
Notes: M – Mean; SD – Standard Deviation.
2.6 Government Boys Middle School Bandi Tanolian
Data in Table 15 shows that the mean Standing Height of students (all males) was 146 cm knee joint
height 43 cm, Hip joint Height 81 cm, Hip Width 38 cm, Shoulder Width 36 cm, Hip to Head Height
65 cm and mean weight was 38 kg of male students.
The data in detail are presented in Table 7 below.
11
Table 7: Measurements of Students of Government Boys Middle School Bandi Tanolian
Age (In
years)
Male
SH KH HH HW SHW Weight Hp-Hd Sample Size
M SD M SD M SD M SD M SD M SD M SD
5 - - - - - - - - - - - - - -
6 107 5 31 1 57 4 28 2 29 2 18 0 50 1 2
7 - - - - - - - - - - - - - - -
8 127 1 37 1 69 2 33 0 33 1 26 1 59 1 2
9 131 4 36 5 71 3 33 1 31 1 28 3 60 1 5
10 140 6 41 3 78 6 35 3 32 2 31 5 61 2 7
11 - - - - - - - - - - - - - -
12 - - - - - - - - - - - - - - -
13 152 8 43 2 86 6 40 4 35 2 42 7 65 2 6
14 160 7 48 2 89 3 42 4 41 4 47 6 71 4 6
15 159 11 48 3 90 9 40 3 42 5 47 9 70 4 5
16 175 5 51 1 95 2 47 1 45 1 58 9 80 2 2
Overall 146 18 43 6 81 11 38 5 36 6 38 12 65 7 35
Notes: M – Mean; SD – Standard Deviation.
2.7 Cumulative Analysis - All Six Boys and Girls Schools
As per data in Table 16, the average Standing Height of male students was 148 cm and that of
female 141 cm with 18 cm and 16 cm Standard Deviation respectively. The minimum value of Male
Standing Height was 102 cm and maximum 174 cm. Minimum value of female Standing Height
was 103 cm and maximum value 158 cm. The average Knee Joint Height was 44 cm, Hip joint
Height 81 cm, Hip Width 38 cm, Shoulder Width 38 cm, Hip to Head Height 67 cm and average
weight of male students was 38 kg. Among females the average Knee Joint Height was 41 cm, Hip
joint Height 77 cm, Hip Width 38 cm, Shoulder Width 34 cm, Hip to Head Height 64 cm and the
mean weight 37 kg of female students with 4-16 cm variation of different measure parameters with
respect to the age of female students.
The data in detail is in Table 8 below.
12
Table 8: Cumulative Measurements by Age
Age S.H K.H H.H H.W SH.W Weight Hp-Hd Sample
Size M SD M SD M SD M SD M SD M SD M SD
MALES:
5 102 4 27 2 51 1 26 1 26 3 17 2 51 3 2
6 115 8 32 3 60 4 29 2 32 3 20 4 55 5 11
7 124 10 35 3 65 7 30 3 33 3 22 3 58 4 9
Avg. age 113.7 7.3 31.3 2.7 58.7 4 28.3 2 30.3 3 19.7 3 54.1 4 7.3 Average
8 127 10 38 2 68 7 33 3 33 1 26 5 59 4 7
9 131 5 37 4 71 3 34 2 33 2 28 3 60 2 9
10 132 8 38 3 72 6 33 3 34 3 26 5 60 2 27
11 135 10 40 3 75 7 34 2 37 6 28 5 60 6 19
Average 131.25 8.25 38.25 3 71.5 5.75 33.5 2.5 34.25 3 27 4.5 59.8 3.5 15.5 Average
12 147 12 43 4 82 7 38 9 37 2 36 8 66 5 27
13 153 13 46 4 84 8 38 4 39 3 41 8 70 6 41
14 156 10 46 4 87 6 40 4 40 3 43 8 70 5 26
15 162 10 48 3 90 5 41 3 41 4 48 8 72 6 52
Average 154.5 11.25 45.75 3.75 85.75 6.5 39.25 5 39.25 3 42 8 69.5 5.5 36.5 Average
16 167 7 49 2 91 3 43 2 44 2 53 7 75 4 19
17 166 5 49 2 90 4 43 2 43 2 51 4 76 2 7
18 174 5 51 1 93 4 46 1 45 1 58 0 45 1 2
Average 169 5.7 49.7 1.7 91.3 3.7 44 1.7 44 1.7 54 3.7 65.3 2.3 9.3 Average
Overall 148 18 44 6 81 11 38 6 38 5 38 12 67 8 258
FEMALES:
5 103 6 30 2 54 4 26 6 29 3 31 15 47 3 6
6 112 4 31 1 58 2 31 3 27 2 50 10 53 3 10
7 112 6 31 3 59 5 30 1 28 2 35 20 52 4 10
Average 109 5.3 30.7 2 57 3.7 29 3.3 28 2.3 38.7 15 50.7 3.3 8.7 Average
8 122 9 36 3 66 5 30 5 30 3 24 9 57 5 15
9 125 6 36 3 68 4 34 3 31 3 24 4 57 4 12
10 133 6 38 3 73 5 34 3 32 3 26 4 60 5 13
11 133 10 38 4 72 6 33 4 33 2 27 5 60 5 22
Average 128.25 7.75 37 3.25 69.75 5 32.75 3.75 31.5 2.75 25.25 5.5 58.5 4.8 15.5 Average
12 141 7 42 3 77 5 36 3 33 2 32 5 64 3 29
13 150 6 44 2 82 5 40 4 36 3 40 8 67 4 45
14 153 7 45 3 83 6 42 3 37 3 43 7 69 4 36
15 153 5 44 2 83 4 43 3 37 3 45 6 70 3 27
Average 149.25 6.25 43.75 2.5 81.25 5 40.25 3.25 35.75 2.75 40 6.5 67.5 3.5 34.25 Average
16 158 5 46 2 86 3 44 2 38 3 49 6 73 3 14
17 155 6 46 3 89 6 42 2 37 1 42 4 68 2 2
18 151 8 45 3 82 2 42 2 37 3 42 5 69 6 3
19 154 . 46 . 89 . 46 . 42 . 51 . 74 . 1
Average 154.5 6.33 45.75 2.67 86.5 3.67 43.5 2 38.5 2.33 46 5 71 2.8 5 Average
Overall 141 16 41 6 77 10 38 6 34 4 37 11 64 7 245
Notes: M – Mean; SD – Standard Deviation.
13
3. Overall Distribution of Ages in Each Grade
Statistics in Table 9 below show that age of around 85 per cent students of Nursery class was
between 5-7 years. The age of all students of Prep class was between 5-8 years. The age of
approximately 95 per cent students lay between 7-10 years. In class two, age of 84 per cent students
fell between 9-11 years. The ages of around 96 per cent students of class three were between 9-12
years. The age of above 90 per cent student of fourth class was in between 9-12 years. Most of the
5th Class students fell between 10-14 years age. The age of around 68 per cent students of 6
th class,
77 per cent students of class 7 and 84 per cent of 8th class were between 13-15 years. The age range
of 91per cent students of 9th Class and 97 per cent students of 10
th were in between 14-18 years.
Table 9: Overall Percentage Distribution of Ages in Each Grade
Age Nursery Prep 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th Overall
%
5 10.7 38.5 1.60%
6 57.1 23.1 5.9 4.20%
7 17.9 23.1 32.4 3.80%
8 7.1 15.4 44.1 10 4.40%
9 7.1 8.8 26.7 11.5 11.1 2.4 4.20%
10 8.8 46.7 30.8 25 14.3 8.00%
11 10 50 11.1 31 12.7 8.20%
12 3.3 3.8 41.7 21.4 20.6 17.6 6.4 11.10%
13 3.3 11.9 42.9 45.6 23.1 8.9 17.10%
14 3.8 2.8 14.3 11.1 25 26.9 13.3 7 12.30%
15 8.3 4.8 12.7 5.9 33.3 57.8 25 15.70%
16 4.4 7.7 15.6 42.5 6.60%
17 1.5 2.2 17.5 1.80%
18 2.6 2.2 5 1.00%
19 2.5 0.20%
Overall
% 100 100 100 100 100 100 100 100 100 100 100 100 100%
Sample 28 13 34 30 26 36 42 63 68 78 45 40 503
3.1 Male Students Percentage Distribution of ages in Each Grade
Data presented in Table 10 show that, the age of approximate 80-90 per cent male students of
primary section (Nursary-5th) were between 6-14 years, around 85-95 per cent male students of
Middle Section (6th-8
th) were between 12-15 years and 86-9 per cent male students of secondary
section (9th-10
th) were between 15-17 years.
14
Table 10: Distribution of Male Students by Age in Each Grade
Age
Pre-Primary Primary Lower Secondary
(Middle) Secondary
Overall
% Nur
sery Prep 1st 2
nd 3rd 4th 5th 6th 7
th 8th 9th 10th
5 8.30 50.0 0.80
6 83.30 6.7 4.30
7 60. 3.50
8 50.0 26.7 12.5 2.70
9 8.30 18.8 14.3 13.3 4.2 3.50
10 6.7 62.5 57.1 26.7 16.7 10.50
11 6.3 21.4 13.3 33.3 16.1 7.40
12 46.7 8.3 19.4 28.1 6.8 10.50
13 16.7 32.3 40.6 27.3 6.9 15.90
14 7.1 16.7 12.9 21.9 20.5 3.4 10.10
15 4.20 19.4 3.1 40.9 75.9 16.7 20.20
16 6.3 4.5 13.8 45.8 7.40
17 29.2 2.70
18 8.3 0.80
Overall
% 100 100. 100 100 100 100 100 100 100 100 100 100 100
Sample 12 2 15 16 14 15 24 31 32 44 29 24 258
3.2 Female Students Percentage Distribution of ages in Each Grade
According to the results in Table 11 the age of approximately 70-90 per cent female students of
primary section (Nursary-5th) ranged between 6-12 years, around 87-95 per cent female students of
Middle Section (6th-8
th) were between 12-15 years and 87-94 per cent female students of secondary
section (9th-10
th) were between 15-17 years.
15
Table 11: Distribution of Female Students by age in Each Grade
Age
Pre-Primary Primary
Lower Secondary
(Middle) Secondary Overall
% Nursery Prep 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
5 12.5 36.4 2.40
6 37.5 27.3 5.3 4.10
7 31.3 27.3 10.5 4.1
8 12.5 9.1 57.9 7.1 6.1
9 6.3 15.8 35.7 8.3 9.5 4.9
10 10.5 28.6 23.8 11.1 5.3
11 14.3 83.3 9.50 27.8 9.4 9.
12 7.1 8.3 38.1 38.9 21.9 8.3 5.9 11.8
13 7.1 5.6 53.1 50 17.6 12.5 18.4
14 4.8 11.1 9.4 27.8 35.3 31.3 18.8 14.7
15 14.3 5.6 6.3 8.3 23.5 25 37.5 11
16 2.8 11.8 18.8 37.5 5.7
17 2.8 6.3 0.8
18 5.9 6.3 1.2
19 6.3 0.4
Overall
% 100 100 100 100 100 100 100 100 100 100 100 100 100
Sample 16 11 19 14 12 21 18 32 36 34 16 16 245
16
4. Recommendations for Furniture Design
The following are the recommendations based on the above analysis.
The average standing heights of boys and girls given in Table 12 should be considered:
Table No. 12: Standard Height
Size Class Age Standing Height (cm)
Mean Boys Girls
Size-A Pre-Primary
5 107 111 103
6 113 114 112
7 118 124 112
Size-B Primary
8 124 127 122
9 128 131 125
10 132 132 133
11 134 135 133
Size-C Lower secondary
(Middle)
12 144 147 141
13 151 153 150
14 154 156 153
15 159 162 153
Size-D Secondary
16 163 167 158
17 164 166 155
18 160 174 151
Size-E Adults 19 154 . 154
Based on the range of Standing Heights (SH) of the students i.e. the Mean Standing Height and the
Standard Deviation of males and females students and age group was calculated to design furniture
as per physical measurements. The number was adjusted by calculating average measurements at
certain age groups (refer to Table no. 16). It will be helpful in deciding what size of furniture should
be ordered. The Table number 18 & 19 shows the overall percentage distribution of ages (male and
female students) in each grade, which will be helpful in determining the quantity of furniture.
On the basis of the above average Standing Height, the following 4 sizes are proposed to suit the
largest number of students while keeping the number of furniture sizes to a minimum.
Size A: For classes: Pre Primary
Average Age: 5-7 years
Average SH: 113.23 cm
Size B: For classes: Primary
Average Age: 8-11 years
Average SH: 130.51 cm
17
Size C: For classes: Secondary
Average Age: 12-15 years
Average SH: 152.68 cm
Size D: For classes: Higher Secondary
Average Age: 16-18 years
Average SH: 162.69 cm
Following the guidelines the children of aged 5-18 were divided into four major age groups by
calculating average of Mean and Standard Deviation.
Boys Girls Group I: Age 5-7 113(SD) 7(M) 109(SD) 5(M)
Group II: Age 8-11 131(SD) 8(M) 128(SD) 7(M)
Group III: Age 12-15 154(SD) 11(M) 149(SD) 6(M)
Group IV: Age 16-18 169(SD) 5.7(M) 154(SD) 6(M)
Another considerable aspect, which should be of interest to the architect/engineer in the design of
furniture, is the “fitting” e.g., fitting into a chair or fitting knees under a table. The furniture (table
and chair) must be available in a sufficient range of sizes to suit practically all the students. To
achieve this, it is necessary to adjust the Mean Standing Heights, given in Table 16 with + 2 (plus
minus twice SD) Standard Deviation, to fit + 90 per cent of the age group. This formula has been
derived from UNESCO standard1 for Indonesia primary and secondary schools.
1 Anthropometric Data for Students in Primary and Secondary Schools (I-XII) in Indonesia (1974) by G.J.A. Van’t Loo,
Associate Expert in Educational Facilities
18
5. Challenges and Adjustments
During the implementation of the study at the field level ABES team had faced certain challenges as
mentioned below:
5.1 NOC from Department of Education
Just after signing the project contract, ABES coordinated with the concerned authorities for getting
the NOC. It took considerable time to obtain NOC.
5.2 Time Constraints
Three weeks duration for completing this study was found to be highly insufficient for designing
tools, conducting rigorous fieldwork, compilation and analysis of the data.
5.3 Purchase of Equipment
Vendor took more than expected time in delivery of required equipment.
19
6. Conclusion
The study concluded and came up with categorization of four Age Groups for the design dimension:
age (5-7), age (8-11), age (12-15), and age (16-18). Since the physical environment greatly affects
students’ learning capability, appropriate sized furniture tables and chairs should be designed in
relation to the body sizes of students. The said survey was conducted to obtain the body
measurements of sampled school children from pre-primary to secondary level as a guideline for the
architects to design classroom furniture.
*****
20
Annexure 1
UNESCO - ABES Pre Primary (Nursery to Prep Class)
District UC Village
Name of School Name of contact person PH #
Name of Data Collectors
Date of Data Collection
S.H=Standing Hight, K.H=Knee joint hight, H.H=Hip joint hight, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip to
Head hight
S.N. Name
Father’s
Name Class Gender Disability Age Hight(cm) Weight
(Kg)
M F S.H K.H H.H
H.
W
SH.
W
Hp-
Hd
21
Annexure 2
UNESCO ABES Class (1 - 4 )
District UC Village
Name of School
Name of Data Collectors
Date of Data Collection
S.H=Standing Hight, K.H=Knee joint hight, H.H=Hip joint hight, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip to
Head hight
S.N. Name
Father’s
Name Class Gender Disability Age Hight(Cm) Weight
(Kg)
M F S.H K.H H.H H.W SH.W Hp-Hd
22
Annexure 3
UNESCO - ABES Class (5 - 8)
District UC Village
Name of School Name of contact person PH#
Name of Data Collectors
Date of Data Collection
S.H=Standing Height, K.H=Knee joint height, H.H=Hip joint height, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip
to Head height
S.N. Name
Father’s
Name Class Gander Disability Age Height (Cm) Weight
(Kg)
M F S.H
K.
H
H.
H
H.
W
SH.
W
Hp
-Hd
23
Annexure 4
UNESCO - ABES Class (9 - 10)
District UC Village
Name of
School Name of contact person PH#
Name of Data Collectors
Date of Data Collection
S.H=Standing Height, K.H=Knee joint height, H.H=Hip joint height, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip
to Head height
S.N. Name
Father’s
Name Class Gender Disability Age Height (Cm) Weight
(Kg)
M F S.H
K.
H
H.
H
H.
W
SH.
W
Hp-
Hd
24
Annexure 5
Designs and Specifications for School Desks, Benches
and Chair
for
UNESCO Supported Schools
in
Muzaffarabad and Hattian Bala Districts
Based on
Pilot Anthropometric Study
in
Muzaffarabad and Hattian Bala Districts of Azad Jammu & Kashmir
May 2010
Annex D
The Government of Azad Jammu and Kashmir and UNESCO gratefully acknowledges the
support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu
Dhabi for development of the standards.
1
A. Design and Specifications of Bench & Chairs
bah
bbh
bl
bh bh
bbh
bd
bah
Back face of the Bench Side face of the Bench
88°
Back View Side View
Front view Back view
2
Chair (C0) for Pre-school Students
Chair C0
ch = 280 cl = 280 cd = 280
cbh = 500 cbl = 280 bh = 140
Side view Back view
3
Details of Bench and Chair
S. N. Description of Furniture
Dimension in mm
Bh bl bd bbh bah
1 Bench type B1 330 1200 300 580 170
2 Bench type B2 380 1200 340 640 170
3 Bench type B3 420 1200 380 720 200
Ch cl / cbl cd cbh bh 4 Chair type C0 for Pre-
Schools
280 280 280 500 140
All the supporting vertical and horizontal members are 25mm X 25mm MS / cold rolled IIL
Karachi powder coated black color texture square pipes of thickness 1.2mm. The top board
for the bench is 17mm green colored (as per UNESCO requirement). The back of the bench
is of 12mm MDF green colored board and should be inclined to 2o slope. Dimension "bh";
"bl"; "bd"; "bbh" and "bah" represents height of bench, length of bench; depth of bench;
back height of bench and height of the back rest respectively. 25X25mm MS square pipes
parallel to the width of the bench are to be placed in the central portion of the bench at
sitting level and back rest.
4
B. Design and Specifications of Desk
dhds
dl
df
Footrest 100mm wide 17mm MDF
Shelf 12mm MDF
����� �� �� �� � �
��� �� �� �� � �
ddTop 17mm MDF
Front View
Side View
Front view Back view
5
Details of Desk
S.No.
Description of Furniture
Dimension in mm
dh dl dd ds df
1 Desk type D0 500 1800 750 - -
2 Desk type D1 610 1200 400 400 100
3 Desk type D2 690 1200 400 480 100
4 Desk type D3 760 1200 400 520 100
All the supporting vertical and horizontal members are 25mm X 25mm MS / cold rolled IIL
Karachi powder coated black colour texture square pipes of thickness 1.2mm. The top
board and the shelf are of 17mm green coloured MDF board (as per UNESCO
requirement). The foot rest is of 12mm MDF board supported on 1.2mm thick 25X25mm
MS / cold rolled IIL Karachi steel. The front and back of the desk should have a height
difference of 15 to 25mm (the dimension "dh" represents the front height). Dimension "ds";
"df"; "dl" and "dd" represents height of shelf, height of foot rest; length of the desk and
width of the desk respectively. 25X25mm square pipes parallel to the width of the desk are
to be placed at the central portion of the desk at top, shelf level and footrest rest level in
addition to the above members.
Gap for books: for D1 = 130mm; for D2 = 130mm; for D3 = 160mm
6
C. Basis of Furniture Design:
Classroom furniture design has been done taking the following into consideration:
1 Findings of pilot anthropometric study in 6 schools of Muzzaffarabad and Hattian
Bala Districts of State of Azad Jammu and Kashmir.
2 The following four age groups with mean standing height (SD) along with standard
deviation in centimeters as recommended in the anthropometric study:
Age Range Boys St. Dev. Girls St. Dev.
cm. cm. cm. cm.
a. Group I: 5 – 7 113 7 109 5
b. Group II: 8 – 11 131 8 128 7
c. Group III: 12 – 15 154 11 149 6
d. Group IV: 16 – 18 169 5.7 154 6
3. It is not possible to build furniture as per individual child’s measurement. Therefore
the mean standard height (SD) with +/- 1.5 times the standard deviation is considered
for the design of furniture in order to fit the maximum number of the age group.
4. The height of the underneath of the desk / table should be such that it fits the knees
under the table. The anthropometric study reports the ratio of knee height and
standing height as around 0.31 which seems reasonable. The clearance between the
knee and the underneath of the desk is considered as 21 centimeter.
5. The height of the top portion of the desk / table should be such that one can easily rest
his/her arms in the horizontal position in sitting posture (sitting work height). The
coefficient which defines this height with respect to the standing height is considered
as 0.44 (refer BS EN 1729 for further information).
6. The height of the bench / chair should be such that it avoids the pressure at the
underside of the lower thigh. The coefficient considered for this purpose is 0.25 (BS
EN 1729) with respect to the standing height.
7. Another important context specific factor is the desire of administrators and teachers
to create space for bags under the desk. The maximum space of 130 to 160 mm could
be provided ensuring the standard space for knees with clearance (ds) and desk height
(dh). However, the space should be secondary to the comfort and safety of the
students.
8. The table below shows the details of different heights considered:
Age Range 5 – 7 years 8 – 11 years 12 – 15 years 16 – 18 years
S D Range 103-123 119-143 138-170 160-178
Desk height 50 cm. 61 cm. 69 cm. 76 cm.
Bench Height 28 cm. 33 cm. 38cm. 42 cm.
1 Ideally it should have been 5 cm. but in order to create more space for book bag, it has been lowered to 2 cm.
7
Note: The designs and specifications may not be applicable across AJK because of localized
nature of the anthropometric study. More in-depth anthropometric study covering
different geographic and ethnicity factors within AJK would result in amendment in
the Standard Deviation Range established now. However, it should be noted that the
76 cm is the maximum desk height size used for 14-18 age group in BS EN 1729 so
the change, if any, will be within the minimum and the maximum heights.
******
Annex E
Rehabilitation of Education System in the Earthquake Affected Areas of
Pakistan Administered Azad Jammu & Kashmir, 570-PAK-1001
POST-TRAINING STUDY
TO
CHECK THE LEVEL OF CHANGE
IN
HEAD TEACHERS’ PRACTICES
Study Report
June 2010
ii
Acknowledgement
Directorate of Education Extension and United Nations Educational, Scientific and Cultural
Organization are grateful to all the head teachers/principals, teachers and those who offered
their valuable time and participated in the study. This study would not have been possible
without their cooperation.
iii
Department of Education, Government of Azad Jammu and Kahsmir and UNESCO
gratefully acknowledge the financial support of the Zayed Bin Sultan Al Nahayan Charitable
and Humanitarian Foundation, United Arab Emirates.
iv
Table of Content
Acronyms .................................................................................................................................. vi
Executive Summary ................................................................................................................... 1
1. Background .......................................................................................................................... 2
2. Objectives ............................................................................................................................ 2
3. Methodology ........................................................................................................................ 2
3.1 Sampling ........................................................................................................................ 2
3.2 Data Collection Process ................................................................................................. 3
3.3 Ethical Considerations ................................................................................................... 3
4. Data Analysis and Findings ................................................................................................. 4
4.1 Learning Level ............................................................................................................... 4
4.2 Understanding of the Content ........................................................................................ 4
4.3 School Management Skills ............................................................................................ 5
4.4 Head Teachers’ Understanding of their Roles and Responsibilities .............................. 5
4.5 Application of New Knowledge and Skills ................................................................... 6
5. Recommendations .............................................................................................................. 10
6. Conclusion ......................................................................................................................... 11
References ................................................................................................................................ 13
Annexes…...………………………………………………………………………………… 14
Annex 1: Interview Questionnaire for Head Teachers
Annex 2: Guiding Questions for Focused Group Discussion with the Teachers
Annex 3: Guskey’s Five Critical Levels of Professional Development Evaluation
Framework
v
TABLES
Table 1 Schools Selected for the Study
Table 2 Level of Understanding of the Content
Table 3 Teachers’ Self-rating of their Management Skills
Table 4 Meetings held in each of the sampled schools
Table 5 School Details
vi
Acronyms
DEE Directorate of Education Extension
GBHS Government Boys High School
GGHS Government Girls High School
GBMS Government Boys Middle School
GGMS Government Girls Middle School
GBHSS Government Boys Higher Secondary School
KPK Khyber Pakhtoonkhwa
SDP School Development Plan
SMC School Management Committee
UNESCO United Nations Educational, Scientific, and Cultural Organization
1
Executive Summary
Within the framework of project: Rehabilitation of Education System in the Earthquake
Affected Areas of Pakistan Administrated Azad Jammu & Kashmir, 570-PAK-1001,
UNESCO initiated development of head teachers’ leadership and management capacity in the
project and cluster middle and secondary schools. In 2009, a study was conducted to assess
the needs of the head teachers (HTs) and available training materials developed by different
organizations were reviewed. Based on the findings a generic training module was developed
and tested in a workshop with education officials in Mirpur AJ&K. 18 HTs from middle and
secondary schools of Muzaffarabad, Hattian Bala districts of AJK and Abbottabad district of
KPK were trained in 2009.
A post-training study was conducted to check the level of changes in the head teachers’
management practices after attending the training. The study followed qualitative approach
supplemented with selected evaluation frameworks to assess the training impact on the head
teachers’ management practices.
Selection of schools for the study was made through stratified random sampling. The
sampling criteria included geographical location, school gender and school level. Data were
collected through structured interviews, and focused group discussions. Training materials
and report of HTs training during 2009 were also analyzed.
All HTs found the training useful and relevant to their job. Majority (70%) of them felt that
the training methodology and explanation of the complex topics were excellent. The training
had developed managerial and leadership skills in the areas covered by the training. Notably
a number of HTs had initiated improvement in their work style and school environment.
The study highlighted the importance of such kind of training and the need to strengthen it
with the following actions:
1. Follow up support and refresher course should be organized;
2. As most HTs are involved in teaching and providing academic support to teachers, a
generic training on pedagogy should also be included in the training manual; and
3. Strengthening of design and delivery of contents on school monitoring, resource
mobilization and planning.
2
1. Background
Countless literature and studies recommend that efficiency and effectiveness of the head of
the school is directly linked with the school effectiveness and progress as well as educational
development in the school catchment area. School improvement efforts largely depend on
the level of motivation, interest, commitment and competencies of the HTs. Acknowledging
the fact, the Department of Education, Government of Azad Jammu and Kashmir and
UNESCO initiated leadership and management training for the HTs of 18 UNESCO Project
and cluster middle and secondary schools. The training focused on development of effective
leadership and management skills with the intention to develop HTs as the lead actors in the
school improvement process.
A post-training study was planned to assess the impact of the training that had been provided
to develop the skills of HTs for effective leadership and school management to bring
educational changes in their schools and community. The training had focused on capacity
building for:
a. improving quality of teaching-learning processes and management,
b. formulation of School Development Plan and devising tools to monitor the progress,
c. reflective practice as a tool for improving leadership and management practices,
d. leading and managing educational changes, and
e. environmental education and promotion of health and hygiene education in schools.
2. Objectives
The main objective of the sample study was to ascertain changes in the HT’s management
practices and their impact on the school performance. Besides, the findings/feedback would
provide basis for the revision of HTs’ training module.
3. Methodology
The arrays of questions formulated for this study required multiple approaches for collecting
and verifying information and for capturing the perceptions that exist. Several evaluation
approaches such as Kirkpatrick (1994) four levels and Guskey (2002) five levels for
evaluating training programme have been reviewed. Guskey (2002) five levels of evaluation
framework (see Annex 2) includes: (1) Participants’ reactions, (2) participants learning (3)
Organization’s support and change; (4) participants use of new knowledge and skills, and (5)
students learning outcome. This method was partially used and supplemented with others
approach such as Armstrong (1996) evaluation scheme and works of Unger, Zita & Rutter,
Anthea (1997). Structured interviews and Focused Group Discussions methods were used to
collect requisite information.
3.1 Sampling
Out of 18 schools whose HTs had received training in leadership and management in
2009 the following 10 schools from Hattian Bala and Muzaffarabad districts of AJK and
Abbottabad district of KPK were selected for this study. The criteria used for sampling
3
included level of school, geographical location and school gender. The list of sample
schools is given in Table 1.
Table1: Schools Selected for the Study
S.N. Districts Schools Head teachers 1 Hattian Bala GGHS Sharian Asifa Habib 2 Hattian Bala GBHS Sharian Amir Ullah Bhatti 3 Muzaffarabad GBHS Gunchattar Khawaja Rafiq Ahmed 4 Muzaffarabad GBHS Miani Bandi S. Riaz Ahmed Gillani 5 Muzaffarabad GGMS Lumnian Saima Zahoor 6 Muzaffarabad GGMS Noorpur Nakran Saira Bibi 7 Muzaffarabad GBHS Noorpur Nakran Abdul Waheed 8 Muzaffarabad GGHS Nalochi Tasneem Wani 9 Abbottabad GBCMHS Moolia Ijaz Ahmed Abassi 10 Muzaffarabad GBMS Pagal Bandi Mansoor Ahmed
3.2 Data Collection Process
3.2.1 Research Instrument
A set of questions in the form of Interviewing Questionnaire was used to ascertain
relevant information from the HTs. The interview questionnaire is in Annex 1. For
verification of information provided by the HTs, Focus Group Discussions were held with
the school teachers. The set of questions for FGD are in Annex 2.
3.2.2 The Sampled Schools
The 10 government schools out of the 18 schools, whose HTs had attended training on
leadership and management in 2009, were selected for the study. The sample schools
ranged from middle, secondary to higher secondary level. The roles of the HTs vary
according to the school levels. The HTs of selected schools had attended the leadership
and management training in 2009.
3.2.3 Data Collection
Data were collected through 10 semi-structured interviews, 16 classroom observations
and analytical review of 14 documents including HTs training module, report of HTs
training conducted in 2009 and attendance registers at schools. Head teachers/ Principals
those who had attended the training were interviewed and observed during performing
their jobs. Group discussions were held with the teachers in order to verify the claims
made by the HTs. The interviews were recorded through running notes. After every
interview and school visit reflective memos (Maxwell, 1996) and notes were written to
record what had been said and what was happening on ground.
3.3 Ethical Considerations
The respondents were assured that this study is not intended to appraise individual’s
performances neither it will pose threat to disclose any personal information. The
research participants were guaranteed that their names will not be published or disclosed
without their consent.
4
4. Data Analysis and Findings
The study findings are categorized on the basis of the research questions and the evaluation
framework used for this study. The findings are discussed below in detail.
4.1 Learning Level
The HTs were asked to rate their level of learning from the training. Majority (70%) of
the respondents rated the learning ‘Excellent’ while 30% rated very good. They
expressed their satisfaction about the structure of the training and instructional strategies
used. They reported that the contents of the training were exciting and relevant to their
need. Training facilitation and facilitators’ knowledge and command on the content were
appreciated. Most of the HTs confirmed that they had learnt a lot from the training
sessions and had applied the knowledge and skills in their day to day school management.
The training had brought positive changes in the attitudes of the HTs. Majority (70%) of
them were reflective, problem solver and eager to enhance their leadership abilities. They
reported that the training with particular focus on management and administrative issue
was highly relevant to their roles and responsibilities. It served as an eye opener to the
HTs’ to rethink their current practices as school heads.
Three (30%) HTs commented that the training was theoretical and difficult to relate to
their practices.
4.2 Understanding of the Content
The respondent HTs were asked to rate their level of understanding of the training
contents. 50 to 80% rated community linkages, staff development, school health and
hygiene, environmental education and conflict resolution ‘Excellent”. The understanding
of School Development Plan, reflective practice, change process, resource management,
financial management, school management, and monitoring and evaluation were rated
‘Good’. 40% of HTs rated environmental education, reflective practice average while
10% rated educational leadership, change process and SDP average. Details are given in
Table 2.
Table 2: Level of Understanding of the Content
Understanding of content Excellent
%
Very Good
%
Good
%
Average
%
Low%
Educational leadership 20 40 30 10 0
Monitoring and evaluation 0 0 60 40 0
School Management 20 0 60 20 0
Financial management 10 10 80 0 0
Resources management 0 0 70 30 0
Change process 0 0 90 10 0
Conflict resolution 50 10 40 0 0
Reflective practice 0 0 60 40 0
Environmental education 50 0 10 40 0
Community linkages 80 20 0 0 0
School Health and hygiene 60 40 0 0 0
5
School Development
Planning (SDP)
0 0 90 10 0
Staff development 60 40 0 0 0
4.3 School Management Skills
The study explored the level of management skills gained from the training by asking the
head teachers to conduct a self-assessment on 9 skills. The responses are presented in
Table 3 below.
80% of the head teachers reported that their school management skills are now very good
where as 90% found their conflict resolution skills very good. Likewise, 90%, rated their
leadership as “good” after the training. And, 20, 30 and 40% HTs rated their staff
management skill as excellent, very good and good respectively. All respondents rated
their time management skills as average and overwhelming majority (90%) rated
mentoring skill as average. 90% HTs rated level of their planning and resource
mobilization skills as low. Similarly 60% judged their monitoring skills as low.
Table 3: Teachers’ self rating of their management skills
Skills Excellent Very
Good Good Average Low
Leadership 0 10 90 0 0
Monitoring 0 0 0 40 60
School Management 0 80 10 10 0
Staff Management 20 30 40 10 0
Resources Mobilization 0 0 0 10 90
Time management 0 0 0 100 0
Conflict resolution 0 90 10 0 0
Planning 0 0 0 10 90
Mentoring 0 10 0 90 0
4.4 Head Teachers’ Understanding of their Roles and Responsibilities
Head teachers have to perform multiple tasks such as financial management, staff
management, recruitment of support staff, material resources management, and
monitoring and reporting teachers’ performance. The training had helped them
understand their leadership responsibilities better. Most of the HTs reported that they
were now more confident while enacting their roles as a school head. For example, one
of the HTs in the Government Boys High School said:
“The training enabled me to perform the administrative responsibilities more efficiently. I
was rigidly following some basic administrative tasks but after this training I
comprehended my leadership role and it broadened my vision of school leadership.” (Interview date: 18 May 2010).
In group discussions the school teachers confirmed that the head teachers have introduced
better management practices. They reported that head teachers are now taking initiative,
providing support to the teachers, and solving problems. From the interviews with head
6
GBHSS Langarpura, UNESCO staff
Muhammad Riaz interviewing the school
head teacher. 21 May 2010
teachers and verification discussions with teachers it became evident that the training
indeed brought significant improvement in improving the HTs’ understanding of their
role as well as leadership and management practices.
4.5 Application of New Knowledge and Skills
Interviews with the HTs and discussions with teachers revealed major shifts in
management practices and their impact on the school performance. 60% of the HTs (6)
listed their success stories and efforts to improve the schools as reported in the following
themes.
4.5.1 Management Practices
Interviews and focus group discussions revealed significant changes in management
practices. There were concrete evidences of shift from centralized to democratic style of
management. It was noticed that in 2 of the schools the staff were teamed up and
working toward achieving the common goal. Teachers were willingly shouldering
additional responsibilities of looking after school discipline, co-curricular activities,
admission and examinations. Teachers’ initiatives were encouraged and supplemented in
the said 2 schools. For example, in one of the high schools teachers have voluntarily
taken charge of library, looking after school assets and laboratories. This collaboration
had reduced management burden on the HTs and increased teachers’ involvement in
school management, resulting in better HT-Teachers relation and good team spirit
resulting effective management.
Three (30%) of them had introduced participatory management practices that the teachers
were involved in the process of decision making. Now there is a realization that
management is not about controlling but it is all about facilitating and sharing
responsibilities, and encouraging initiatives, to attain the shared goals.
About 30% of HTs however were not able to develop the culture of teamwork and
effectively manage the schools due to the reasons that they were posted to the remote
schools, far away from their homes, which resulted in frequent absenteeism. The teachers
mentioned that these HTs often remained absent and reached late in the schools which
had adversely affected the schools working. This finding indicates that beside capacity
building of HTs, other factors like posting at convenient schools to the possible extent
and effective monitoring are needed to ensure enhanced performance.
4.5.2 Staff Development
In the HTs training various modes of trainings and
possibility of school based training were
introduced. 40% HTs had introduced school based
staff development initiatives in their schools.
These HTs were mindful about the importance of
teachers’ professional development and allowed all
their 6 senior and junior teachers from the schools
to attend trainings and workshops at the cluster
level. Four (40%) of the HTs informed that they
were providing academic support to their teachers
7
by observing lessons and providing feedbacks for improvement. In this case a formal log
book was maintained to record the teaching process. Based on the observation/findings a
short training session is arranged with the help of the expert teachers and subject
specialists. Recognition of the importance of teachers’ professional development in the 4
schools (40%) is an important achievement of the training. For example Principal of
Langar Pura Higher Secondary school said, “After the training I realized the possibility of
in-house training, we have the human resources and library facility. My teachers sit
together plan lessons, conduct workshop and discuss handling difficult topics on weekly
basis.” (Interview May 21, 2010)
Except at two schools (20%), staff meetings were held in all others schools to discuss
academic issues such as teaching and learning problems. Frequency of such meetings
reported in different schools is presented in Table 4. In two out of the 10 schools the HTs
involved the subject specialists to support the junior teachers in their subject specific
matters. One of them mentioned that the expert teachers from the cluster schools were
also requested to assist the teachers on the subject specific content. The study revealed
that while all the HTs had realized the importance of teachers training and 40% had made
some effort to introduce collaborative learning mechanism in the school. However,
during the study no workshops were taking place in any of the sampled school on the day
of visit to verify the claims made.
Table 4: Meetings held in the sampled schools
Schools Number of meetings
held from January
2010 to May 2010
GGHS Sharian 1
GBHS Sharian 3
GBHS Gunchattar 2
GBHS Miani Bandi 5
GGMS Lumnian 0
GGMS Noorpur Nakran 1
GBHS Noorpur Nakran 4
GGHS Nalochi 2
GBCHS Moolia 3
GBMS Pagal Bandi 0
4.5.3 Monitoring and Evaluation
Government schools suffer from weak monitoring and supervision system and practice.
Traditional supervision system that district government and head teachers pursue has
many deficiencies in terms of its quality and relevancy. Training need analysis carried
out before the training identified that there was no formal monitoring and evaluation
mechanism in place, in any of the sampled schools. Teachers are working in isolations
and do not follow the school regulation. The training also focused on introducing
strategies to monitor teaching and learning in the schools.
8
Maintaining log book
According to the HTs, after the training 40% schools had introduced monitoring of
teaching and learning process. Some informal
methods have been initiated to monitor routine
activities of teachers in the classroom. Few of the
schools (20%) have introduced logbook which was
maintained by the teachers after each lessons and
reported to the head teachers. They have also
involved students to monitor routine activities taking
place in the classroom and report to the HTs. Staff
meeting is also part of the monitoring process. For
example, in 80% of the schools regular weekly,
biweekly and monthly staff meetings were being
held. In these meetings the teachers report their
teaching progress and discuss emerging issues in
students learning. In one of the sampled school
annual review meeting was also initiated to discuss
students’ performance in the annual examination.
Two HTs from high schools claimed that introduction of regular monitoring and
supervision had reduced students’ absenteeism and increased teachers’ interest in their
teaching. However, still there is a need to standardize the internal supervision and
monitoring system in all the sampled schools to bring effectiveness and accountability.
This gap can be addressed in the forthcoming follow up training of HTs. School
Management Committee’s (SMC) role is crucial to assist HTs in regular monitoring.
4.5.4 School Development Plan and Level of Implementation
The head teachers were trained to plan school improvement programs. The result has
been encouraging as 60% HTs have initiated improvement projects. The improvement
projects undertaken by them are toilet construction, purchasing furniture, installing water
pipeline, and/or constructing boundary wall. Most of the projects and plans were
concentrating on improving schools’ physical environment. Apart from the physical
improvement, 30% HTs had initiated to address several issues pertaining to quality,
enrolment and absenteeism. For example, one of the HTs reported “we have successfully
increased our school enrolment by introducing English medium instruction and
developing linkages with the parents and families. This initiative has attracted the parents
to send their children to the school” (Interview May 15, 2010).
On the whole 80% the HTs have taken certain initiatives at the school level depending on
the demands and needs of the school. The government schools are highly centralized and
have little space for the HTs to make decisions at the school level. Therefore mobilizing
resources from the Department of Education for the developmental project is almost
impossible. One of the HTs had to say, “HTs having political backing can influence the
officials at the helm of affairs in the education department and get resources for their
school, It is very difficult for any head teachers having no backing to get support from
the department. All resources are allocated on favoritism and political bases.”
(Interview May 19, 2010)
It was however noted that there is need for additional training in resource mobilization
and management to save and generate resources for school improvement.
9
Improvement in school environment by
planting of shrubs and trees at Boys High
School Langarpura, Muzaffarabad
4.5.5 Linkages with the Local Community
Study confirms that all the sampled schools had established and mobilized School
Management Committee in their schools. There are patterns of meetings jointly held by
the school staff with the SMCs on emerging issues in the school. Community is engaged
and assisting the schools to resolve the school building land dispute, temporary building
arrangement, and supervision of construction work. As per the rules the HTs are
Secretaries of the SMCs, therefore they were convening meetings on need bases. The
head teachers have realized the important role of the local community and parents in the
school improvement process. “Community is important resources for the school, and this
resource is sustainable if effectively mobilized” mentioned one of the HTs.
4.5.6. School Physical Environment
The head teachers (80%) mentioned in their
interview that they have learnt how to mobilize
resources to improve the physical environment
of their schools. All the sampled schools lack
basic facilities and insufficient permanent
classrooms to accommodate the students.
School buildings were demolished during the
earthquake and the government is still waiting
for external support. Almost 60% of the HTs
had concentrated to improve the school
physical environment. Most of the classes were
operating in tents or in the open sky. In four
sample schools the head teachers with the
assistance of SMCs had made some temporary
arrangements in terms of shelters and acquired
tents from the education department. Two
schools were shifted to the buildings of the local community members. Temporary
arrangements for drinking water, tents/shelters, and temporary washrooms have been
GBHS Gunchattar, HT constructed shelter
with community support GBHS Miani Bandi, the HT borrowed tents
(seen on left) as shelters for the school
10
made at schools. In two schools the HTs initiated plantations and vegetations in the
school environs.
Table 5: School Details
S. N. Name of School Teachers Students Building and other Basic Facilities
(e.g. toilet, water, electricity etc) M F B G
1 GGHS Sharian 1 10 0 230 Building construction in progress.
Currently housed in tents; toilet,
clean drinking water and electricity
are not available
2 GBHS Sharian 21 0 328 0 Building under construction.
Washrooms, electricity and drinking
water available
3 GBHS Gunchattar 16 0 190 25 Housed in shelters. Basic facilities
mostly not available
4 GBHS Miani Bandi 31 0 260 0 Housed in shelters and tents. Basic
facilities like washrooms, electricity,
telephone are available
5 GGMS Lumnian 0 8 0 150 Housed in unroofed building. Basic
facilities mostly not available
6 GGMS Khilla 0 8 65 16 Building under construction.
Currently housed in damaged
building. Basic facilities mostly not
available
7 GBHS Noorpur Nakran 18 0 296 120 Newly constructed building, basic
facilities available
8 GGHS Nalochi 0 12 96 24 Newly constructed building, basic
facilities available
9 GBHSS Langarpura 23 0 340 0 Newly constructed building, basic
facilities available
10 GBMS Pagal Bandi 8 0 82 20 Housed in tents. Basic facilities
mostly not available
Detailed information about the sample schools is given in Table 5. It illustrates gender
wise distribution of the students and teachers present in the sample schools and facilities
available. Data also revealed that some of these schools were enjoying new building
facilities, whereas majority of the schools lacked basic infrastructure such as building,
furniture, electricity, washrooms and clean drinking water as presented in the Table 5.
5. Recommendations
5.1 Monitoring and follow-up
Monitoring and follow-up helps in identifying implementation problem of the training
and helps in remedial measure to improve the performance. Therefore it should be
integral part of the training to provide continuous support and ensure effective
implementation. The study recommends for developing a proper mechanism of follow-up
training to HTs head teachers. For this the Government of AJK has to provide required
logistical and financial support to DEE staff and District Education Officers.
5.2 Linking theory into practices
11
The training needs to focus more on practical skills to enhance the skills for monitoring,
conflict resolutions, management and academic leadership. It is imperative to develop a
small scale action research at their school level to implement their learning and record its
impact.
5.3 Training phases
One off training activity cannot be very effective. Follow up training are essential to
address the learning gaps and improve the application of the new skills. Instead of
providing one 12 days training, the training can be divided into two phases (6 days each)
by providing time gap for HTs to implement their new learning. After the gap a follow-
up training to exchange experience and acquire advance skills can be organized. For
example:
1. Basic leadership and management training (6 days)
2. Follow up and support (at least 2 follow up visits to each school)
3. Advance level of leadership and management training (6 days)
5.4 Experience sharing
The study revealed that some HTs had successfully implemented improvement projects,
and displayed exemplary practices in management without requiring additional monetary
resources. Such achievements should be documented and shared with other HTs.
5.5 Organizational support
HTs require departmental support and recognition in order to materialize school based
initiatives. Therefore education officers responsible for these schools in their districts
should be involved in the professional development trainings and should encourage HTs
for implementation of the learnings. Besides, the Education Department may introduce
an incentive scheme to recognize and reward the HTs and schools for exempalary
initiatives/performance without depending upon government provided resources only.
5.6 Content of the training
Planning, monitoring and resource mobilization contents of the training need to be
strengthened in design and delivery.
The study findings suggest that most of the HTs are involved in teaching and providing
academic support to their teachers. As such inclusions of new technologies of teaching-
learning such as ICT need to be included as an important component of training.
School Improvement Booklet used by UNESCO-WFP Joint Project may be provided to
all schools as a reference material for head teachers to undertake school improvement
activitteis.
6. Conclusion
12
The study revealed that most of the head teachers were satisfied with the training content and
design and benefitted from the training. They felt that the training enhanced their
understanding on school management and developed skills of administration. The study
reconfirmed that head teachers if trained and motivated can improve school management with
or without additional resources.
All the head teachers were enthusiastic about their school development and had initiated
several developmental projects. Most of them were successful in mobilizing community
resources while the others were still waiting for external support. There was a feeling that
they did not get any professional support or material from the Department. Follow-up
support after the training was not done to facilitate implementation of the new learning. Most
of the schools still do not have basic facilities such as school building, toilet facilities, water,
electricity and furniture; therefore all the head teachers were preoccupied with these issues to
be addressed. The head teachers require more assistance in developing an effective school
improvement plan and measurable developmental plan to achieve this agenda. Future
training should focus on developing skills of the head teachers in effective headship to
broaden their vision of effective schools.
HT’s punctuality and regular presence is a must for improvement in school management.
Appropriate policy for suitable posting of head teacher and monitoring by education officials
are needed.
The study has put forwards some recommendations to modify the head teachers training
module to make it more relevant, effective and productive. The training should be in cycle
rather then just one shot activity. Moreover training content should include; introducing
effective monitoring and follow-up mechanism, linking theory into practice, sharing
experiences and involving the education department in the training process.
******
13
References
1. Armstrong, A (1996), The Value of Evaluating Training and Staff Development,
Evaluation News Vol 5, Nos, pp58-62.
2. Guskey, T.R (2002), Does it Make Difference? Evaluating Professional Development and
Educational Leadership.
3. Kirkpatrick, DL (1975), Evaluating Training programme: ASTD Journal.
4. Kirkpatrick, DL (1998), Evaluating Training Programme: The four levels 2nd Edition,
Berrett Koehler Publishers, San Francisco.
5. Maxwell, J.A (1996), Qualitative Research Design - An Integrative Approach, Sage,
Thousand Oaks.
6. Nickols, F (1999), Evaluating Training: There is no cookbook approach.
7. Unger, Zita and Rutter, Anthea (1997), Strategic Training Evaluation, paper presented to
the Australasian Evaluation Society, Annual Conference
1
Annex 1
INTERVIEW QUESTIONNAIRE FOR HEAD TEACHERS
(Note: All responses should be restricted to UNESCO/DEE Leadership and Management training)
1. General Information
1.1. Name of the school: __________________________________________________
1.2. Level of school:
1.3. Gender of School (Please tick any one box)
1.4. Name of the Head Teacher: _____________________________________________
1.5.Participated in the “Leadership and management training” organized by DEE and
UNESCO.
1.5 Enrolment of the school
1.6 Information about the school building (describe the condition)
________________________________________________________________________
________________________________________________________________________
1.6.1 Basic facilities of the school
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Rate your learning from the training. (Please tick any of the boxes)
If your answer is ‘Excellent’ or ‘Very good’ please specify why?
----------------------------------------------------------------------------------------------------------
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Higher Secondary High Middle
Girls School Boys School Co-education
Yes No
Boys Girls
Maximum
Learning
Excellent Very Good Good Average Low No
Learning
2
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3. Rate the level of your understanding of the training contents by using the following rating
scales
Content Knowledge Rating Comments
1 2 3 4 5
Educational leadership
Monitoring and evaluation
School Management
Financial management
Resources management
Change process
Conflict resolution
Reflective practice
Environmental education
Community linkages
School Health and hygiene
Planning
Staff development
4. Skills developed from the training
Please rate the level of skills obtained from the leadership and management training by using
the following rating scale
Content Rate Comments
1 2 3 4 5
Leadership
Monitoring
School Management
Staff Management
Resources Mobilization
Time management
Conflict resolution
Planning
Mentoring
5. What school management strategy have you learnt from the head teachers training
conducted by DEE and UNESCO?
1= Excellent 2=Very Good 3= Good 4= Average 5= Low
1= Excellent 2=Very Good 3= Good 4= Average 5= Low
3
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6. How different you are managing your school after attending the training?
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7. What improvement plan did you initiate in your school?
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8. What challenges did you face while implementing the improvement plan?
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9. What mechanism is in place to monitor the school?
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9. What are the strategies adopted to involve parents/community in the school?
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10. In your view what contents are required to address in the coming refresher course.
4
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11. What challenges did you face while implementing your learning from the training?
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12. How did you address these challenges?
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5
Annex 2
Guiding Questions for Focused Group Discussion with the Teachers
1. How different is the head teacher after attending the training?
2. What improvement initiatives he/she has been taken in the school?
3. Are you involved in the decision making process?
4. Do you have professional development opportunity in the school? If yes what type of
opportunities?
5. Do you get academic support from your head teacher? If yes what type of support?
6. Are you satisfied with the management style of your head teacher? If yes why?
1
Annex 3
GUSKEY’S FIVE CRITICAL LEVELS OF PROFESSIONAL DEVELOPMENT EVALUATION FRAMEWORK
Evaluation Level Typical questions
addressed
Typical information
gathering method
What is measured or
assessed?
Who will information be
used
1. Participants reaction Questions regarding feeling
about the training
Questionnaire
Focus group discussion
Interview
Initial satisfaction with
experiences
To improve training delivery
and design
2. Participants learning Did the head teachers acquire
the intended knowledge and
skills
Questionnaire
Interview
New knowledge
Skills of head teachers
To improve training content
and organization
3. Organization support
and change
What was the impact on the
organization
Did it affect organizational
climate ?
Was implementation
advocated and supported ?
School record
Minutes from meeting
Questionnaire
Focus group discussion
Interview
The organization’s
advocacy, support,
accommodations, facilitation
and recognition
To document and improve
organizational support
4. Participants’ use of new
knowledge or skills
Did the head teachers
effectively applied the new
knowledge and skills
Structured interview with the
head teachers and teachers
Participants reflection
Direct observation
Degree and quality of
information
To document and improve
the implementation of
programme content
Annex F
TRAINING MODULE
For
TRAINING Of
SCHOOL MANAGEMENT COMMITTEES Of
SECONDARY SCHOOLS
In
AZAD JUMMU AND KASHMIR
UNESCO Islamabad
February 2010
The Government of Azad Jammu and Kashmir gratefully acknowledges the support of
Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu Dhabi for
their support through UNESCO Project 570-PAK-1001.
Table of Contents
1. INTRODUCTION .......................................................................................................... 1
2. CAPACITY BUILDING OF SMCS .............................................................................. 1
3. INTRODUCTION TO THE MANUAL ......................................................................... 2
3.1. HOW TO USE THIS MANUAL ........................................................................... 2
4. OBJECTIVES OF THE WORKSHOP ........................................................................... 2
5. DAILY SESSIONS ......................................................................................................... 3
6. INAUGURAL SESSION................................................................................................ 4
6.1. PROCEEDINGS OF THE WORKSHOP .............................................................. 4
6.2. THEME 1: SMC FUNCTIONS AND PROCEDURES ........................................ 6
6.3. THEME 2: GENDER AND EDUCATION .......................................................... 8
6.4. THEME 4: SCHOOL DEVELOPMENT PLAN ................................................ 11
6.5. THEME 5: RESOURCE MOBILIZATION AND RECORD KEEPING ........... 13
REFERENCE MATERIAL FOR TRAINING FACILITATORS ............................. 15
a. SMC Policy for Secondary Schools
b. Gender and Education
c. School Development
d. Resource Mobilization
e. SMC Record Keeping
1
1. Introduction
UNESCO is supporting the Government of AJK to rebuild an improved education system
in the earthquake-affected areas. The Rehabilitation of the Education System in
Earthquake-affected Areas of Pakistan is a follow-up project that was initiated with the
generous support of the Zayed Bin Sultan Al Nahayan Charitable and Humanitarian
Foundation of the United Arab Emirates. The project aims to provide a safer and better
environment to selected middle and secondary schools affected by the earthquake
October 2005. In this project, UNESCO in partnership with the Government of AJK,
planned a number of activities including construction of 4 middle and secondary school
buildings and soft component; professional development of head teachers,
establishment/reactivation of 20 SMCs and training of all 140 SMC members.
2. Capacity Building of SMCs
Parents are key partners and are vital for improved operations of a school. Current
research on parents’ role in schools has made it abundantly clear that parents, if properly
organized, can substantially contribute to the wellbeing of a school. This realization led
to the development of organized community and parent bodies, commonly known as
School Management Committees or Parent Teacher Associations, which hereunder will
be referred to as SMCs. The ultimate objective of an SMC is to ensure more effective
education in a school by reiterating and reinforcing the message that education is a shared
responsibility of both the school and the home.
Having realized the importance of the better partnership between schools and families,
the education department of the Government of AJK established a number of SMCs at
the primary and middle level in collaboration with various (I)NGOs. A comprehensive
capacity building program - including training modules and developing master trainers -
has also been undertaken for the effective functioning of the SMCs. However, there
always existed a need to replicate this model at the secondary school level.
UNESCO took the initiative to address the gap of SMCs’ presence at the secondary level
as well as to implement the recommendation of policy regarding enhancing the leadership
skills of the head teacher. This training module will develop a cadre of master trainers
who will further train the SMC members at the secondary level. A six day pilot workshop
was organized in collaboration with Directorate of Education Extension Muzaffarabad to
improve the module. The design and contents of the module have been improved using
recommendations drawn from the pilot workshop and harmonized with the
recommendation of the National Education Policy.
To advance the initiative 140 SMC members out of 20 SMCs are being trained in a three-
day training workshop. This manual presents a clear guideline for the educators and
mobilizers to lead the training sessions. This manual is further be modified by using the
feedbacks from the SMC trainings.
2
3. Introduction to the Manual
This manual has been designed considering the needs of SMC members in the school
management. The objective is to strengthen management skills of SMC members and
develop their capacity to carry out key duties and responsibilities as stated in the draft
SMC Policy.
3.1 How to Use This Manual
Training facilitators need to carefully read this handbook and prepare for the training
sessions.
3.1.1 Session Plan
These explain the objectives, a tentative timeframe for the sessions and guidance for the
activities. The trainer needs to familiarizes themselves with the training contents and be
creative and flexible in adapting the activities according to the situation.
3.1.2 Materials Required
In addition to the necessary basic materials indicated in the manual for running of this
course, each session requires a list of items to be prepared before the session.
3.1.3 Activities
Activities are designed to be undertaken as they are written. All instructions are provided
in the tables. There is also a methodology guide to be followed to implement the
activities. Again it is reiterated that the trainer needs to be creative and flexible, and well
informed to make these activities meaningful.
4. Objectives of the Workshop
• To develop better understanding of SMC formation procedures and functional
process.
• To develop the capacities of SMC members to fully enact their roles and
responsibilities in a gender sensitive manner.
• To facilitate the development of a measurable school development plan to be
executed in their respective schools.
• To help explore ways of resources mobilization and effective utilization of the
resources.
3
5. Daily Sessions
Day-1
Session contents Key Learning Points Timing
Opening session • Objectives of the workshop
• Setting ground rules
• Ascertain expectations of the participants
9:00-10:30
Purpose of SMC,
SMC structure,
formation and
procedures
• SMC’s crucial role in school
• Standard procedures of SMC formation
• Functional processes: structure, roles and
responsibilities of SMCs
10:30-15:00
Day-2
Gender and
Education
• Gender issues in the school
• Awareness about girls’ education
• Methods of developing gender responsive
school
9:00-11:30
School
Development
Plan, and
monitoring
• School Development Plan
• Identify school needs through SWOT
• Developing monitoring indicators and
benchmarks to assess the progress
• SMC involvement in school monitoring
11:30-15:00
Day-3
Resource
Mobilization and
record keeping
• Importance of resource mobilization
• Mobilization and utilization of resources
• Record Keeping
• Follow-up, final discussion and end of the
workshop
• Evaluation of the workshop
10:30-15:00
4
Day 1
6. Inaugural Session
One of the senior government officials will be invited for the inauguration of the
workshop followed by elaboration of the overall objectives of the workshop.
Objectives of the session
• To develop ownership of the whole approach of SMCs among the policy and decision
makers.
• To develop a conducive environment for the implementation of SMCs’ concept.
• To seek institutional support for SMCs from relevant key stakeholders.
• To ensure the replication of the model across the board.
S. N. Activity Time (hrs) Duration (minutes)
1 Registration of the participants 9:00 30
2 Seating 9:30 5
3 Welcome address 9:35 10
4 Introduction of the workshop 9:45 10
5 Sessions 9:45 310
6 Closing remarks by the chief guest1 14:55 5
6.1 Proceedings of the Workshop
6.1.1 Opening of the workshop
The participants will be seated and the facilitator(s) will formally start the session by
asking any one of the participants for TILAWAT.
6.1.2 Introduction of participants
The participants will be asked to pair-up and share their name, qualification, areas of
interest and two positive and negative attributes with each other. The participants will be
given three minutes and then will be asked to introduce their partner one by one, with the
information mentioned above. This results in an informal and more conducive
environment for learning.
1 Time is flexible for closing.
5
6.1.3 Setting codes of conduct for the workshop
Codes of conduct for the workshop will be developed involving the participants. The
facilitator will intervene where required.
6.1.4 Workshop content
The facilitator will briefly introduce the workshop content to the participants in order to
stimulate their interest and prepare them for sharing their expertise.
(The entire session will take 30 minutes.)
6.1.5 SMCs’ introduction
Introduction, background and current status of the SMCs (10:00 – 10:30)
6
Module 1 Day 1
6.2 Theme 1: SMC Functions and Procedures
Focus content:
• Importance of SMC involvement in schools?
• Structure of the SMC
• Functions of the SMC
Objectives:
By the end of the session the participants will be able to:
• Understand the main aim of SMC in school
• Understand standard procedure of SMC functions
• Agree on duties and responsibilities of the SMC members
Resources: charts, markers, white board, and tape
S.N. Activities
Methodology Time &
Duration
1. Introductory activity:
Why is community involvement
necessary in schools?
The facilitator will lead the
discussion reiterating that people
have traditions of working
together for common cause and
participating in social events.
Why not make another tradition
of participating in our children’s
education and building better
schools?
The participants will list various
forms of participation in social
gatherings in AJ&K public context,
for example participating in social
activities such as funeral
ceremonies, wedding ceremonies,
village events, or any other
examples of community services.
Once the list is prepared the
facilitator will sum up the discussion
on “why do not come together for
our children’s education”.
10:00-10:30
2. Purpose of SMC involvement
in schools
Developing a common
understanding about the
objectives of SMC formation
and involvement in schools.
Link SMC involvement with
school effectiveness and
improvement.
Group Discussion.
The facilitator will pose question
“Why should SMC involvement be
in schools?” Participants will be
given time to think individually.
Facilitator will elicit all the
responses on the white board and
summarize with his/her input to
emphasize the importance of SMC
involvement.
10:30-11:00
Tea Break (11:00-11:30)
3. Structure and procedure of the Brainstorm about the structure of 13:00-12:30
7
2 Selecting appropriate candidate for the SMC board by considering self motivated, broader representation,
activeness and relevant.
SMC
Participants will develop SMC
structure at the secondary school
level.
They will compare and share
proposed model structures of
SMCs as stated in the draft
policy
SMC. Facilitator will present the
proposed structure of SMC in High
schools as proposed in the policy
framework. The participants will
discuss and give their input where
improvement is necessary. Discuss
female representation in the school
SMC.
4. Roles and Responsibilities of
SMC
In break-out groups, the
participants will propose roles
and responsibilities of SMC
executive board members.
Group Work:
Participants will propose roles and
responsibilities of the SMC
executive board. All the groups
should be encouraged to come up
with roles and responsibilities and
share it with the whole group.
Facilitator will assist in explaining
and clarifying unclear points.
Finally the facilitator will share the
proposed roles and responsibilities
as proposed in the SMC policy
framework.
12:30-13:00
Lunch Break (13:00-13:30)
5. Procedure of election or
selection of SMC members
Facilitator will assist the
participants to consider
important points2 while selecting
SMC members.
The participants will work in groups
and discus the selection procedure
of SMC members. All the groups
should be encouraged to come up
with some standard criteria for
selection. Facilitator will assist in
explaining and clarifying unclear
points
13:30-15:00
6. SMC working procedure
Develop common understanding
of the role of SMC members
Each of the participants will get
a copy of SMC Policy
Working procedure
The training participants will work
in groups and propose the working
standards of the SMC members.
Consolidate all the points and
finalize some with the consent of the
participants.
Facilitator will provide the SMC
standards procedure mentioned in
the policy.
8
Module 2 Day 2
6.3 Theme 2: Gender and Education
Focus:
• Understanding Gender in Education.
• Understanding what a gender responsive school is?
• Develop an action plan to address gender gap at the school level.
Objective:
By the end of this session, the participants will:
• Have increased sensitivity to gender issues and need for gender balance in education
• Be aware of gender disparities and access to education at the school and community level.
• Learn to build gender responsive schools.
Resources: multimedia, sheets, markers, white board, board marker
S.N. Activities Methodology Time &
Duration 1. Days of girls and boys:
List out the daily chores of both
girls and boys. What can boys
and girls do and what cannot?
Understanding Gender and
Sex:
At the end of the session the
facilitator will guide the
participants to come up with a
shared definition of gender.
Group Work:
Participants will work in two groups
and list routine activities of girls and
boys. One group will focus on the
activities of boys while the other
group will focus on the activities of
girls. The group will further
comparatively analyze what tasks
are not interchangeable due to
biological differences.
The facilitator will write the
statement “boys and girls are equal
and can equally share
responsibilities – how to integrate
this agenda into our education,” and
seek feedback from the participants.
The male participants will give their
reflection on the stereotypes related
to girls’ and boys’ education. Ask
the participants to discuss the
importance of girl’s education in the
community.
9:00-9:30
9
2. What are the hurdles in
responding to girls’ education
needs in AJ&K schools and
how to create gender responsive
schools?
Group Work:
Participants will work in groups and
discuss the issues related to girls’
education.
9:30-10:00
3. Develop Action Plan to
address gender gap at the
school level
• How to encourage parents to
send their girl child to
school
• Encourage more female
representations in SMC
board.
In their respective school groups,
participants will develop a
responsive programme that bridges
the gender gap. The facilitator will
assist the participants in developing
a concert plan, to be integrated in
the School Development Plan in the
next session.
10:00-10:30
Tea break (10:30-11:00)
10
11
Module 3
Day 3
6.4 Theme 4: School Development Plan
Focus Contents:
• What is a School Development Plan (SDP)?
• Process of develop School Development Plans.
• Role of SMC in School Development Plan.
• Conduct SWOT analysis and develop Action Plans
• Developing benchmarks and monitoring indicators.
Objectives:
By the end of the session the participants will:
• Become acquainted with the School Development Plan process.
• Identify the needs of their schools.
• Possess “hands-on” experience in developing school development plan.
S.N. Activities
Methodology Time &
Duration
1. Introduction
What is a school development
plan? The facilitator will ask the
participants to share their
experiences of schools,
categorize them as effective or
ineffective and brainstorm factors
attributing to effective schools.
The facilitator will summarize
their responses on the flip chart.
Teaching and learning strategy:
individual brainstorming with
facilitator’s input and guidance.
11:00-11:30
2. Why school development?
Participants will discuss the
significance of School
Development Plan. Session
methodology will be;
Think, pair-up into small groups,
and share ideas, followed by
facilitator’s input and shared
literature.
Facilitator will pose a question; do
we need a school development plan
or just follow the school routines?
Participants will give their views
and facilitator will consolidate
them.
Discussion based on their beliefs on
school development,
Share literature and provide inputs.
11:30-12:00
12
3. Designing School Development
Plan (SDP)
Identify school needs through
SWOT analysis.
Share School Improvement
Booklet (SIB) with the
participants.
Facilitator will present steps of
SDP
• The participants in groups with
the help of head teachers will
identify their school needs
through SWOT analysis
technique and develop actions
to address the gaps (Use the
Annex-SDP worksheet).
• Participants will display their
SDP and each group will read
others’ plan
12:00-13:00
Lunch Break (13:00-13:30)
4. Monitoring of SDP progress
Define monitoring and links to
monitoring school progress.
How to monitor?
Facilitator will elicit ideas about the
term “monitoring” and link it with
school progress monitoring. The
participants will work in pairs and
find ways of school monitoring
13:30-14:00
5. Developing monitoring
indicators
Facilitate the participants to
develop monitoring
indicators/benchmarks to
improve fund’s monitoring and
reporting.
Methodology
The participants will work out what
to monitor. They will produce a list
of indicators in line with the SDP
and discuss one-by-one with the
whole group. Each group will
receive feedback to improve their
monitoring indicators. Also
identify means of verification
14:00-15:00
13
Module 3 Day 3
6.5 Theme 5: Resource Mobilization and Record keeping
Contents:
• Identification of resources
• Mobilizing local resources
• Ways of record keeping
• Important records of SMC
Objectives:
By the end of the session the participants are expected to:
• Have insight on the importance of resources mobilization.
• Have knowledge about the availability of local resources and how to harness them.
• Gain knowledge about keeping record of their resources
Resources: Flip charts, white sheets, markers, white board, board marker.
S.N. Activities Methodology Time &
Duration
1. Warm up activity; “money makes the mare go”
Debate
Facilitator will ask the participants
to speak for and against the saying.
Some will speak strongly in the
favor of the connotation saying that
money is inevitably required for
doing anything. While others will
support the notion of strong will,
determination and aspirations being
as important.
11:00-13:00 2. What are the available
resources at the local level?
The participants will focus on
the question to find out available
resources at the local level.
In groups participants will map out
the available resources around the
school, and at the locality. They can
use pictorial depiction to locate the
resources. Facilitator will give
his/her input. Furthermore he/she
will educate the participants about
the kinds of resource and funding.
1. Local funding sources
2. External funding sources
How to mobilize these resources.
Lunch Break (13:00 – 13:30)
14
3. What is record keeping –
Introduction
Facilitator will explore the
participants understanding about
how to document and keep
records of the SMC activities
Brainstorming:
Facilitator will elicit the
participants’ idea on record keeping.
Participants in groups will discuss
and list out, some important records,
record of SMC members
13:30-14:00
4. Hands on practices on some
SMC related records and
documentation
In their respective school groups the
participants will practice filling up
ledger book for financial record,
comparative analysis of quotations,
records of SMC members, village
educational profile and recording
meeting decisions. 14:00-14:45 5. Keeping records of SMC
Meetings
After the first session exercise the
facilitator will provide some
practical guidance on how to
maintain records of
A. Records of meetings/decisions
B. Model of expenses
6. Reflection session-
What have you learned from this
session
A quick review of the three days
learning. Facilitator will recap the
three days sessions and clarify if any
points are not clear.
14:45-15:00
7. Evaluation of the workshop Keep sometime to the evaluation
of the workshop from the
participants
10 Minutes
15
Reference Material for Training Facilitators
16
SMC Policy for the Secondary Schools
1. FORMATION OF SMCs
a. Every school in AJK must have a functional SMC as mentioned in the National Education
Policy 2009
b. The Secretary of Education will write a letter to the concerned officials for initiating the
SMC establishment in schools.
c. A general meeting of parents, guardians, teaching staff and head teacher will be called by
responsible DEO or his/her representative in school premises.
d. DEO or his/her representative will chair the meeting.
e. Members for SMCs would be selected from amongst participants by show of hands and
majority.
f. SMC will hold its first meeting within one week of the committee’s formation, in which the
chair would be selected by show of hands. In case of more than one candidate, secret voting
will take place
g. The DEO or his/her representative will send minutes of the first meeting to the concerned
governmental authorities with a request for notification.
h. After receiving the request to form an SMC the DEO will arrange notification by concerned
authorities within two weeks.
MEMBERSHIP SIZE
The total number of SMC members should be no more than15 and no less than 10 in secondary
schools, while in middle and primary schools the maximum number of members will be 7.
a. The membership ratio should be 60% parents and other parties and 40% teaching staff.
However in a primary school with a very small number of teachers, this ratio may be
modified.
In middle and primary schools, committee membership will be a minimum of 7 and maximum
10 members.
b. Female representation in male SMCs and vice versa will be ensured.
2. POTENTIAL MEMBERS
a. Parents/guardians.
17
b. Head teachers of the school.
c. Teaching staff of the school.
d. People from the local community committed to community development and who possess
special skills.
e. Religious leaders.
f. Committee can nominate a maximum of two members with a special skill-set, if required to
facilitate the SMC’s activities.
3. MEMBERSHIP TERMINATION
a. A member resigns by written notice to the SMC chairman and the resignation is accepted.
b. A member is involved in misconduct, embezzlement, or otherwise unethical or unlawful
activities.
c. A member is absent from three consecutive meetings of the Committee without prior
notification.
d. A member becomes too ill or unwell to take responsibility for the tasks/activities assigned by
the SMCs.
e. In case the member is deceased.
4. TERMINATION NOTICE
a. The terminated member would be informed through a written notice properly signed by the
chairman.
5. THE CHAIRPERSON
b. The chairperson would be from the parents or a social worker, who can ideally read and
write, has good character and leadership skills.
c. The chairperson would be selected by show of hands by simple majority in the first SMC
meeting. In case of more than one candidate, secret voting will take place.
6. TERMINATION OF THE CHAIRPERSON
a. The SMC will terminate the Chairperson with a two-third majority vote if:
b. He/She is unable to discharge duties on ground of bad health or any other reason.
c. He/She is absent from three consecutive meetings without a genuine reason or without
18
notification.
d. He/She is involved in an unethical, unlawful act, embezzlement or convicted by any court
thereof.
7. ELECTION OF THE CHAIRPERSON
a. Election of the Chairperson will take place:
b. In the first meeting of the SMC with a simple majority.
c. In the case of his/her death, resignation or termination the new chairman will be selected
within two weeks time.
8. TENURE FOR THE CHAIRPERSON
a. The tenure for the Chairperson will be for two years.
b. He/She can continue to serve for another two years if elected.
c. A Chairperson cannot serve for more than two consecutive terms. However he/she can be re-
elected after two years after their last term. .
9. RESPONSIBILITIES OF THE CHAIRMAN
a. He/She would manage all SMC affairs including finances with the help of the Secretary and
other members.
b. He/She provides leadership to the committee, approves the agenda for meetings and manages
meetings by following the agenda.
c. He/She would ensure democratic norms in meetings by allowing all members to speak and
building consensus for decision making.
d. He/She would play an impartial role in conflict management.
e. He/She would maintain good relations with the Government and Non-Governmental
Organizations, particularly with the Department of Education, the head teacher, teaching staff
and parents.
f. He/She would develop the annual report with the assistance of the Secretary.
g. He/She would ensure updating all records including finances of the SMCs and report to the
SMCs.
10. SECRETARY
19
a. The head teacher of each member school would act as Ex–officio Secretary of the SMC.
11. TENURE AND TERMINATION OF SECRETARY
a. Contrary to the chairperson’s tenure, the secretary will work until the time of his/her transfer.
In this case the new head teacher will assume the role of secretary.
b. In case of change/transfer of the secretary, the department will assign the job to another
teaching staff until the arrival of the new head teacher.
c. The same criteria will be applied for the secretary’s transfer or replacement.
12. SECRETARY’S RESPONSIBILITIES
a. Ensure effective communication and liaise between SMCs, schools and the Department of
Education.
b. Pass on and communicate all incoming and outgoing letters to concerned persons.
c. Prepare the agenda and record minutes for all meetings in consultation with the chairperson.
d. Send meeting circulars/notices to SMC members and parents as required.
e. Prepare progress reports, annual work plans and any other reports as assigned in consultation
with the chairperson.
f. Keep records of SMC activities including meeting attendance and finance.
g. Make arrangements for meetings and other events for SMCs.
13. MEETINGS
a. The Committee can decide the number of times it needs to meet to carry out its work but the
minimum number is four per academic year.
b. The quorum for a meeting will be 50% of all members.
c. All Members may attend any meetings of the Committee unless circumstances under the
clause (14. g) apply.
d. All meetings are announced with one week’s written notice to members.
e. The notice would specify the date, time, location and the agenda.
f. All meetings will be chaired by the Chairperson of the Committee. In case of his/her absence
the Secretary will chair the meeting.
20
g. The Chair with a 50% majority of the members can for legitimate reasons exclude any
members/person from attending a meeting. The said member should be given prior notice in
writing with the reasons for exclusion.
h. Decisions will be taken by a simple majority of members at a meeting.
i. Circulars of SMC meetings may be sent electronically, by hand, by post, or by any suitable
means of communication to the members.
14. PROGRESS REPORT
a. The SMCs would develop annual work plans and school improvement plans and will submit
them to the DEO.
b. The SMCs would regularly assess their progress and develop quarterly progress reports.
c. The head teacher would share quarterly progress reports with the Education Department.
15. MONITORING AND EVALUATION
a. A participatory monitoring and evaluation framework will be developed and implemented by
the Government of AJK to ensure the efficient performance of SMCs and effectively
institutionalize their objectives.
b. M & E team would be comprised by key stakeholders including members of the education
department.
c. The M & E report will be shared with the concerned SMC for developing consensus on the
key recommendations.
16. RESPONSIBILITIES OF SMCs
a. Establish a strong parent/school partnership for developing a conducive environment for
effective teaching and learning in schools.
b. Utilize resources more effectively and mobilize more human, material and financial
resources:
• Improve the infrastructure of the school.
• Maximize children’s enrollment and reduce drop out rates.
• Initiate steps to enroll children out of school.
• Work to manage staff absenteeism with the help of the head teacher.
• Identify, support and reward deserving students.
• Foster awareness and educate parents on their role in the education of their children.
• Assist head teachers and teaching staff in devising school admission policies.
21
• Support school staff in maintaining good discipline in schools.
• Facilitate co-curricular activities, debates, tournaments and quiz competitions in schools
• Recommend long and short term training programs for building capacity of teaching staff
based on school’s needs.
17. FORMATION OF SUB-COMMITTEES (If required)
a. The SMCs can form sub-committees if required to accomplish a specific task.
b. The sub-committees will be for a specific time period.
c. The SMC would develop TORs for the functioning of sub-committees.
d. The sub-committee would cease to exist after submission of its task report.
e. The sub-committee would report back to the SMC on progress of its assigned task.
18. FINANCES
a. A joint account will be opened in a schedule bank. Where bank branches are not available,
the account may be opened in the nearest post office.
b. The Chairperson and Secretary will be the joint signatories.
c. The Secretary will maintain and update all financial records.
d. The secretary will present financial status in quarterly SMCs meetings.
19. GOVERNMENT BUDGET ALLOCATIONS FOR SMCS
a. The Government will consider budget allocations to SMCs for achieving the objectives more
effectively.
b. In case of budget allocations by the government, the SMCs in consultation with the
department will develop a fund utilization mechanism.
20. CAPACITY BUILDING OF SMCS
a. The department will develop a comprehensive capacity building program for the SMC
members.
b. The department will collaborate with Non-Governmental Organizations for implementation
of capacity building programs for SMCs.
22
*****
23
GENDER AND EDUCATION
Gender is the differences between men and women or boys and girls which are socially
rather than biologically determined. The conceptual distinction between sex and gender is a
useful analytic tool to clarify the term.
Sex is connected with biology, whereas the gender identity of men and women in any given society is socially and psychologically (and that means also historically and culturally) determined. Biological and physical conditions lead to the determination of male or female sex. To determine gender, however, social and cultural perceptions of masculine and feminine traits and roles must be taken into account. Gender is learnt through a process of socialization and through the culture of particular society concerned.
Gender based inequality in education
According to Geeta Sharma, “in South Asia, women have only half as many years of schooling
as men”. Until nations are able to address this issue of gender inequality and resolve it, the
vicious cycle of poverty will continue to pervade. This is because poverty leads to and
aggravates gender discrimination – it is in the poorer sections and nations that instances of
gender biases and inequality are more evident.
Current measures of education quality underplay the significance of gender equality as an aspect
of quality. In reviewing economic and gender indicators together with education indicators for
South Asia, no consistent pattern emerges. The paper presents the Gender Equality in Education
Index (GEEI) (2006)– a measure developed to draw on existing data sources to consider gender
equality in education in more dimensions than simply enrolments. The GEEI for the countries in
South Asia for which there is data shows that gains were made over the 1990s in all countries
except Pakistan. However, to reach a GEEI score consonant with achieving the gender and
education MDGs will require sustaining the huge mobilization of the previous decade and in
many countries increasing this. The assessment of GEEI gives some indication of the size of the
task and the levels of mobilization needed.
And yet, by the same logic, gender discrimination hinders development. So while denial of basic
rights (be it education, employment or health care for women) is detrimental to women, this
denial, ultimately also harms the society, the nations at large too, by hampering development.
Eliminate gender disparity in primary and secondary education by 2005 and to all levels of
education no later than 2015. Millennium Development Goal 2)
In this context, recent statistics on Pakistan’s education indicators show that the literacy rates as
well as gender parity indices would hopefully meet the MDGs by 2015 if current intensive
efforts are continued with enhanced commitment and inputs towards these objectives. For
instance, various types of resources and efforts e.g., expanding primary education through both
formal as well as non-formal means; through public as well as private sectors; improving quality
of education; involving community participation and other possible strategies, need to be
implemented in an effective manner.
24
Literacy Rate of 10+ years
0
10
20
30
40
50
60
70
80
90
100
Benchmark 2004/05 MTDF 2010 MDG 2015
Percen
t
TotalMaleFemalePoly. (Total)
Youth Literacy (15-24 years)
0
20
40
60
80
100
120
Benchmark 2004 /05 MTDF 2010 MDG 2015
TotalMaleFemalePoly. (Total)
The trends in primary enrolment, literacy rates and gender parity index which need to be
followed to meet MDGs by 2015 pose a significant challenge. Following graphs reveal the
situation in the country in relation to the MDGs.
Literacy
25
Gender Parity Index
0.00
0.20
0.40
0.60
0.80
1.00
1.20
Benchmark 2004/05 MTDF 2010 MDG 2015
Perc
en
tPrimarySecondaryPoly. (Primary)Poly. (Secondary)
Gender Parity Index
It is noted that Pakistan, where female portion of the population is 51%, there is need to include
this in the overall development of the country. The girl’s education thus plays vital role in the
development of the country. One of the most decisive barriers in the girl’s education is the
behavioral change, where parents and community needs to realize the importance of girl’s
education. This can be traced back in the teachings of Holy Quran and Hadya. The first ever
verses of Holy Quran reveals the importance of Education and seeking of knowledge (Education)
is the duty of every Muslim man and women.
SMCs can contribute a marvelous role in this connection. Having regular meetings at the schools
and a live connection with the parents, particularly who do not send their girl child to the school
is important. SMCs need to find out the actual factors related to every single household where
girls are not enrolled and should seek solutions. Social pressure and support may change the
situation in the villages and we can enroll 100% of the school going age children particularly
girls.
*****
26
SCHOOL DEVELOPMENT
“School development is a strategy for educational change that enhances student outcomes as
well as strengthening the school’s capacity for managing change.” (Hopkins, 1996) while
“School improvement is a systematic, sustained effort aimed at change in learning conditions and
other related internal conditions in a school with the ultimate aim of accomplishing educational
goals more effectively.” (Hopkins, 1996)
Successful School Development Plan entails
• Shared goals.
• Responsibility for success.
• Collegiality.
• A belief in continuous improvement.
• Lifelong learning for children and adults.
• Risk taking as an essential part of growth.
• Mutual support.
• Mutual respect.
• Openness.
• Celebration and humor. (Stoll and Fink 1996)
Key Factors In School Development
• Quality of leadership.
• Managing change in the culture of the school.
• Focus on teaching and learning.
• Systematic professional development of staff.
Characteristics of a good school
• Fully equipped with resources.
• Professionally trained and committed teachers.
• Close relationships with parents and community.
• Child- centered teaching and learning.
• Enriched curriculum based on the local environment.
• Focus on holistic development of children.
• Encourage co-curricular activities.
• Prepare students as self-directed and life-long learners.
• Prepare students as problem solvers.
27
• Aim for one hundred percent success.
• All students and teachers feel valued and accepted in school i.e. provide an unbiased
environment.
What is School Development Plan?
School development planning determines where the school is going over the next year or more
and how it is going to get there. Typically, the process is school-wide, or focused on needs and
demands. SDP can be used to determine mission, vision, value, goals, objectives, roles and
responsibilities, timelines, etc.
SDP planning is a management tool. As with any management tool, it is used for one purpose only: to help an organization do a better job - to focus its energy, to ensure that members of the organization are working toward the same goals, to assess and adjust the organization's direction in response to a changing environment. In short, strategic planning is a disciplined effort to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it docs it, with a focus on the future. (Adapted from Bryson's Strategic Planning in Public and Nonprofit Organizations) A word by word dissection of this definition provides the key elements that underlie the meaning and success of a strategic planning process: The process is strategic because it involves preparing the best way to respond to the circumstances of the organization's environment, whether or not its circumstances are known in advance; nonprofits often must respond to dynamic and even hostile environments. Being strategic means being clear about the organization's objectives, being aware of the organization's resources, and incorporating both into being consciously responsive to a dynamic environment.
Basic Overview of Various SDP Planning Models
There is no one perfect SDP model for each organization. Each organization ends up developing its own nature and model of strategic planning, often by selecting a model and modifying it as they go along in developing their own planning process. Here we have one model of SDP to have a guideline while planning our own.
Basic SDP Model
This very basic process is typically followed by organizations that are extremely small, busy, and
have not done much strategic planning before. The process might be implemented in year one of the nonprofit to get a sense of how planning is conducted, and then embellished in later years
with more planning phases and activities to ensure well-rounded direction for the nonprofit.
Planning is usually carried out by top-level management. The basic strategic planning process
includes:
a. Identify your purpose (mission statement) this is the statement(s) that describes why your organization exists, i.e., its basic purpose. The statement should describe what client needs are intended to be met and with what services, the type of communities are sometimes mentioned.
28
The top-level management should develop and agree on the mission statement. The statements will change somewhat over the years.
b. Select the goals your organization must reach If it is to accomplish your mission - Goals is general statements about what you need to accomplish to meet your purpose, or mission, and address major issues facing the organization.
c. Identify specific approaches or strategies that must be implemented to reach each goal- The
strategies are often what change the most as the organization eventually conducts more robust
strategic planning, particularly by more closely examining the external and internal
environments of the organization.
d. Identify specific action plans or implement each strategy - These are the specific activities that each major function (for example, department, etc.) must undertake to ensure it is effectively implementing each strategy. Objectives should be clearly worded to the extent that people can assess if the objectives have been met or not. Ideally, the top management develops specific committees that each have a work plan, or set of objectives.
e. Monitor and update the plan - Planners regularly reflect on the extent to which the goals are being met and whether action plans are being implemented. Perhaps the most important indicator of success of the organization is positive feedback from the members and community.
Developing Monitoring Indicators
a. What is monitoring indicators
Performance indicators are measures of project impacts, outcomes, outputs and inputs that are
monitored during development plan to assess the progress. Indicators organize information in a
way that clarifies the project relationship between outcome, output, and input and help to identify
problems along the way that can impede the achievement of the development plan.
b. How to develop monitoring indicators
Performance indicators must be based on the unique objectives of individual school development
plan - any set of performance indicators should also be based on an underlying logical
framework that links project objectives with project components and their respective inputs,
activities and outputs at different implementation stages.
• Set proper and SMART objectives
• Define indicators of success
• Identify key activity clusters
• Identify means of verifications
• Define resources required
29
*****
30
RESOURCE MOBILIZATION
Resource Mobilization
How can an SMC raise the income needed to carry out its mission? Where are the required
resources? How do you sustain your SMCs and work? These are the key questions confronting
organizations when they consider how to maintain their work and strengthen organizational
sustainability. Developing a plan or strategy for resource mobilization can lead to creative efforts
in using your own local assets to gain support for your schools. Multiple sources of funding can
increase your independence and flexibility to implement programs and reduce reliance on
external funding. With increased competition for scarce grant resources, thinking of and creating
options for new, diverse, and multiple funding streams will help your schools / SMCs manage its
plans. This brief starts with aspects to consider prior to mobilizing resources. The tips on
resource mobilization first discuss what your school can do locally before soliciting external
sources for funding.
Pre-Requisite for Fundraising
Before you start fundraising, you should lay the foundation to have a compelling reason for
donors to give. A plan that weighs your options and emphasizes your dedication can help save
time and effort and have a better chance of success. Some of the key elements that will
strengthen your case include: a clear sense and commitment to your vision and mission -- who
you are, where you are going, and how your mission relates to the communities served. These
could include:
a. Promising program / SDPs that will yield results.
b. Evidence of past accomplishments.
c. Effective management and leadership by your SMC members and community who will
ensure the accountability and transparency of the organization.
d. Financial systems that will safeguard the resources raised, including adequate financial
controls that demonstrate good management and builds trust, as well as maintaining a solid
reputation, credibility, and positive image.
e. Mutual respect and knowledge sharing between the SMC and the community it benefits, as
well as other stakeholders.
f. The ability to attract, create, and sustain new resources, especially based in the local
community.
Current Situation
Fundraising requires knowledge of the current situation of the area, including the available
donors in the area and government departments. There are community members who may donate
in cash or kind for improvement of the schools. Moreover, SMC can reach to the local MLAs /
MPAs to allocate government grants for the areas where there is need to establish new schools.
District level Zakat departments and individuals may be utilized for fund raising for school.
31
Community Assets
Each community has a unique set of assets upon which to build its future. The first step in a
fundraising strategy is to identify and inventory the range of financial and non-financial
resources of the individuals, community (including NGOs, groups, and associations), and local
institutions (including local government agencies). Non-financial resources include skills, talents
(such as handicrafts), and capacities.
Focusing on the community’s assets could help to localize your fundraising and engage local
citizens to invest in their own future and create a sense of hope, control, and ownership.
Knowing one another’s assets could also help to build relationships among local residents,
associations, and institutions.
Volunteers
Volunteers can provide great resources and benefits to your SMC / schools. Volunteering is
generally done by choice, without monetary reward (apart from expenses), and benefits the
community. To recruit and keep your volunteers, you need to understand the motivations and
expectations of a volunteer. People give their time because they get something out of the service
they provide. For example, a young person may gain skills or experience to apply for future
opportunities.
Individual Donors
Your school can raise funds from individuals and present or past beneficiaries who donate their
money and time. Individual solicitations require unique approaches depending on the person’s
interests, motivations, and ability to give. For example, professionals can give regular, moderate
amounts and may consider membership fees. The general public may want to give loose change
at public collection boxes or buy a ticket for a special event.
Develop a list of potential individual donors who can give substantial sums starts with
understanding what motivates them to give. It is important to recognize the motivations and
incentives of the prospects so that you can tailor how you ask for a donation.
For donors to keep giving, it is critical to ensure that you continue to meet their expectations and
continue to educate and inspire them about your cause. Depending on the donor, this may be a
report with photos describing your achievements and how the funds were used. Treat your
donors with respect and honor their commitment by using their donations appropriately. Your
strongest supporters are those who you have already convinced to give once. Transparency and
integrity are the key factors to gain and retain the confidence and trust of donors to fund your
school / SDP.
Positive Reputation
Your reputation or the way others view your school / SMC and work is built by many years of
credible results and relationships that make a difference to your community and by processes that
32
are transparent to the public and accountable to your stakeholders. A positive image can help
donors feel confident about supporting your school. Your image is based on the effectiveness of
your programs, commitment, member’s credibility, and relationships with the community and
other stakeholders.
In addition to being a solid SMC, you will need effective communication tools to share your
SMC’s results and strategies or “messages.” Your message should not only share what you are
doing, but also educate the public about the issues you care about. It should also demonstrate the
value you are adding to society. Your message should be targeted towards your audience and
clarify your distinct niche.
Your SMC will need to tailor your method of communication to your situation and budget. Some
types of communications tools are: annual reports, brochures, newsletters, public bulletin boards,
media coverage, advertising on community radio stations, and public or special events launching
your new programme.
*****
33
SMC Record Keeping
Important records of SMC in the school are:
• Management records of SMC i.e. records of meetings, decisions
• Information of governmental and Non-governmental organizations
• Records of letters (outgoing and incomings)
• SMC members profile
• Village complete profile
• School profile and records of properties
• Records of School Developmental Plan and activities implemented
• Records of teachers, students and SMC registration and attendance
• Log book
• Stock register
• Data of disable children living in the village
• Information about out of school children
Model of SMC profile
S/N Name Father’s
Name Position Address
Joining
Date
Reason of
leaving Signature
1
2
3
Model of village profile
S/N Name of house
lord
Number of school
going children
Number of children
not going to school Reason of not
going to
school Girls Boys Girls Boys
1
2
Model of comparative analysis of quotations
S/N Items Kashmir book
depot
Muslim Books Roshan General
order supplies
1 Map of world 5 Rs per item 6 Rs per item 4 Rs per Item
2 Chalk Box 7 Rs per box 5 Rs per box 6 Rs per box
3 Markers 24 Rs per dozen 28 Rs per
dozen
29 Rs per dozen
Model of attendance of labour/carpenter
S/N Name of
carpenter
20/5/10 21/5/10 22/5/10 Total
days
Rate Total
rate
sig
34
1 Noor Din P P P 3 500 1500
2 Ghulam P - P 2 200 400
Model of expenditure of funds
Boys/Girls High School___________________ District______________
S/N Details of payments Rs
1 Payment to Muslim Dept voucher number ______ 750 Rs/
2 Payment to Rustam general store V-No______ 47/Rs
3 Payment details to labour as per attendance sheet 1500/Rs
******
35
References
1. Geeta Sharma, Ed. Measuring Gender Inequality in Education in South Asia. www.
learningchannel.org
2. Hopkins D (1996) “Educational Innovation: generic lessons learned from (a)
regional practice in in International Learning on education reform: towards
more effective ways of cooperation (Eds.) Thijs A., Feiter L., & Van der Akker J.
Dutch expertise consortium for international development of education
3. National Education Policy 2009, Pakistan.
4. Stoll, L. and Fink, D. (1996) Changing Our Schools: Linking School
Effectiveness and School Improvement. . Buckingham: Open University Press.
5. United Nation Girls Education Initiatives [UNGEI]. http://www.ungei.org
36
Evaluation of the SMC workshop
Date: __________________________________
Rating Scale: 1. Poor, 2. below average, 3. Satisfactory, 4. Good, 5, .Very good
S/N Evaluation Checkpoint 1 2 3 4 5
1
Training venue is as per need and enough
space is available for participants.
2
Training material was relevant.
3
Training contents were useful for SMC work
in the school.
4
Facilitator was able to handle the subject.
5
Facilitation was up to the standard
6
After the training the SMC members
increased their understanding
Remarks: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________
School Development Plan 2010-2011
Priority
No.
Areas of
Development Rationale Planned Activities
Timescale (Start &
Finish) Responsibility
To be
carried
out by
Fund Required
1
2
3
4
Annex G
SITUATION ANALYSIS
Teacher Education and Professional
Development
STATE OF AZAD JAMMU & KASHMIR
Department of Education, Government of Azad Jammu and Kashmir
April 2010
Annex H
The Government of Azad Jammu and Kashmir and UNESCO gratefully acknowledges the support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu Dhabi for this study.
Acknowledgements
The study was conceived and developed as a part of UNESCO’s technical assistance to the
Government of Azad Jammu and Kashmir under 570-PAK-1001: Rehabilitation of the
Education System in Earthquake Affected Areas of Pakistan, with an aim to strengthen the
teacher education and in-service training.
The Government of Azad Jammu and Kashmir and UNESCO acknowledges the efforts of the
following individuals and many others who have contributed directly and indirectly to this
study.
• Ms. Nisar Akhter Malik, Director, Department of Education Extension, AJK
• Mr. Asghar Ali Abbasi, Subject Specialist, Department of Education Extension, AJK
• Mr. Syed Bashir Hussain Bukhari, Deputy Director Training, Department of Education
Extension, AJK
• Mr. Zahoor Ahmed Khan, Director, Department of Education Management
Information System, AJK
• Mr. Raja Moh’d Naseer, Subject Specialist, Government Elementary College, AJK
• Mr. Ghulam Murtaza Bokhari, Asst. Director, Secondary Education, Directorate of
Curriculum Research and Development, AJK
• Ms. Tahira Mughal, Subject Specialist, Government Elementary College, AJK
• Mr. Abdul Afghani, Coordinator, KEAC, AJK
• Ms. Rakshinda Nadeem, DPI Elementary Schools, AJK
• Dr Syed Nisar Hussain Hamdani, Dean of Faculty of Arts, Univ. of AJK
• Mr. Maqbool Abbasi, Director Planning (Education), P & D Education, AJK
• Mr. Javed Khawaja, Senior Specialist, Department of Curriculum Research and
Development, AJK
• Mr. Raja Qadir, Sr. Subject Specialist and RISE Coordinator, Department of Education
Extension, AJK
Consultant Randy Hatfield played a vital role in this study. His personal and professional
commitments are highly appreciated. Last but not least, this report would not have been
possible without the personal contributions of Ms. Shanza Khan.
Preface
Since the devastating earthquake of 2005, a number of organizations/NGOs have supported
the AJK Government with both hardware and software components to rebuilding the
education sector in the earthquake affected districts. At the forefront of the software
support has been teacher education and rightly so. It was very important to give teachers
the skills to manage their own stress at the same time providing them with skills to manage
their classrooms often in makeshift accommodations. While appreciated, these programs
were provided to teachers primarily in earthquake-affected districts, while other districts in
AJK have been neglected. Five years later, the AJK government is mindful that a
comprehensive action plan for teacher education is needed to coordinate pre-service and
in-service delivery across all ten districts. To assist the Government of AJK, UNESCO is
providing technical support for taking the action planning process forward. A situation
analysis on existing teacher education and training institutions, programs, facilities, and
funding with reference to the situation in AJK is presented under this cover. To support the
development of a process and this document, a working group was notified by the Secretary
of Education (Schools) for teacher education and training policy formulation. The following
members have made substantial contributions:
AJK Teacher Education Policy Working Group Members:
1. Ms. Rakshinda Nadeem, DPI Elementary Schools
2. Ms. Nisar Akhtar Malik, Director DEE
3. Mr. Maqbool Abbasi, Director Planning (Education)
4. Mr. Syed Bashir Hussain Bukhari, Deputy Director Training DEE
5. Dr Syed Nisar Hussain Hamdani, Dean of Faculty of Arts, Univ. of AJK
6. Mr. Zahoor Ahmed Khan, EMIS Director
7. Mr. Abdul Afghani, Coordinator KEAC
8. Mr. Asghar Ali Abbasi, Subject Specialist
9. Mr. Raja Moh’d Naseer, Elementary College Subject Specialist
10. Mr. Ghulam Murtaza Bokhari, Asst. Director, Secondary Education
11. Ms. Tahira Mughal, Subject Specialist, Elementary College
12. Mr. Javed Khawaja, Subject Specialist DCRD
13. Mr. Raja Qadir, Sr. Subject Specialist KEAC
UNESCO’s Earthquake Response Programme was launched to support the Government in its
efforts to rehabilitate the education system better, in the earthquake affected areas of
Pakistan Administered State of Azad Jammu and Kashmir (AJK) and North-West Frontier
Province. A follow up project “Rehabilitation of the Education System in Earthquake-
affected Areas of PAK” is being implemented with generous support from Zayed Bin Sultan
Al Nahayan Charitable and Humanitarian Foundation, United Arab Emirates. One of the
objectives of the follow-up project is “to strengthen teacher training policy and practices of
the Department of Education” and the support is to be applied across all of AJK.
This document represents the beginning of a “process” that intends to strengthen the
Education Secretariat to coordinate and streamline teacher education in general and in-
service teacher education in particular. An understanding of the past will support the AJK
Government’s efforts in future strategic planning for the sector.
Contents
Foreward.................................................................................................. Error! Bookmark not defined.
List of Acronyms ...................................................................................................................................................... i
Introduction ............................................................................................................................................................. 1
Section I: Status of the Education Sector ............................................................................................. 2
Section II: Institutional Structures & Management Practices ..................................................... 6
Policy ....................................................................................................................................................................... 6
Institutional & Functional Management ................................................................................................ 9
Section III: Teacher Education & Professional Development ................................................ 13
(A) Pre-Service Education ......................................................................................................................... 13
(B) In-Service Education ............................................................................................................................ 14
Section IV: Governance Issues .............................................................................................................. 18
Governance & Institutional Setting ....................................................................................................... 18
Donor Coordination Issues ....................................................................................................................... 19
Section V: Policy Gaps with Regard to Teacher Education &
Professional Development ............................................................................................................................. 20
Lack of Overarching Framework ............................................................................................................ 20
Curriculum Considerations ....................................................................................................................... 21
Gaps Related to Institutional & Management System .................................................................. 22
Coordination & Harmonization ............................................................................................................... 24
Gaps Related to Training ............................................................................................................................ 25
Monitoring & Evaluation ............................................................................................................................ 26
Bibliography .......................................................................................................................................................... 27
Annex A: Education Statistics of AJK ......................................................................................................... 30
Annex B: Organization Charts ....................................................................................................................... 29
Annex C: Major In-Service Training Programs ..................................................................................... 31
i
List of Acronyms
AEOs Assistant Education Officers
AEPAM Academy of Education Planning and Development
AJK Azad Jammu & Kashmir
B.Ed (Hons) Bachelor of Education Honors
CT Certificate in Teaching
DCRD The Directorate of Curriculum and Research Development
DEE Directorate of Education Extension
DoE Department of Education
DEOs District Education Officers
EMIS Educational Management Information System
ERP Earthquake Response Programme
GCEs Government Colleges of Education
GCET Government College of Elementary Training
GER Gross Enrolment Rate
HEC Higher Education Commission
ICT Information & Communication Technology
KEAC Kashmir Education Assessment Centre
M.Ed Masters of Education
M&E Monitoring & Evaluation
MSTs Middle School Teachers
MTs Master Trainers
NEC National Education Census
NGOs Non Government Organizations
PDC Professional Development Centre
PTC Primary Teaching Certificate
SMCs School Management Committees
SST Secondary School Teachers
TEVT Technical Education and Vocational Training
UAJK University of Azad Jammu & Kashmir
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF The United Nations Children's Fund
USAID United States Agency for International Development
Situational Analysis: Teacher Education and Professional Development
1
Introduction
Evidence suggests that prior to the devastating earthquake on 8th
October 2005 Azad
Jammu & Kashmir (AJK) was faring better against the Pakistani average in terms of
educational indicators and outcomes. The commitment of the AJK Government to the
education sector, reflected in budget allocations, led to the improvement of education
indices such as the enrolment, and literacy rates as well as teacher-pupil, access and equity
ratios. However, even if the standards in some districts were higher compared to elsewhere
in Pakistan the quality of education was recognized as poor. Low levels of teacher
competence, lack of classroom based support for teachers, poor quality of textbooks and
learning materials, lack of systems to assess student learning outcomes, uneven monitoring,
and weak sector governance and management contributed to this phenomena. The goal of
universal education was yet to be fully achieved and low participation rates, especially for
females, still had to be fully addressed. In addition, AJK lacked a coherent policy for teacher
education. The pre-service teacher training was outmoded and heavily theoretical with a
significant gap between the curriculum taught to teachers and that taught in schools.
Moreover, in-service training was sporadic and inadequate, exacerbated by a lack of
experienced and qualified teachers and an inadequate development budget.
The 2005 earthquake worsened the challenges faced by the State. The infrastructure of the
sector, both physically and in terms of personnel, was fragmented. Overall, the impact of
the earthquake negated some of the positive gains made in this area.
The AJK Government lacks a Teacher Education Action Plan to help frame national policy for the
State, de facto adopting the benchmarks established by the Pakistan Government. To assist the
Government of AJK in the development of a comprehensive action plan, this report
undertakes a situation analysis on existing teacher education and training institutions. The
methodology of this study consisted of both primary and secondary data collection.
Interviews were held with key stakeholders as well as policy working group discussions in
Muzaffarabad that included senior education officials from the Education Department in
AJK.
The report is organized as follows: Section I provides an overview of the education sector in
AJK with a focus on teachers. In section II the management and institutional mechanisms of
teacher education are explored. Section III discusses the prevailing pre-service and in-
service teacher training system in AJK while the governance issues plaguing the sector are
explored in section IV. In section V the policy gaps with regard to teacher education and
professional development are presented.
Situational Analysis: Teacher Education and Professional Development
2
Section I: Status of the Education Sector
Historically, the Government of AJK has placed substantial emphasis on the development of
its education sector. As a result, the region was significantly ahead of other parts of Pakistan
with regard to school enrolment and participation rates, especially at the primary level.
Since 1970, the network of educational institutions had grown rapidly. Significant
investments were made in both urban and rural areas. The State’s literacy rate had
increased from 15 percent in 1972 to 62 percent in 2006.1 Although low in absolute terms, it
is significantly higher than the national average in Pakistan of 53 percent. In recent years,
the private sector had also started to emerge with a number of NGOs both under the formal
as well as the non-formal system.
The devastating earthquake in 2005 caused extensive damage to the education system. Out
of a total of eight districts, the four districts of Muzaffarabad, Bagh, Poonch and Neelum
valley were considerably damaged. The worst affected population group were school-going
children and educational facilities. Out of the 3,239 educational facilities, which existed in
these four districts prior to the earthquake, 83 percent were damaged (See Table 1).
Approximately 4,863 students and 279 teachers died when their schools collapsed on them
(See Table 2). Other government institutional structures such as the Directorate of
Education Extension (DEE), Teachers Training Colleges and Secretariat buildings were also
completely devastated. The civil servants responsible for the education’s system planning
and management have themselves suffered the losses of their family members, colleagues,
homes and offices.2 The damage to the physical infrastructure of the education system
alone is estimated at Rs. 19.9 billion.3
Table 1: No. of Educational Institutions Damaged by Earthquake
Level No. of Institutions
before Earthquake
No. of Institutions
Damaged due to
Earthquake
% Damaged
Primary 2,243 1,852 83
Middle 591 498 84
High 325 273 84
Colleges 81 68 87
Total 3,239 2,691 83
Source: Directorate of EMIS, Government of AJK, FY 2007/08.
Table 2: No. of Casualties/Injuries of Teachers & Students due to Earthquake
District No. of Teachers
Killed
No. of Teachers
Injured
No. of
Students
Killed
No. of
Students
Injured
Neelum 1 31 41 35
Muzaffarabad 197 208 3,142 1,344
Bagh 78 147 1,634 1,003
Poonch 3 65 46 97
Total 279 451 4,863 2,497
1 www.pmajk.gov.pk/education_department.asp. Accessed on 3-12-2010. 2 ABES Teacher Empowerment Centre. 2006 3 Asian Development Bank and World Bank, 2005 as cited in Kirk, 2008.
Situational Analysis: Teacher Education and Professional Development
3
Source: Directorate of EMIS, Government of AJK, FY 2007/08.
With the assistance of the international community, the process of ‘building back better’
was initiated. According to the AJK Education Statistics 2008-2009, the region is slowly
recovering. Currently, there are 6,075 government educational institutions in AJK of which
5,945 are schools with the remaining comprised of colleges (See Annex A).4 The vast
majority of government institutions are primary schools followed by mosque schools. Unlike
Pakistan, most of the institutions are located in the rural areas and only 5.4 percent located
in the urban regions (compared to 49 percent in Pakistan). Of these institutions,
approximately 124 are considered non-functional. The highest number of non-functional
schools is situated in Mirpur where 38 out of 616 institutions have been classified in this
category. The gender gap in educational infrastructure is narrow: the distribution of male
and female institutions is 54 percent and 46 percent, respectively.
The above-mentioned figures mask the fact that the educational infrastructure, to a great
degree is operating in a makeshift environment post the earthquake and is in disarray.
Approximately 44 percent of all government institutions lack buildings, with the schools
functioning in tents or open to the elements. Basic facilities are in short supply. Of all public
sector institutions, 75 percent lack boundary walls, 51 percent lack drinking water, 67
percent are functioning without electricity while 56 percent lack student latrines (See Table
3). Essential supplies such as teaching materials, blackboards and textbooks are also not
available in the majority of the schools.
Table 3: District Wise No. of Govt. Institutions without Basic Facilities FY 2008-09
Sr. District
Without Boundary Wall
Without Drinking Water
Without Electricity
Without Student latrine
Without Teacher Latrine
Without Building
1 Bagh 830 470 735 473 541 768
2 Bhimber 384 278 321 428 251 83
3 Kotli 545 458 466 481 339 83
4 Mirpur 124 140 101 222 109 74
5 Muzaffarabad 1200 643 1114 666 831 1125
6 Neelum 265 64 252 66 129 100
7 Poonch 762 661 694 693 601 479
8 Sudhnuti 446 387 405 395 287 34
Total 4556 3101 4088 3424 3088 2746
Source: Directorate of EMIS, Government of AJK, FY 2008/09.
While AJK has a higher than average enrolment and attendance for students compared to
most of Pakistan, it is not 100 percent and there is a distinct difference between the
attendance rates in urban and rural schools.5 In 2005-06, Gross Enrolment Rate (GER) for
Early Childhood Education was 92 percent with 60 percent of teachers trained in this area.6
In 2007, male participation rate at the primary level was 72 percent while female
participation rate was 67 percent.7 Middle school participation rate declined to a 45 percent
average while a mere 24 percent of children attended high school. Data on completion rates
4 In 1947, only 290 educational institutions existed in the area. 5 Department of Education, Government of Azad Jammu and Kashmir. 2007 b. 6 Ministry of Education, 2008.
7 Government of AJK as cited in Kirk, 2008
Situational Analysis: Teacher Education and Professional Development
4
is scant but a World Bank study that followed two cohorts from grade 1 to grade 5 between
1999 to 2003 found that completion rates averaged 79 percent.8
School fees are minimal but anecdotal evidence suggests that the opportunity cost of
attending school for some is too high in comparison to the quality of education offered.9
The number of students having to repeat the school year is significantly high. The repetition
rate in AJK by Grade 1 in primary education was 3.6 percent in 2005-06 compared to the
Pakistan average of 2.3 percent. However, survival rates to Grade 5 were higher at 94
percent in AJK compared to 72 percent in Pakistan in the same year.10
In 2007-08, out of a
total of 570,806 students enrolled in all government educational institutions, 16,774
students had to repeat the year. The number of repeaters may well be linked with the
number of disabled (4,554) and orphaned (16,359) students enrolled. The gender gap in
enrolment is also nominal with an average of 51.5 percent male and 48.5 percent female
enrolment, respectively. Enrolment in technical and vocational training programs is
generally low. In 2005-06, GER in TEVT at secondary level was 2 percent in AJK against 2.9
percent overall in Pakistan.11
However, the enrolment of females in TEVT overall is much
higher at 65 percent compared to Pakistan’s 38 percent.
AJK has a teaching workforce of 31,090 teachers of which 88.43 percent are based in rural
areas. The composition of staff strength varies across districts. The gender disparity in the
teaching force is greater with 60 percent of the teachers being males. However, female
education participation, both for students and teachers is better as compared to the
Pakistani average. In recent years, women in AJK have become more active in the social and
economic arena. The migration of men to other parts of Pakistan for work has resulted in
women becoming more visible and mobile in their communities and adopting decision-
making roles.12
Approximately 36 percent of teachers are based in high schools while another 24 percent
and 18 percent are teaching in middle and primary schools, respectively. Vacant teaching
posts are in general much lower in AJK as against the rest of Pakistan. In 2006, vacant
teaching posts at the primary, middle and secondary levels was about 2 percent at each
level as against the Pakistani average of approximately 6 percent.13
Overall the total student
teacher ratio in the entire educational institutions is 20 as against the Pakistani average of
33. Although pre-service and in-service education does not have a direct causal relationship to
enrolment and attendance, increasing the quality of education offered through professional
development should motivate students’ retention. Table 4 depicts a district-wise disaggregation
of the number of teachers by designation.
8 World Bank, 2004. 9 Department of Education, Government of Azad Jammu and Kashmir. 2007 b. 10 Ministry of Education, 2008.
11 Ibid.
12 Kirk, 2008. 13 Lynd, 2007.
Situational Analysis: Teacher Education and Professional Development
5
Table 3: District Wise Number of Teachers by Designation
Designation Bagh Bhimber Kotli Mirpur Muzaffarabad Neelum Poonch Sudhnuti
Tota
l
Primary Teacher 2106 1334 2524 1460 3122 635 2120 1158 14459
Junior Teacher (Gen) 715 453 744 488 893 152 716 323 4484
Junior Teacher (Sc) 148 93 126 82 169 22 97 61 798
Junior Teacher (Tech) 123 88 121 91 174 31 124 52 804
Senior Teacher (SC/Bio) 540 329 544 385 677 117 490 233 3315
Senior Teacher (Tech) 22 14 14 24 63 6 25 8 176
Senior Teacher (Computer) 5 13 2 9 14 5 10 7 65
Head Master/Mistress 108 68 108 82 136 28 98 48 676
Subject Specialist 57 20 30 20 63 5 56 6 257
Principal 28 17 33 22 31 7 28 12 257
Demonstrator 3 3 2 8
Chief Instructor Comm 1 1
Senior Instructor Comm 3 1 2 4 4 1 1 2 18
Junior Instructor
Comm 4 1 2 4 1 2 1 16
Lecturer 202 100 237 169 191 52 182 105 1238
Assistant Professor 22 31 32 71 52 2 39 21 270
Associate Professor 4 5 10 31 31 11 4 96
Professor 2 2
PET 58 39 73 50 77 14 71 30 412
DPE 13 8 22 19 15 3 12 11 103
Computer Instructor 4 23 39 31 16 15 11 11 150
Imam Masjid 168 151 206 108 325 34 143 45 1180
Band Master 1 1 1 2 2 1 3 11
Qari 69 51 89 62 91 19 81 38 500
Arabic Teacher 82 64 112 74 114 22 95 40 603
Total 4681 3038 5269 3428 6521 1227 4612 2314 31090
Source: Directorate of EMIS, Government of AJK, FY 2008/09.
In recent years, the size of the private sector has expanded. According to the National
Education Census 2005-06, there are around 2,364 private institutions with a teaching staff
of 17,424 in AJK although less than 200 of these are registered by the government. About 35
percent of all students are enrolled in the private basic sector as against 65 percent in the
public sector.14
There are only four privately run institutions that offer teacher training:
• Sir Syed Colledge of Education – Kotli
• Khan Muhammad Khan College of Education – Bhimber
• Islami College of Education – Sudnoti
• Neelum College of Education – District Neelum
14 Ibid.
Situational Analysis: Teacher Education and Professional Development
6
Section II: Institutional Structures & Management
Practices
Policy
In Pakistan, teachers have been placed at the apex of the education quality agenda. From
the 1959 Education Commission, to the National Education Policy 1998-2010 to the 2007
White Paper “the teacher is considered the most crucial factor in implementing all
educational reforms at the grass-roots level.” The 2009 National Education Policy aims at
compulsory education up to the Matric level as well as raising the quality of education.
These objectives are to be attained via enhanced teacher education and training and by
enforcing certain quality standards. Pakistan has made considerable advancement by the
launching of the: (i) National Professional Standards for Teachers, and (ii) Accreditation
Standards for Educational Degrees/Diploma Programs.
In addition, many provincial sector education reforms initiatives have been undertaken
such as the Punjab Education Sector Reform Programme and the Sindh and NWFP Five
Year Education Sector Plans. Considerable literature has been generated on analysis of
teachers and their professional development since the 1990s. The AJK Government lacks its
own Teacher Education Action Plan to help frame national policy for the State, defacto
adopting the benchmarks established by the Pakistan Government.
Historically, when the 1972-80 Pakistan Education Policy mandated to create a Curriculum
Wing in the Ministry of Education with the responsibility to develop national curricula and
approve textbooks, the Directorate of Curriculum and Research Development (DCRD) was also
established in AJK and the Directorate of Education and Extension (DEE) to train the teachers as
per the new scheme of studies and curricula. More recently, the Kashmir Education and
Assessment Centre (KEAC) has been established as envisaged in the 1998 Education Policy to
evaluate and access the educational achievements as per curriculum objectives.15
Beginning in
1983 with the establishment of the DCRD, AJK has developed textbooks for Classes I to VIII for
its schools.
Some policies, however, have remained on paper but not implemented. For instance, the AJK
Government had regulations and policies regarding the establishment of School Management
Committees (SMCs). However, the structure and role of SMCs were not integrated into the
education system with no department responsible for SMC issues.16
The RISE program,
sponsored by USAID has had exclusive success in three districts in resuscitating SMC support to
schools in the earthquake--affected districts of Bagh, Poonch and Muzaffarabad.
Under the World Bank sponsored Northern Education Project, several other policy reform
initiatives were undertaken such as teacher appointments being mapped to schools rather than
15 According to KEAC, all primary school teachers were trained and integrated curriculum/teacher’ guides were
developed for Science, Languages, Social Sciences and Islamic Studies under the 1994 Primary Education
Curriculum Reform Project. 16 Kirk, 2008.
Situational Analysis: Teacher Education and Professional Development
7
to teacher training colleges and teachers and other education staff being required to remain at a
posting for a minimum of two years before being considered for transfer.17
Prior to the earthquake, the key challenges faced by the AJK Government included early
student dropouts related to poverty.18 Early dropouts were a result of in-school factors
such as unattractive/unfriendly environments and irrelevant curriculum as well as
geographical factors such as scattered population, long distances of schools from home, poor
communication facilities, and extreme weather conditions which also resulted in high
absenteeism. At this time, the Government planed response was to: (i) increase primary
enrolment, especially of females too achieve gender equality, (ii) reduce dropouts through
provision of new schools, with a focus on girl schools and the rehabilitation of existing schools,
(iii) appointment of teachers on need basis and (iv) providing incentives to female teachers.
Post the 2005 earthquake, AJK’s needs and priorities have changed and the region is
committed to ‘building back better’. The Government of AJK has a twofold mission19:
• Access and equity in education of the state (universal access to basic education
i.e. functional literacy)
• Quality of education
The region is also making strides to adopt Pakistan’s 2009 Education Policy20 (See Box 1),
which entails major changes in its current education system, including: (i) teaching Science
and Mathematics (Grade VI – VIII) in English medium of instruction; (ii) introduction of English as
a compulsory subject in all primary government schools; (iii) teaching Computer Science,
Geography and History in Grade VI – VIII and (iv) ensuring that all the future teachers in
AJK are to be qualified at B.Ed Honors level by 2018.21
Box 1: Pakistan’s 2009 National Education Policy – QUALITY
1. Teacher training arrangements, accreditation and certification procedures shall be standardized and
institutionalized.
2. Teacher education curriculum shall be adjusted to the needs of the school curriculum and scheme of
studies. The curriculum shall include training for student–centered teaching and curricular competencies.
3. A separate cadre of specialized teacher trainers shall be developed.
4. Governments shall take steps to ensure that teacher recruitment; professional development, promotions
and postings are based on merit alone.
5. All teachers shall have opportunities for professional development through a program organized on a
three years cyclic basis. Promotions shall be linked to such professional development.
6. Institutionalized and standardized in-service teacher training regime shall be established in those
provinces where it has not already been done so.
7. In-service training shall cover a wide range of areas: pedagogy; content knowledge; best teaching
practices; testing and assessment; multi-grade teaching, monitoring and evaluation; and programs to cater
to the emerging needs like training in languages and ICT.
8. Training needs shall be assessed on the basis of research and training programs be devised accordingly.
9. The teaching workforce shall be managed on a truly professional basis.
10. Governments shall draw upon resources from the private sector through public–private partnerships,
especially in the areas of teacher education and professional development programs.
17 World Bank, 2004.
18 ABES Teacher Empowerment Centre, 2006.
19 Education Department, Government of Azad Jammu & Kashmir. 2009 20 Inferred from Strategic Planning Documents and donor reports.
21 Hamdani, 2009
Situational Analysis: Teacher Education and Professional Development
8
The Policy recognizes that the quality of education cannot be advanced unless the teachers are equipped,
motivated and accorded appropriate professional recognition. The government therefore intends to improve
teacher education quality and efficiency by revitalizing teacher education programs through structural and
curricular changes and improved management of teacher training institutions by providing better facilities and
improving career prospects and continuous in-service education and professional development.
In order to adopt and embrace the 2009 National Education Policy, AJK needs to define a
specific, yet simple and cost efficient comprehensive Action Plan in order to frame and
prioritize national education policy. An action plan and strategy will help AJK to plan for
and achieve its goals. With regard to teacher education policy more specifically, a paradigm
shift will be required in teacher education curriculum in order to meet the needs of the
revised student curriculum of 2006. Historically, teachers in government primary schools
were inducted as long as they met the Urdu medium requirements. Significant changes will
have to be made for teacher education and professional development if AJK intends to
implement the above-mentioned objectives. Moreover, a significant need exists for the
rationalization of existing degree and diploma programs if the professional standard for
teachers intends to be implemented.
AJK Specific Plans
A series of documents have been prepared in consecutive years after the earthquake to help
frame AJK specific policy and actions particularly for teacher education and professional
development:
1. Proposal for Up-gradation of Education Extension Centre into Directorate of Staff
Development. August 2006.
2. Strategic Framework for Teacher In-service Training Azad, Jammu & Kashmir
2007-2012. Presentation Draft 2007.
3. Action Plan for In-service Training DEE/DCRD 2007 and Projected Action Plan 2008.
Presentation Draft.
4. Up-Gradation of Existing Education Extension Centre into Professional
Development Centre and Strengthening of Government Colleges of Education for
Elementary Teachers/Government Colleges of Education. PC-I. May 2009.
Two of the plans place more emphasis on institutional roles and the remaining plans place
considerable emphasis on in-service teacher education policy reforms.
The latest plan was drafted in the form of a PC-I in May 2009 for the ‘Up-Gradation of
Existing Education Extension Centre into Professional Development Centre and
Strengthening of Government Colleges of Education for Elementary Teachers/Government
Colleges of Education.’ The program description component of the PC-I is an example of the
AJK Government’s consideration of the 2009 Education Policy. The document uses the NEP as a
guiding principle and objectives have been set accordingly.22
For instance:
22 Education Department, Government of Azad Jammu & Kashmir. 2009.
Situational Analysis: Teacher Education and Professional Development
9
• The plan recommends that subject specialists of GCEs and GCETs should be trained to
further train primary, middle and high school teachers in interactive teaching methodology
and contents as per teaching demands of the revised curriculum that includes the teaching
of English as subject from Grade-I, teaching of Science and Mathematics in English medium
instruction from Grade VI – VIII, and teaching Computer Science in grade VI - VIII on latest
trends in pedagogy, and classroom action research
• Also, the plan suggest that Secondary School Teachers (SST), Middle School Junior Teachers
(JTs), and Primary School Junior Elementary Teachers (JETs) will be directly trained in
clusters as per the new curricula in the following areas using English as a medium of
instruction: subject/content matter; interactive teaching pedagogy; school-based evaluation
and assessment; and use of ICT (grade VI – VIII).
These plans represent considerable thinking and brainstorming within the Education Secretariat,
to date, on what should be done to improve teacher education and professional development.
Unfortunately, none of these plans have been budgeted or taken forward for implementation.
The primary focus on teacher education, however, highlights it as a priority area and a
starting place to begin to reform the education sector.
Institutional & Functional Management
The Government of AJK defines its administrative area as a semi-autonomous state within
Pakistan. The State has a parliamentary government with the President as the Head of State and
the Prime Minister as the Chief Executive. Parliament comprises of 48 members of which 40 are
directly elected. The State is divided into the two divisions of Muzaffarabad and Mirpur and now
ten administrative districts. AJK has its own constitution and a centralized administrative
structure of commissioners and deputy commissioners. The AJK Government is not devolved
along the same lines as the provinces in Pakistan.
With regard to the education sector, the Education Secretary is the overall administrative head
and is directly responsible to the Minister. He is also responsible for all policy issues such as
budgetary considerations, program development, and coordination with Pakistani and
international partners. A team of senior education officers in the Secretariat, Additional
Secretaries, Deputy Secretaries and other support staff assist the Secretary. The Education
Secretariat under the Director Public Instructions, Elementary, Secondary, Colleges, Curriculum,
and Director (planning) undertake the educational activities. They are supported by a large team
of field-based district and sub-district staff (See Annex B).
It was widely acknowledged that prior to the earthquake one of the reasons that education
quality was poor was that due to the geographical remoteness of the areas and limited
resources and capacity, educational authorities were unable to extend the required inputs to
ensure quality teaching and learning. Regular contact with local education officers was scarce.
Opportunities for teachers to update their skills were similarly limited. Monitoring and
supervision visits or alternative feedback systems were almost non-existent.
In the aftermath of the earthquake, training needs assessments conducted by UNESCO Pakistan
determined that staff lacked the necessary skills in planning, budgeting and supervision,
Situational Analysis: Teacher Education and Professional Development
10
management and monitoring.23
Managers also identified a wide range of pre-existing training
needs related to access, quality, leadership and management apart from that related to the
direct effects of the earthquake.
The roles of the educational officers for the most part are complex, over-whelming and in some
aspects contradictory. At present, both District Education Officers (DEOs) and Assistant
Education Officers (AEOs) lack written job descriptions or duty statements. However, it is
generally agreed by the DEOs and AEOs that their roles include:
Table 4: Responsibilities of Education Officers
DEOs
1) Maintain a budget for schools in the district, manage
proposals made by schools, monitor expenditures,
and supervise salary disbursement and disbursement
of other finances;
2) Prepare and maintain staff lists for the purposes of
seniority, promotion, transfers and leave. Complete
annual confidential reports for all teachers in the
district. Maintain all service books and personnel files;
3) Keep administrative records for offices, organize
distribution of staff, furniture, equipment and teacher
accommodation;
4) Identify suitable areas for new schools and complete
all necessary forms. Identify schools for upgrading
and expansion (classrooms and playgrounds), compile
lists for repairs, inspection of construction and
completion of buildings;
5) Inspect govt. primary schools for a minimum of 12
days per month – and evaluate students and teachers’
work, check co-curricular activities, supervise and
evaluate the work of AEOs, meet with SMCs and
parents and take remedial action to solve grievances
and problems;
6) Responsible for literacy centres and non-formal
education;
7) Responsible for in-service training of teachers and
head-teachers;
8) Develop programs for community awareness and
ensure that SMCs are formed and meet regularly.
Distribute funds to SMCs and monitor expenditures;
9) Make efforts to meet the goals of EFA regarding
access and enrolment of out-of-school children and
quality of education.
AEOs
1) Supervise and inspect schools under jurisdiction
50% of each month;
2) Evaluate students’, teachers and head-teacher’s
performance;
3) Check attendance records and administrative
records for finances, stocks, SMCs enrolment and
attendance of students;
4) Suggest remedies and solutions for drop out and
failure of students;
5) Recommend staff development where necessary;
6) Prepare lists of untrained teachers;
7) Act as master trainers;
8) Provide academic support to head-teachers and
teachers;
9) Acquire and distribute teaching/learning materials.
Give demonstration lessons as required;
10) Maintain service personnel files and lists. Propose
transfers and leave applications. Write annual
confidential reports for all head-teachers;
11) Assist in proposals for development of new school
construction (site selection, feasibility reports,
expansion, playgrounds etc.);
12) Process financial dealings for teachers and schools
including salaries and utilities;
13) Assist in the processing of registration of private
schools. Inspect private schools regarding
registration and quality;
14) Ensure that SMCs are functioning and make
payments to them as per regulations.
Source: Department of Education, Government of Azad Jammu and Kashmir. 2007 b.
Assistant Education Officers (AEOs) for instance are expected to have both an inspectoral
function with regard to teachers and schools as well as an advisory function.24
AEOs are
mandated with the task of supporting teachers who have participated in in-service training with
the implementation of the newly learnt skills. The task requires that teachers be open about the
extent of their learning. However, given the fact that the AEOs are supposed to determine the
23 Bethke, 2006 cited in Kirk, 2008.
24 Department of Education, Government of Azad Jammu and Kashmir. 2007 b.
Situational Analysis: Teacher Education and Professional Development
11
teachers’ competence, it is rare for teachers to discuss their weaknesses. This contradiction in
roles requires resolution so that training courses developed can be made more effective. With
such an extensive list of duties coupled with a supervisory role of 40-50 schools, justice to all
components of their tasks is extremely difficult. The presence of contradictory roles compounds
the challenge. In addition, given that the AEOs are also mandated to act as master-trainers, the
amount of training currently underway as well as planned requires their almost constant
attendance.
Both DEOs and AEOs have a priority with regard to in-service training. However, the critical issue
appears to be insufficient personnel and an overwhelming list of duties. While in-service training
can increase effectiveness the issue of staff shortage will remain: with a projection of 250
visiting days in an academic year (as these officers are required to make one planned and four
surprise visits in a year) – this is already more than the number of days in the academic year.25
The assumption is that an entire day is required to visit one school, which appears to be a
reasonable one if the entire tasks for school visits are carried out professionally. As such, no
time remains for undertaking any other duties or serving as trainers.
The Directorate of Curriculum and Research Development (DCRD) of AJK is the controlling body
of all the Elementary Colleges of Education in the State (See Figure 4 below). The Directorate is
responsible for the monitoring and supervision of both pre-service and in-service teacher
education. However, the placement of staff in GCETs is carried out by the Education
Department. The majority of the GCET staff members are not trained as teacher educators but
have served as teachers in secondary schools and then have been promoted as headmasters in
the schools. These headmasters in B-17 and above can be posted as instructors and subject
specialists in GCETs/DEE/DCRD.
In the public sector, there are currently two Government Colleges of Education (GCEs), ten
Government Colleges of Education for Elementary Teachers (GCETs) and one Agro Technical
College in Muzaffarabad that offer pre-service and in-service teacher training (See Table 6). The
GCEs prepare secondary school teachers while the GCETs prepare primary (PTCs) and
elementary (JTs) schoolteachers for grades I-V and grades VI-VIII respectively.26
In-service
training courses are offered under the auspices of the EEC. The districts of Sudhnoti, Bhimber
and Neelum lack any teacher training facilities. In the private sector, three training institutes
exist of which the Sir Syed College of Education Kotli offers an M.Ed.
Table 5: Public Sector Teacher Training Institutions in AJK
Sr. Location GCETs GCEs
Male Female Total Male Female Total
1 Muzaffarabad 1 1 2 Nil Nil Nil
2 Bagh 1 1 2 Nil 1 1
3 Rawalakot 1 1 2 Nil Nil Nil
4 Kotli 1 1 2 Nil Nil Nil
5 Mirpur 1 1 2 1 Nil 1
6 Sudhnoti Nil Nil Nil Nil Nil Nil
7 Bhimber Nil Nil Nil Nil Nil Nil
25 Ibid. 26 Education Department, Government of Azad Jammu & Kashmir. 2009.
Situational Analysis: Teacher Education and Professional Development
12
Sr. Location GCETs GCEs
Male Female Total Male Female Total
8 Neelum Nil Nil Nil Nil Nil Nil
TOTAL 5 5 10 1 1 2
Source: Education Department, Government of Azad Jammu & Kashmir. 2009.
The Department of Education at Faculty of Arts, University of AJK for the first time has
initiated a 4-year B. Ed program in 2009 according to the new HEC policy and Accreditation
Standards.27
Figure 4: Structure of Teacher Education in AJK
Source: Education Department, Government of AJK, 2009.
27 Hamdani, 2009.
Situational Analysis: Teacher Education and Professional Development
13
Section III: Teacher Education & Professional
Development
Similar to Pakistan, teacher education and professional development in AJK is organized along
the lines of pre-service and in-service training. This section describes service delivery of teacher
education in both pre-service and in-service in AJK.
(A) Pre-Service Education
Pre-service teacher education is a pre-requisite for an individual to become a teacher in the
public sector educational institutions. Training institutions that administer pre-service education
do so with the purpose of preparing prospective teachers for employment in the Education
Department subsequent to the completion of their training. The Department of Education has
imposed a recruiting ban on those that have not acquired a certificate in teaching (PTC or CT) or
a degree in teacher education (B.Ed or M.Ed).28
Historically, the training institutions offered PTC
and CT certificates to primary and elementary school teachers, respectively. The GCEs prepare
teachers for secondary schools by awarding them bachelor degrees in education (B.Ed).29
The
duration of these teacher-training programs (PTC, CT and B.Ed) range from 36-45 weeks, one of
the lowest in the world as against 12+4 years in the US, 12+3 years in the UK, 13+4 years in
Germany, and 12+5 years in Japan.
Closer to home, even in Pakistan there are various types of pre-service teacher education
programs that are offered to prepare teachers for different levels of education. In AJK, only
a few such programs are presently being offered as outlined in Table 7 below.
Table 6: Availability of Different Educational Programs in AJK
Title of Program Duration Level/grades for
which prepared
Availability in AJK or UAJK
Certificate (PTC) 10+1 Primary Teacher Now abolished
Certificate of Teaching
(CT)
12+1 Junior Teacher Available in elementary colleges, AIOU
and private Colleges
B.Ed 14+1 Senior Teacher Available in college of education AIOU
and UAJK as private
Diploma in Education 12 + 1 ½ Available in elementary colleges
Oriental Teaching Available in elementary colleges
Drawing Available in elementary colleges
CT. Technical 12+1 Junior Available in Agro Technical college of AJK
B.S.Ed 12+3 Secondary Available in college of Education
B.Sc (Hons) in 12+4 Not available
M.A Education 14+2 Secondary and HS Not available
M.Ed B.Ed+1 Secondary and HS Available in elementary colleges, AIOU
and UAJK as private and GCE Afzalpur
M. Phil Master in Edu
+ 2 year
Higher, Education
Teacher Training
Not available
Ph. D. Not available
28 Education Department, Government of Azad Jammu & Kashmir. 2009.
29 Ibid.
Situational Analysis: Teacher Education and Professional Development
14
Short courses on
Advanced
Teaching Skills
Not available
Source: Hamdani, 2009.
The programs of PTC (10+1 year) and CT (12+1 Year) have recently been abolished in
elementary colleges and educational colleges.30
However, AIOU continues to offer these
programs in AJK. Table 8 highlights the programs that are required in line with the new 2009
Education Policy both during the transition phase as well as by the deadline of 2018:
Table 7: Education Programs Available and Required in AJK in Line with the 2009 Education Policy
Type Available Required in Transition Period After Transition
(2018)
1) Degree BA (Edu) MA (Edu) M. Phil
Edu. Ph.D (Edu) B.Ed (one
year), M.Ed one year)
BA (Edu), MA (Edu), M. Phil Edu,
Ph.D (Edu), M.Ed (one year)
intermediate (10+2), BA./B.Sc
(General education) 12+2,
B.A/B.Sc, Applied education 12+2
BA (Edu), MA
(Edu), M. Phil
Edu., and
intermediate
(10+2)
2) Diploma (DT) PTC CT New 10+1 (CT)
10+2 (DT)
12+1 (CT)
12+2 (DT)
Abolished
3) Specialized
Support Course
None 10+SSC
12+SSC
14+SSC
16+SSC
SSC will continue
till full average
of all teachers
shall
4) Distance AIOU AIOU course shall continue AIOU conditional
with SSX
5) Private Yes Gradually reduce Ban
Source: Hamdani, 2009.
The Education Secretariat, for the first time has initiated a 4-year B. Ed program in line with
the new HEC policy and Accreditation Standards. Prior to this 4-year program, a Diploma in
Education was initiated. From the table above it can be observed that at present no
institution offers a B.Ed 4-Year program with the exception of the UAJK, which has opened
admissions for the year 2009 and has already enrolled twenty students and had started
classes.
(B) In-Service Education
Until pre-service education is entirely reformed in AJK, quality in-service training will be
forced to provide extremely critical remedial support if there is to be an impact on the
quality of learning in schools. The institutions offering in-service training are challenged
with under-trained staff, inadequate materials and few financial resources.
Since its inception in 1981, the DEE has been actively engaged in teacher training.
As is the case with other areas and provinces in Pakistan, in-service teacher education in AJK
has been conducted almost exclusively with external donor technical support and funding.
30 Hamdani, 2009.
Situational Analysis: Teacher Education and Professional Development
15
With the launch of the World Bank’s Northern Education Project (1998-2003) the focus was
on training the educational personnel in the area of elementary education. Over 11,000
primary teachers were trained in the integrated curriculum for class I-III and an additional
11,000 teachers were trained in the subjects of primary mathematics, English, science and
continuous assessment.31
During 2001, 43 Master Trainers were trained who further trained
another 914 headmasters and AEOs. An additional 43 senior education management
personnel were trained. In 2002-03, a presidential program ‘Capacity Building of Education
Field Officers, School Management Committees, Head Teachers and Teachers,’ was
launched in which 317 workshops were held.
The Earthquake Response Programme (ERP) was launched in November 2005. Training and
support to education planners and managers and teacher training constitute two of its four
core areas. The main implementing partners are the DEE, the Education Secretariat and I-
NGOs. Various challenges were faced during implementation including coordination and
communication mechanisms, and overstretched capacity of education officials.
In teacher training, ERP supported the development of a training module ‘Training of
Teachers in Earthquake-affected Areas’ and the in-service training of government teachers
including MTs.32
As part of the capacity building efforts, a generic training of trainer’s
module was also developed to prepare a cadre of Master Trainers (MTs) for rolling-out of
training to government teachers and education managers.
Number of teachers trained under the ERP program (See Annex C):33
• 160 MTs by UNESCO (115 male; 45 female) in Training of Teachers in Earthquake-
affected Areas Training Guide, Workbook, and Resource Book;
• 49 MTs trained by UNESCO (32 male; 17 female) in Generic Training of Trainers and
Education Planning and Management in the Earthquake-affected Areas Trainer’s
Notes & Workbook;
• 11,700 schoolteachers trained with UNICEF support using UNESCO-supported
training material.34
Also, between 2006-10, the USAID supported Revitalizing, Innovating, Strengthening
Education (RISE) Program has conducted training for 10,000 teachers in active training
techniques/methodology
Earlier reports have indicated varying numbers of master trainers nominated to conduct in-
service training in AJK. In 2007 one report claimed that 260 master trainers existed in the
pool.35
Typically, their grade level (indirectly accounting for educational level, professional
qualifications and experience) constitutes the criterion for selection. However, criteria
related to direct training skills and the subject matter itself are absent. Thus, master trainers
31 Directorate of Education Extension, AJK Muzaffarabad, 2006.
32 UNESCO, 2007.
33 Ibid.
34 Figures are disputed as to how many teachers have actually received training. The DEE claim that
approximately 4,000 have been trained in contrast to more than double the figure quoted by UNICEF. Baxter,
2007. 35 Department of Education, Government of Azad Jammu and Kashmir. 2007.
Situational Analysis: Teacher Education and Professional Development
16
receive training from the DEE staff or the organization proposing the training for every
individual in-service training course.
The new education policy envisages that once every five years in service teachers should
have the opportunity to refresh and enhance their learning of subject matter and pedagogy.
Currently there exists an urgent need to enhance the teachers’ skills whenever the curricula
and scheme of studies is revised. Budgetary constraints have limited the DEE’s ability to
update the knowledge of all teachers in service as per the revised curricula.
Regularizing In-service Training Post-Earthquake In AJK
Since the devastating earthquake of 2005, a number of donor agencies, and NGOs
supported the AJK Government with both hardware and software components to rebuilding
the education sector in the earthquake affected districts. At the forefront of the software
support was in-service teacher education. It was very important to give teachers the skills to
manage their own stress at the same time providing them with skills to manage their
classrooms often in makeshift accommodations. These programs were provided to teachers
primarily in earthquake-affected districts of Muzaffarabad, Poonch and and Bagh, while
other districts in AJK have been neglected. Over fifteen international NGOs and other
organizations have been counted as having provided training to in-service teachers in
earthquake-affected areas of AJK:
1. ABES Teacher Education Centre/TEARFUND UK
2. Aga Khan Development Network
3. Asian Development Bank
4. Catholic Relief Services
5. DFID
6. Idara-Taleemi-Agahi (ITA)
7. Mountain Institute for Education Development
8. National Commission for Human Development
9. National Rural Support Program
10. READ Foundation
11. Save the Children (Child First)
12. Social Engineering Consultants
13. UNESCO
14. UNICEF
15. USAID/Revitalizing, Innovating, Strengthening Education Program (RISE)
16. World Food Program
17. World Vision
Under the Earthquake Reconstruction and Rehabilitation Authority (ERRA) for AJK a
State Earthquake Reconstruction and Rehabilitation Authority (SERRA) was established
to coordinate both soft and hardware component for rehabilitating the region. When
contacted for this study, neither ERRA nor SERRA had any formal records of all external
agencies that had supported the Education Secretariat with in-service teacher
education. Also, DEE does not have a complete library of modules and training materials
that had been prepared for teachers in the affected areas. One official at DEE indicated
that often external agencies would approach DEE to seek its support in securing a No
Situational Analysis: Teacher Education and Professional Development
17
Objection Certificate or a Notification of their training while not involving DEE staff in
the development of the courses or training. Other external agencies would decide which
areas of training were to be introduced and then would ask DEE subject specialists to
prepare the modules of training. Most of the training was supply driven with very little
input into supporting DEE with developing its annual in-service plan for all teachers
across all districts in AJK.
DEE has recently corresponded with each of these NGOs and donors to request copies of
all in-service modules and training materials for the DEE library in an effort to begin the
development of an integrated in-service program that can be provided across all ten
districts of AJK (See Appendix C).
Challenges to In-service Teacher Education in AJK
Key issues related to in-service teacher education in AJK have been raised by DEE staff
upon reflection of the external assistance received after the earthquake:
• Programs focused exclusively on 3 earthquake affected districts and primary
school teachers
• Financial and material wastages were experienced. No need-assessments were
conducted. Also, no assessments of training and follow-up have been conducted.
• Duplication of training in the same subject areas and districts
• No integration of training into an integrated program to be delivered by DEE on
an ongoing basis.
• Database is required to profile teachers and track their training
• Modes of training should be reconsidered. Workshops are not the only method of
training that can be considered. Mentoring, cluster based support, school days,
peer coaching are a few other methods that DEE should consider.
• Elementary Colleges should be used for in-service delivery
• More assessments should be conducted both in terms of baseline and
assessments of training through teacher observations, etc.
• More training on multi-grade should be delivered
• Content knowledge should be balanced with pedagogy training. Both areas
should be aligned with changing curriculum requirements.
These issues are explained in greater detail in the following sections.
Situational Analysis: Teacher Education and Professional Development
18
Section IV: Governance Issues
Governance & Institutional Setting
AJK appears to be faring better with regard to the education sector on average compared to
the rest of Pakistan. However, several of the educational indicators mask significant
problems faced by the State in delivering quality education. Often this challenge can be
traced to the State’s teacher training and professional development system and the
governance issue plaguing it.
For instance’s AJK comparatively low student-teacher ratio suggests a higher level of quality
learning. However, it should be noted that the ratios are State averages camouflaging not
only low ratios in some districts but also not accounting for the fact that in many areas
teachers exist merely ‘on the books’. Evidence suggests that a significant number of two-
teacher schools are in effect one-teacher schools in practice due to informal arrangements
between the educators of dividing the teaching load between them.36
Thus, many teachers
end up working only half time.
Even assuming that the figures are accurate, literature indicates that teachers continue to
rely on didactic methodology, with rote-memorization and passive learning routines. In such
cases, the low student-teacher ratios are of no consequence because even though the
numbers allow for meaningful interaction, students are being taught as if there more of
them in a given class.
Apart from the widespread practice of sharing the teaching load, approximately 16 percent
of the schools in AJK are designated single-teacher schools. By extension, mutli-grade
teaching techniques have been recommended in such schools but evidence suggests that
only a few teachers are engaging in such practice.
An additional systematic challenge is the practice of employing master trainers from the
ranks of practicing teachers – a problem may well linked to the vast array of duties tasked to
the AEOs. In-service training ends up extracting these teachers from their schools and
teaching duties and in the present situation with numerous in-service training taking place,
the practice is negatively impacting the learning process.
Another important issue is that while the Government of AJK invests more in the education
sector on average compared to Pakistan, closer examination reveals that a very small
percentage of the funds are allocated towards the development sector, including
construction of schools, and even recurring operations and maintenance activities. Funds for
research and teacher education are practically non-existent. In 2008-2009, recurrent
expenditures alone took up 91 percent of the total budget. Approximately Rs. 180,000 of
funds are channeled towards in-service training activities but the figures vary from year to
year. To support a teaching force of approximately 30,000 teachers, this budget is
significantly inadequate for effective annual training.
36 Idara-e-Taleem-o-Aagahi. 2008.
Situational Analysis: Teacher Education and Professional Development
19
Table 8: Budget Allocation in 2008-2009
Nature of Budget Rs. Million %
Recurring
i. Salary
ii. Non-Salary
Sub-Total
5029.744
818.796
5848.540
78
13
91
Developmental 640.00 9
Grand Total 6488.540 100
Source: Education Department, Government of Azad Jammu & Kashmir. 2009.
Donor Coordination Issues
As indicated earlier, subsequent to the earthquake a vast number of donors and NGOs
pledged their support to AJK’s education system, which has often translated into some
aspect of teacher training. Although a lot of this support is transmitted via the training
institutions, liaison and coordination among these courses is still in the process of being
formalized. Sponsored by UNICEF, a notified steering committee on Teacher Education has
been suggested comprising of representatives of all the concerned education institutions.37
The key objective of the Committee is to ensure that there are no gaps or overlaps in the
training being extended by the donors and NGOs.
Apart from the Committee’s mandate, a basic level of coordination and ownership is lacking.
All in-service course design and planning should be managed by the DEE even if outsourced
to partner training institutions to ensure that when multiple courses of similar content are
offered they choose the most appropriate one. The capacity of DEE should be strengthened
to be more than a post office for the training. DEE should take the responsibility of merging
components from various courses to develop one that is the most relevant.
Subsequent to the earthquake, significant overlap existed with regard to training especially
in the four areas of: (i) psycho-social support, (ii) subject mastery in English, Mathematics
and Science, (iii) modern pedagogy, and (iv) SMC training.38
Each agency is presently
operating its own teacher-training program. The DEE/DCRD should analyze these courses in
order to adopt a streamlined annual planning process. Apart from the waste of financial,
time and human resources, the quality of learning can be adversely impacted by both
confusion amongst teachers. Moreover, an assessment of these courses ought to take place
with regard to their effectiveness.
37 DPI Elementary, DPI Secondary, Directors of the training Institutions and headed by the Additional Secretary. 38 Department of Education, Government of Azad Jammu and Kashmir. 2007 b.
Situational Analysis: Teacher Education and Professional Development
20
Section V: Policy Gaps with Regard to Teacher Education
& Professional Development
Literature underscores a dismal picture of teacher education and its impact on student
learning outcomes in Pakistan.39
Evidence depicts a similar picture in AJK. Public sector
teachers are observed to be performing poorly in subject competencies. Academic
qualifications have been seen to have a greater positive influence on student performance
as compared to their professional training. Moreover, students from public institutions have
been found to be out-performed by their private sector counterparts at the primary and
middle levels.
The key policy gaps with regard to teacher education and professional development are
outlined below:
Lack of Overarching Framework
The Government of AJK lacks a cohesive pre- and in-service teacher education policy
framework. In the last few years various proposals have been put forth on singular aspects
of teacher education such as updating the EEC into a professional development centre and
draft frameworks for improving in-service training as discussed earlier. Not only have these
individual proposals not been approved, an overarching and holistic framework that
considers teacher professional development has not been developed. Such a policy is
necessary if the policy gaps in institutional and structural management, coordination, M&E,
linkages between pre- and in-service training amongst other issues are to be addressed in a
coherent manner.
An area that has not received much attention in the literature on AJK is the lack of a
performance-based incentive system. In many countries, the performance of teachers is
linked with salaries and incentives with remuneration raised in tandem with an increase in
qualifications/training. The Government of Pakistan has recommended to all provinces and
territories to revise their pay and pension schemes. A Pay and Pension Commission has been
tasked to review such recommendations with regard to the Health and Education Ministries,
the Judiciary and the Police Departments.
Incentives should be extended to those teachers especially in the transition period, which
cannot join the new B.Ed (Hons.) program yet require an improvement in their teaching
skills. Issues such as the compatibility of the PTC/CT and future of these Certificate holders
in terms of incentives during the transition period also need to be considered.
In addition, policy pronouncements that have been made ought to be publicized more
widely. For instance, it is not widely known that the Government of Pakistan has recently
announced that a B.Ed (Hons.)/B.Sc. Ed (Hons) degree holder shall be entitled to BPS-17 in
39 Idara-e-Taleem-o-Aagahi. 2008.
Situational Analysis: Teacher Education and Professional Development
21
AJK, which should have the effect of attracting more candidates towards this profession.40
This proposal should be notified and rationalized in AJK.
As stated before, a shortage of funding and technical expertise has also resulted in ad hoc
planning by the various educational institutions. The DEE for instance plans its activities
based on external grants as they become available.
Curriculum Considerations
Related to the provision and delivery of training against a broader policy framework, AJK
lacks a formal process for curriculum review. The State’s elementary curriculum was
developed in 1998 and has not been revised to date. The manuscript adopted from Punjab
almost two decades ago has still not been computer typed and edited.41
The 1998-2010
National Education Policy proposed that teachers should be extended the opportunity of
updating their knowledge of subject matter and pedagogy at least once in five years during
service. In the event of a curriculum revision, teachers need to adapt to the changes in order
to teach the new subject and concepts in an efficient manner.
The national curriculum has recently been revised and it is a stated goal in AJK to focus on
subject mastery in mathematics, science and English.42
To date the textbooks and other
teaching/learning materials have not been upgraded in line with these revisions. The
changes outlined in the new Education Policy have significant implications for teacher
training with regard to the new curriculum. For instance, the paradigm shift in the scheme
of studies for teaching needs to be accounted for. The recent focus on adopting an ICT
policy also has significant implications as no clear plan is being considered to equip in-
service IT subject teachers with sufficient ICT skills and pedagogy and no pre-service training
on the subject.43
While computer education has been established as a subject area for schools the pre-service
teacher training programs have not been adjusted in tandem. Teachers currently in-service
require extra coaching, continuous guidance and orientation to meet these challenges. No
change in the curricula can be meaningfully implemented unless the existing stocks of
teachers undertake a refresher course to understand the changes in the revised scheme of
studies and curricula. In-service training acquires even more importance when the policy of
teaching of science and mathematics using English as medium of instruction from Grades I-
XII is considered.44
Currently, there is no provision of training teachers in the use of English
as a medium of instruction against the present day need articulated in the revised 2009
Education Policy.
An additional dilemma related to the curriculum is the disconnect between the various in-
service training provided and the curriculum taught in schools. The examination assessment
system relies on the didactic approach and on rote memorization. The textbooks and
40 Where a BPS-17 post in temporarily unavailable, B.Ed/BS.Ed (Hons) degree holders would be given at least
BPS-12 plus 4 advance increments.
41 Hamdani, 2009.
42 Department of Education, Government of Azad Jammu and Kashmir. 2007 b. 43 UNESCO and Department of Education, AJK.
44 Education Department, Government of Azad Jammu & Kashmir. 2009.
Situational Analysis: Teacher Education and Professional Development
22
curriculum are over-crowded with content and the students have little choice but to
memorize if they are to do well in their exams. Almost all needs assessments undertaken
highlight the fact that teachers have a very narrow view of curriculum and see it only with
reference to textbooks.45
The emphasis of pre and in-service courses are on learning theory rather than integrating it
with practice. The quality of textbooks in teacher education is also poor. The learning
materials neither fully relate to real educational environment nor inspire and motivate the
prospective teachers for further studies. There is no fixed mechanism to make teacher
guides and supplementary materials available for working teachers. Overall, the curricula
and scheme of studies for teacher education is conservative and has become obsolete. An
additional gap in the curricula is that it has no subject as per current and future
requirements for sectarian and religious harmony thereby leaving almost no role of teachers
in resolving day-to-day socio-religious conflicts in society.
The curriculum also does not account for the fact that similar to Pakistan, AJK suffers from a
chronic shortage of teachers by design rather than by default.46
Due to the fact that primary
provision is highest in the public sector, it is common practice that two teachers and two
rooms are allocated for all government schemes for new expenditures and development
programs when opening new schools. The practice has resulted in substantial backlogs of
teacher shortages with two teachers managing six classes and dysfunctional multi-grade
teaching-learning scenarios. The current curriculum ignores the significant need of
addressing multi-grade teaching.
Gaps Related to Institutional & Management System
Policy gaps in this area pertain to infrastructure, management as well as personnel.
Subsequent to the 2005 earthquake, the Education Secretariat’s infrastructure was severely
damaged forcing offices to be housed in tents or semi-permanent structures, which do not
provide a productive working environment. As noted in Section I, a significant number of
schools themselves are operating in the absence of buildings, which teachers find to be a
very disruptive environment. There is a significant shortage of training material and
equipment.
Moreover, the lack of separation of cadres between teachers, managers and trainers has led
to role confusion, low levels of specialization and systematic instability. Job descriptions
need to be made clear, contradictory roles to be sorted out and the realization fostered that
an overwhelming assignment of tasks will prevent the personnel involved from doing justice
to their work. The turnover of staff in both the teaching staff as well as education managers
has historically been high and sufficient incentives should be structured into the system to
retain the trained educational personnel.
45 UNICEF, UNESCO and RISE Institute all quote this lack of understanding of curriculum by teachers and
education personnel 46 Idara-e-Taleem-o-Aagahi. 2008.
Situational Analysis: Teacher Education and Professional Development
23
Teachers appointed in the training institutions should have specific training for doing so.
Currently, staff deployed in the GCETs are not trained as teacher educators; rather they are
initially trained to teach and manage secondary schools. The problem is compounded by a
shortage of funds for the regular and continuous in-service training of teachers as well as
research development initiatives for quality improvement.
There is a mismatch in the volume of work and the capacity of district-level government
departments to manage, implement and monitor educational interventions.47
A large
number of agencies have been operating in the region, which has placed tremendous
burden on government’s time and capacity.
The post-earthquake training courses have created an enormous pressure on the traditional
system of ‘master trainers’. There are two levels to this issue: there are a limited number of
education personnel (generally within the DEE/DCRD) that are considered by outside
agencies as master trainers. As a result, all those involved in in-service training are
nominating this small cadre of people. Given that the volume of in-service training has
increased substantially since the earthquake, some trainers have been completely away
from their teaching post.48
Although on paper, in-service training is implemented by a variety of partners, the
organizations almost always end up using master trainers from the system. Linked to this is
the question of who trains the master trainers. Given the plethora of new courses, master
trainers are being taken through each course (usually for five days) by the staff of the
DEE/DCRD with the result that: (i) the trainees themselves often do not see the links
between courses or that the methodology and techniques are transferable from one course
to another; (ii) the courses are limited to content of the new course and practice sessions.
The methodology is taught only in the context of the particular course so there is no
incentive for the master trainer to transfer skills from one course to another; and (iii) the
DEE/DCRD staff is either training or monitoring training rather than managing the process of
in-service training in its entirety.49
The second problem is almost contradictory – outside the small cadre it is evident that very
few of those designated as master trainers actually have the knowledge and skills to
implement the courses and the methodology of these courses without more specific help.50
To minimize this problem and to strengthen the capacity, UNESCO has developed a generic
Training of Trainers course. This is a multi-level course of which only level one has so far
been piloted. It has been recommended that all those designated as ‘master trainers’ must
participate in this course. This issue has been compounded as in 2006, 263 extra ‘master
trainers’ were trained under the auspices of UNICEF to respond to the need for
implementation of the earthquake response psycho-social course. These master trainers
were chosen based on their geographical location rather than their qualifications or
expertise. These people have also been nominated by UNICEF to be mentors for
47 UNESCO, 2007.
48 Department of Education, Government of Azad Jammu and Kashmir. 2007.
49 Department of Education, AJK, 2007 a. 50 This paragraph has been extracted from: Department of Education, Government of Azad Jammu and Kashmir.
2007 b.
Situational Analysis: Teacher Education and Professional Development
24
implementation, as this will relieve the pressure of travel and level of continuous support
required by the teachers, which the AEOs cannot respond to adequately. However, as these
people themselves have been exposed to a minimum of training and are generally just
teachers, it is professionally unfair to ask them to fulfill these extra roles asked of them.
Coordination & Harmonization
The coordination mechanisms among the AJK Government, Pakistan Government, donors
and NGOs remain inadequate and complex. There is little two-way coordination of
professional teacher training activities across the federally-administered areas and the
provinces. In addition, there is lack of academic linkages between teacher education
institutions and schools - the concept of measuring teacher training and correlating it with
classroom lesson delivery is practically non-existent. Moreover, there is a virtual absence of
dialogue between public and private sector providers and lack of community involvement in
teacher deployment and performance assessment.
Pre-service and in-service training are often delinked. In-service training is fragmented,
donor-driven, poorly coordinated and not always needs or context based. With specific
regard to teacher training in AJK, most of the NGOs have been channeled through UNICEF.51
While helpful in terms of coordination this is destructive to the perception of ownership
from DEE/DCRD.
Multiple courses are being designed and implemented by different actors.52
Sometimes the
teacher training institutions approve these and sometimes they are implemented without
their knowledge or approval. Even when a particular course is approved, the relevant
officials may only be aware of the logistical modalities such as venue and dates rather than
the detailed content of what is being taught. This means that there are overlaps and gaps in
services provided to teachers and a mismatch of expectations when particular terminology
is used but the interpretation does not match with a different usage. This results in
confusion among teachers and others (including trainers). Multiple interpretations of basic
concepts are common amongst the trainers.
Two serious harmonization issues have been observed. First, while there are some attempts
to build on materials previously developed by different agencies, the process needs to be
more structured and overt – materials actually need to cross-reference with other materials
and demonstrate the linkages between different materials and courses. Currently there is a
danger that participants are treating each course as discrete and separate and so an
essential element of cohesion is being lost.
For example two different in-service courses were held for subject mastery – both under the
auspices of the DEE and both developing materials. While the two courses are both pilot
courses and both supported by the DEE, it is vital that there is an analysis made between the
two so that the lessons learned from each can be incorporated into in-service training for
51 Baxter, 2007. 52 Department of Education, Government of Azad Jammu and Kashmir. 2007.
Situational Analysis: Teacher Education and Professional Development
25
the future. Ultimately only one course should be used as there are insufficient resources to
spend on two similar courses.
A more serious negative consequence however, is that teachers and supervisors will assume
that attendance at one course is equivalent to attendance at another similarly named
course (or course with a similar focus). This will inhibit a universal standard of quality of in-
service.
Second, the logistics of implementation require harmonization.53
The government has
issued guidelines on the level of TA/DA to be paid to each of the levels of education
personnel attending workshops. While the TA/DA paid may be the same, there needs to be
a single harmonized response to the payments and the ‘in-kind’ payments. When one
organization pays more than another, either in cash payments or in additional ‘perks’ to
participants, this creates a backlash for those organizations who pay only what the
government has decreed. A related issue is the harmonization required in the dates and
timing of in-service courses offered. Each organization supporting the training institutions
has its own timetable and commitments to donors, as does the institution itself. Each
training course offered needs to be harmonized in terms of timetables and the use of the
master trainers and teachers targeted.
Gaps Related to Training
Literature highlights several policy gaps with regard to teacher training in AJK. First, there is
a general lack of relevant teacher professional development programs in English-medium
instruction, research, and interactive teaching methods. Most teacher trainers are non-
specialists who are simply senior teachers with little capacity to manage elementary
education requirements and teacher training is heavily focused on the primary level at the
expense of other sub-sectors.
Second, the scaling up of teacher education programs initiated through donor support faces
a number of challenges particularly low systemic and budgetary ownership. To date, the
priority among earthquake affected teachers and education personnel, has been primary
teachers and education managers (head teachers, AEOs and DEOs). However, these groups
have been targeted not only because of needs but because the agencies supporting the in-
service training have particular mandates (UNICEF for primary education and UNESCO for
higher education and education planning and management). However, other target groups
such as early childhood and middle school teachers, subject specialists and teacher trainers
should also be considered. As not all groups can be accommodated simultaneously, a
system of relative needs and prioritization must be agreed.
Third, an element common to all the assessments undertaken with teachers seems to be
that teachers and education personnel know the terminology – the “jargon” of modern
pedagogy.54
This appears to be a function of a didactic training approach where the trainees
are lectured to about interactive techniques, classroom management, school management
and subject mastery. Evidence shows that while teachers think that they use interactive
53Department of Education, Government of Azad Jammu and Kashmir. 2007 b.
54 Ibid.
Situational Analysis: Teacher Education and Professional Development
26
techniques such as games, discussions and activities in fact they do not understand what
these techniques involve and they cannot readily match them to the teaching/learning
situation.
Fourth, there is no institutionalized arrangement for providing regular in-service training.
Many organizations and development projects have been perceived to be developing
training programs on anecdotal evidence rather than a comprehensive training needs
analysis. Teacher absenteeism, defective management lack of supervision and accountability
practices are some of the major issues that need to be appropriately addressed.
Furthermore, there is lack of follow-up refresher and professional development sessions.
Monitoring & Evaluation
Experience shows that in-service courses implemented by NGOs are not adequately
monitored either by the agency funding the in-service training or by the DEE/DCRD. Many
such courses, including some by donor agencies, have no constructive impact on the
teachers. Holding such training can actually end up doing more harm than good for the
following reasons:55
(i) teachers are taken being removed from their classes without a
positive return; (ii) when a training is not deemed to be useful it has repercussions for all
other courses offered; (iii) the general feeling that in-service training is a waste of time is
reinforced when poorly structured in-service courses are implemented; (iv) when courses
are determined to have no impact there are funding repercussions; and (v) the integrity of
the DEE/DCRD is blemished.
The DEE/DCRD should collaborate with KEAC and the EMIS Directorate for overall
monitoring and evaluation of teachers and training programs. This requires logistical
support so that the monitoring can actually occur. There is a level of automatic
monitoring with the courses that are implemented by the DEE/DCRD directly (i.e.
where the funds for roll-out are given to the DEE/DCRD).
55 Hamdani, 2009.
Situational Analysis: Teacher Education and Professional Development
27
Bibliography
ABES Teacher Empowerment Centre. 2006. Need Assessment Study on Basic Education Azad
Jammu & Kashmir: Assessment-Analysis to Action. Study funded by TEARFUND, UK.
Academy of Educational Planning and Management. 2007. Pakistan Education Statistics
2006-07. National Educational Management Information System.
Baxter, Pamela. 2007. Strategic Framework and Action Plan for Inservice Training for
Teachers and Education Personnel in AJK. Consultancy Report prepared for UNICEF/UNESCO.
April.
Department of Education. 2007 a. “Action Plan for Inservice Training DEE/DCRD 2007 and
Projected Action Plan 2008.” Presentation Draft.
Department of Education, Government of Azad Jammu and Kashmir. 2007 b. Strategic
Framework for Teacher Inservice Training Azad, Jammu & Kashmir 2007-2012.
Presentation Draft.
Directorate of Education Extension, AJK Muzaffarabad. 2006. “Proposal for Up-gradation of
Education Extension Centre into Directorate of Staff Development.” August.
Directorate of Educational Management Information System, Government of AJK. Undated.
Education Statistics Azad Jammu & Kashmir 2007-08. Department of Education, USAID and
RISE.
Education Department, Government of Azad Jammu & Kashmir. 2009. Up-Gradation of
Existing Education Extension Centre into Professional Development Centre and
Strengthening of Government Colleges of Education for Elementary Teachers/Government
Colleges of Education. PC-I. May, 2009.
Hamdani, Syed N. H. 2009. Rationalization of Educational Degree and Diploma Programs in
Azad Jammu & Kashmir. November.
Idara-e-Taleem-o-Aagahi. 2008. Status of Teachers in Pakistan 2008. USAID, UNECSO
and IDA, Lahore.
Kirk, Jackie. 2008. Building back better: post-earthquake responses and educational
challenges in Pakistan. UNESCO and International Institute for Educational Planning. Paris.
Lynd, D. 2007. The Education System in Pakistan: Assessment of the National Education
Census. UNESCO.
Ministry of Education. 2009. National Education Policy. Government of Pakistan. Revised
August 1, 2009.
Situational Analysis: Teacher Education and Professional Development
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Ministry of Education. 2008. Education For All Mid Decade Assessment Pakistan Country
Report 2008. Government of Pakistan.
National Accreditation Council for Teacher Education. 2009. National Standards for
Accreditation of Teacher Education Programs. August.
Policy and Planning Wing, Ministry of Education. 2009. National Professional Standards for
Teachers in Pakistan. Government of Pakistan. Islamabad.
UNESCO and Department of Education, AJK. 2008. Information and Communication
Technology in Schools in the State of Azad Jammu and Kashmir: Diagnostic Study. October.
World Bank. 2004. Implementation Completion Report of the Northern Education Project.
Report No. 28241-PK.
USAID and Pre-STEP. 2010. Report Analytical Study for Rationalization of Pre-Service Teacher
Education Programs in Pakistan. February.
UNESCO. 2007. Earthquake Response Programme Annual Report 2006.
Situational Analysis: Teacher Education and Professional Development
29
Situational Analysis: Teacher Education and Professional Development
30
Annex A: Education Statistics of AJK
Table 1: District Wise Number of Government Institutions; 2008/09
Sr. District Schools Colleges Total
1 Bagh 844 13 869
2 Bhimber 617 14 631
3 Kotli 1028 27 1055
4 Mirpur 592 18 610
5 Muzaffarabad 1263 19 1282
6 Neelum 275 6 281
7 Poonch 833 18 851
8 Sudhnuti 485 11 496
Total 5945 130 6075
Source: Directorate of EMIS-AJK
Table 2: District Wise Number of Government Institutions
District Wise No of Government Institutions FY 2008-09
Sr. District Urban Rural Total
1 Bagh 25 844 869
2 Bhimber 20 611 631
3 Kotli 40 1015 10155
4 Mirpur 111 499 610
5 Muzaffarabad 81 1201 1282
6 Neelum 5 276 281
7 Poonch 23 828 851
8 Sudhunti 26 470 496
Total 331 5744 6075
Source: Directorate of EMIS-AJK
Table 3: District Wise Enrolment by Sex
District wise Enrolment by Sex FY 2008-09
Sr. District No. of Males
No. of Males
% Males
No. of Females
% Females
1 Bagh 42997 49.27 44268 50.73
2 Bhimber 27550 50.58 26918 49.42
3 Kotli 57716 52.50 52211 47.50
4 Mirpur 27998 46.74 31900 53.26
5 Muzaffarabad 61413 51.19 58560 48.81
6 Neelum 17611 61.99 10799 38.01
7 Poonch 30669 48.34 32772 51.66
8 Sudhnuti 21449 48.61 22679 51.39
Total 287403 50.64 280107 49.36
Source: Directorate of EMIS-AJK
Situational Analysis: Teacher Education and Professional Development
31
Table 4: District Wise Number of Teachers by Location
District Wise Number of Teachers by Location FY 2008-09
Sr. District
Urban Rural
Total No. % No. %
1 Bagh 381 8.14 4300 91.86 4781
2 Bhimber 205 6.75 2833 93.25 3138
3 Kotli 425 8.07 4844 91.93 5369
4 Mirpur 953 27.8 2475 72.2 3528
5 Muzaffarabad 966 14.81 5555 85.19 6621
6 Neelum 92 7.5 1135 92.5 1327
7 Poonch 371 8.04 4241 91.96 4712
8 sudhnuti 203 8.77 2111 91.23 2414
Total 3596 11.22 27494 86.21 31890
Source: Directorate of Educational Management Information System, Government of AJK.
Table 5: District Wise Number of Teachers by Sex
District Wise Number of Teachers by Sex FY 2008-09
Sr. District
Male Female
Total No % No. %
1 Bagh 2671 57.06 2010 42.94 4781
2 Bhimber 1753 57.7 1285 42.3 3138
3 Kotli 3172 60.2 2097 39.8 5369
4 Mirpur 1832 53.44 1596 46.56 3528
5 Muzaffarabad 4052 62.14 2469 37.86 6621
6 Neelum 831 67.73 396 32.27 1327
7 Poonch 2401 52.06 2211 47.94 4712
8 Sudhnuti 1272 55.06 1040 44.94 2412
Total 17984 56.39 13104 41.09 31888
Source: Directorate of Educational Management Information System, Government of AJK.
Situational Analysis: Teacher Education and Professional Development
28
Table 6: District Wise Number of Teachers by Institution Level
Schools Colleges
Sr. District Mosque Primary Middle High Higher
Secondary
Industrial
Schools
Literacy
Centres
Village
Workshops
Non
Formal
Basic
Schools
Intermediate Degree Post
Graduate
Colleges of
Education
Total
1. Bagh 401 659 1,246 1,571 168 103 93 79 12 4332
2. Bhimber 297 432 693 989 105 1 96 115 36 2764
3. Kotli 502 1,050 1,123 1,571 134 1 207 182 48 4818
4. Mirpur 216 491 660 1,370 73 2 1 100 182 68 23 3,186
5. Muzzaffarabad 673 1,184 1,371 2,118 308 2 4 1 155 124 111 6,051
6. Neelum 165 205 245 393 67 44 1119
7. Poonch 314 753 1,064 1,608 220 2 2 124 94 95 4,276
8. Sudhnuti 268 386 590 677 22 1 113 47 55 2,159
Total 2,836 5,160 6,992 10,297 1,030 2 2 11 2 965 881 492 35 28,705
Source: Directorate of Educational Management Information System, Government of AJK (2007/08).
Situational Analysis: Teacher Education and Professional Development
29
Annex B: Organization Charts Education Department (Schools)
Situational Analysis: Teacher Education and Professional Development
30
Organization Chart
Education Department (Colleges)
Situational Analysis: Teacher Education and Professional Development
31
Annex C: Major In-Service Training Programs56
(I) Revitalizing, Innovating, Strengthening Education (RISE)
The RISE Project, funded by USAID is developing a programme of in-service training for
teachers, education managers, and SMC members that serves as a model for in-service
structures, as a pilot for subject mastery and subject specific methodology training and
capacity building for the staff placed in the district offices. In AJK, the courses have been
developed in response to their Rapid Needs Assessment. RISE is piloting their materials with
a commitment to share with other stakeholders. They have also made a commitment to
utilize previously developed materials where possible. With regard to training, RISE has
made the following interventions:
• A total of 7,198 teachers trained in Muzaffarabad, Bagh and Poonch;
• Training of 200 MTs in English, Mathematics and Science with follow-up sessions
conducted;
• Establishment and training of 1,600 SMCs
(II) JICA Disaster Management Programme
This in-service course and accompanying materials is one facet of a larger contribution by
JICA. School construction (earthquake resistant), general teaching and learning materials
and, specifically for disaster management: books for students and teachers and a course
noted for its excellent structure. The learning materials are currently limited in scope. The
number of teachers trained is not available.
(III) CIDA: Debt for Education Conversion – Teacher Training
This is a multi-faceted five-year programme to upgrade teaching qualifications in Pakistan.
The programme in AJK is similar to that in other parts of Pakistan. Pre-service
– Diploma in Education (250)
- B. Ed (500)
Scholarships
In-service training
Head-teachers
Untrained teachers
This is also over 5 years
Training Target Group Subject specialists (40 in earthquake affected areas
– 70 in total)
(IV) USAID
USAID is extending support to teacher education and professional development primarily in
the area of pre-service.
56 This Annex is primarily an extract from the Draft Strategic Framework complimented with information from
other sources.
Situational Analysis: Teacher Education and Professional Development
32
The Pre-service Teacher Education Program (Pre-STEP) was initiated in 2009 as a national
program. An MOU was signed with AJK University and two education colleges through
Academy of Education Development’s sub partners; Massachusetts State University, USA
and the Education Development Center, USA. Pre-Step has investigated the teacher
education needs in AJK along with the rest of Pakistan.
(V) UNICEF
UNICEF’s early recovery and relief project channeled Rs. 566.9 million on the improvement
of primary school education through direct school support and teacher training. This
training support was provided to earthquake-affected teachers as well as newly recruited
teachers (See training summary in Table 7 below).
(VI) UNESCO
UNESCO initiated the Earthquake Response Program in November 2005. The program aimed
at reviving the education process and to assist AJK in building back an education system
even better than before the earthquake. The program's main areas included capacity
building of educational officers, training of new and existing teachers and supplying
immediate educational needs of the institutes. UNESCO provided support to secondary,
tertiary and non-formal education, including technical and vocational education. After the
completion of the earthquake response program in 2008, UNESCO secured additional funds
to continue supporting the Government in rebuilding the education system under the
‘Rehabilitation of Education System in Earthquake Affected Areas’ of AJK. To date UNESCO
has provided approximately Rs. 414.240 million to AJK education of which 34 percent was
spent on teacher training (See training summary in Table 7 below).
Situational Analysis: Teacher Education and Professional Development
33
Situational Analysis: Teacher Education and Professional Development
36
Table 7: Training Summary Of UNICEF/UNESCO Post Earthquake S. # Details of Workshops Funding
Agency
No
. of
Wrk
ps
Number of Senior / Middle Managers /Teachers Trained Gra
nd
To
tal
Neelum MZD Bagh Rawalakot Sidhnoti Kotli Mirpur Bhimber
M F M F M F M F M F M F M F M F
1 Senior Education Managers
Workshops
UNESCO 5 46 29 18 16 15 16
140
2
Psycho Sociol Support Teachers
Training Workshops UNICEF 269 222 119 2259 1364
124
0 859
134
5 1209 8614
3 Training of Trainers (TOT)
Workshops
UNESCO/
UNICEF 8 15 3 71 20 35 17 38 21 220
4 Generic TOTs Workshops UNESCO 2 30 18 48
5 Pilot Middle Educational Managers
Workshops UNESCO 1 12 13 25
6
Sanitation & Hygiene Education
(MTs) Workshops UNICEF 1 11 8 19
7 Sanitation & Hygiene Education
(TOTs) Workshops UNICEF 7 23 21 42 39 22 19 166
8
Experimental Workshops for
Teachers UNICEF 2 30 28 58
9
Child Friendly Learning For Subject
Wise Training (TOT) (English,
Science and Mathematics) UNICEF 2 37 6 22 12 77
10
(TOTs)School Management
Commeeties (SMCs) Training UNICEF 2 31 9 31 1 72
11
TOT workshop for Child Friendly
Learning UNICEF 1 22 2 24
12
TOTs Workshop on Teaching of
English, Science and Maths UNICEF 1 36 4 40
13
Training of Middle Managers /
Ministerial Staff UNICEF 5 23 5 79 7 31 0 145
14
Follow Up Study of Middle
Managers (Meeting) UNICEF 3 7 2 18 1 9 1 38
15
Middle Managers 2nd Module
(Phase-II) UNICEF 5 22 6 75 8 31 0 142
16
Senior Education Managers
(Recovery & Reconstruction) UNESCO 2 - 36 23 59
17
// //
(Monitoring & Evaluation) UNESCO 2 38 21 59
18
// //
(Financial Management) UNESCO 2 29 23 52
19 Refresher Courses of SSHE MTs UNICEF 7 27 17 43 34 25 12 158
20
Refresher Courses of of Primary
Teachers on SSHE (Bagh) UNICEF 10 220 158 378
Situational Analysis: Teacher Education and Professional Development
37
S. # Details of Workshops Funding
Agency
No
. of
Wrk
ps
Number of Senior / Middle Managers /Teachers Trained Gra
nd
To
tal
Neelum MZD Bagh Rawalakot Sidhnoti Kotli Mirpur Bhimber
M F M F M F M F M F M F M F M F
21
I.T Workshop for Senior Science
Teachers UNICEF 1 14 13 27
22
Exposure Visit to PDCN Gilgit
Northern Areas of Education
Officers UNICEF 19
23
Mentoring workshop for Primary
Teachers (Chitral ) UNICEF 1 19 0 19
24
Refresher Course on Primary
Teachers on SSHE (MZD) UNICEF 20 401 331 732
25 Early Child Hood Training (3-days) UNICEF 1 23 3 26
26 Early Child Hood Trainnig (6-days) UNICEF 1 6 18 24
27
Leadership and Management
Training for Middle and Secondary
School Head Teachers (12-day) UNESCO 1 11 9 20
28
Master Trainers Workshop For
Training of School Management
Committees at Secondary Schools
(6-days) UNESCO 1 15 11 26
TOT Workshop for Teacher Resource
Centres
NRSP /
DFID 4 19 8 55 24 106
Teachers Training at RCs Level
NRSP /
DFID 41 136 121 408 320 985
Situational Analysis: Teacher Education and Professional Development
38
Table 8: Donor-funded Projects for Education Including Teacher Training in AJK Post 2005 Earthquake
Sr Project Donor/ Sponsoring Agency Cost (Pk Rs. Million) Remarks
1 Earthquake Emergency Assistance Project ADB 2006-2010 3660.0 328 Middle Schools
2 Community Infrastructure Services Project World Bank 2006-2010 1080.0 331 Primary Schools
3 Promotion of Primary Education for Girls in AJK
(Phase II)
World Food Program 2006-2010 339.1 248 Schools Food Assistance
4 Protracted Relief & Recovery Operation (PRRO) World Food Program 2005-2006 58.8 Provision of Dates and HEB
5 Multi-sectoral Rehabilitation Project in AJK ADB 2006-2010 340.0 Reconstruction/repair of High Schools
7 UN Early Recovery and Relief Project UNICEF 2005-2009 566.9 Improvement of primary school
education through direct school support
and teacher training
8 Earthquake Response Program UNESCO 2005-2009 414.2 Teacher Training
9 RISE USAID 2007-2010 510.0 Teacher training and direct school
support
10 Pre-Step USAID 2009-2013 255.0 Capacity building of AJK University-
Institute of Education and two Colleges of
Education
Total 7222.1
$ US (Million) 85.0
$ US (Million) Allocated for direct or partially for
teacher training support
20.5
Data Source: Official website of AJK/Gov: http://www.pmajk.gov.pk/history.asp
Annex I
IN-SERVICE TEACHER EDUCATION STRATEGY
&
PLAN OF ACTION
PAKISTAN ADMINISTRATED AZAD JAMMU AND
KASHMIR
(2010-2015)
Department of Education, Government of Azad Jammu and Kashmir
April 2010
ii
The Government of Azad Jammu and Kashmir gratefully acknowledges the support of Zayed
Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu Dhabi and UNESCO
for developing In-services Teachers Education Strategy and Action plan.
iii
Acknowledgement
Since the devastating earthquake of 2005, a number of organizations have supported the AJK
Government with both hardware and software components for rebuilding the education sector
in the earthquake affected districts. At the forefront of the software support has been in-
service teacher education and rightly so. It was very important to give in-service teachers the
skills to manage their own stress at the same time providing them with skills to improve their
capacity to manage classrooms often in makeshift accommodations. While appreciated, these
programs were provided to teachers primarily in three earthquake-affected districts, while the
remaining seven districts in AJK have not received the same level of support.
Five years later, the AJK government is mindful that a comprehensive strategy for teacher
education is needed to guide in-service delivery uniformly across all ten districts. To support
the development of this Strategy for In-service Teacher Education and Plan of Action, a
working group was notified by the Secretary of Education (Schools). Subsequent to the
working group notification, a workshop was organized by DEE and supported by UNESCO
(April 14, 2010) to assist the Education Secretariat with developing a vision and selecting and
prioritizing policy statements from the NEP 2009 on teacher education and professional
development. The following members have made substantial contributions to the
development of this strategy document:
Developing Teacher Education Policy and Plans for AJK
One Day Workshop
S.No Name of Participants Designation Department
1
Dr. Syed Nasir Hussain
Hamdani Dean
AJK
University
2 Ms. Nisar Akhter Malik Director DEE
3
Mr. Raja Muhammad Khurashid
Khan
Director Schools
Technical
4 Mr. Zahoor Ahmed Director EMIS
5 Ms. Nigat Rashid Director DCRD
6
Mr. Syed Bashir Hussain
Bukahri Dy. Director DEE
7 Ms. Nasreen Feroz
Assist. Dir. Schools
(Elementary) DPI E
8 Mr. Ghulam Murtaza
Assist. Dir. Schools
(Secondary) DPI S
9 Mr. Abdul Hameed Afgani Coordinator KEAC
10 Mr. Raja M. Naseer Khan Subject Specialist GEC Male
11
Mr. Syed Mumtaz Hussain
Bukahri Subject Specialist DEE
12 Mr. Maqbool Hussain Subject Specialist DEE
13 Mr. Abdul Waheed Subject Specialist KEAC
14 Mr. Khawaja Tariq Shafi Subject Specialist DEE
15 Mr. Javed Iqbal Khawaja Subject Specialist DCRD
16 Mr. Raja Iftikhar Hussain Khan Subject Specialist DCRD
iv
17 Mr. Ashgar Ali Abbasi Subject Specialist DEE
18 Mr. Khadima Karimullah Subject Specialist DEE
19 Ms. humera Zaffar Subject Specialist DEE
20 Ms. Seeda Sultana Subject Specialist DEE
21 Kamran Iftikhar Pre-STEP AED
22 Noor Din Pre-STEP AED
23 Noor Din Pre-STEP EDC
This document represents the beginning of a “process” that intends to strengthen the
Education Secretariat to coordinate and streamline teacher education in general and in-
service teacher education in particular. Dr. Randy Hatfield is gratefully acknowledged for
conducting stakeholder consultations and preparing the strategy and plan of action based on
stakeholder feedback.
v
Table of Contents
Introduction
1
AJK Vision for Teacher Education
2
Policy Actions, Issues and Recommendations
3
Summary of Policy Actions and Implementation Guidelines
11
Donor Support
13
Coordination of Activities and Timing
14
Guiding Principles for
Teacher Education and Professional Development
15
Bibliography
16
Annexure
Annex A: Education Statistics of AJK
Annex B: Organization Charts
Annex C: Major In-Service Training Programs
17
vi
List of Acronyms AEOs Assistant Education Officers
AEPAM Academy of Educational Planning and Management
AJK Azad Jammu & Kashmir
B.Ed (Hons) Bachelor of Education Honors
CT Certificate in Teaching
DCRD Directorate of Curriculum and Research Development
DEE Directorate of Education Extension
DoE Department of Education
DEOs District Education Officers
EMIS Educational Management Information System
ERP Earthquake Response Programme
GCEs Government Colleges of Education
GCETs Government College of Elementary Training
GER Gross Enrolment Rate
HEC Higher Education Commission
ICT Information & Communication Technology
KEAC Kashmir Education Assessment Centre
M.Ed Masters of Education
M&E Monitoring & Evaluation
MTs Master Trainers
NEC National Education Census
NGOs Non Government Organizations
PDC Professional Development Centre
PTC Primary Teaching Certificate
SMCs School Management Committees
SST Secondary School Teachers
TEVT Technical Education and Vocational Training
UAJK University of Azad Jammu & Kashmir
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations International Children's Emergency Education Fund
USAID United States Agency for International Development
1
Introduction
Strategy refers to a plan of action designed to achieve a particular goal.
The State of Azad Jammu and Kashmir (AJK) is pleased to present this working document
that outlines a strategy for achieving improved teaching and learning across all ten districts.
The Strategy for In-service Teacher Education and Plan of Action is based on regular
consultations of a working group of AJK education officials1. The working group has been
tasked to review teacher education policy in AJK. Upon reflection of progress made five
years after the earthquake, the Education Secretariat is aware that there are still a number of
gaps that have yet to be addressed with regard to teacher education particularly in-service.
However, it also realizes that despite the shortcomings of the system and the limited budget
allocations for in-service delivery there is still much potential in terms of readiness, capability
and energy within existing institutions that can begin right away to move the State into a new
era of rebuilding teacher education programming.
The In-Service Teacher Education Strategy conceptualizes a continuous and systematic
approach of teacher professional development initiatives that, over a period of time, will
gradually and coherently build teacher competencies and teaching skills in modern and
needs-based teaching techniques. An essential part of this is reforming the government in-
service teacher training systems and the development of a professional cadre of teacher
trainers.
The purpose of this document is to present a simple in-service strategy and plan of action for
AJK that is cost efficient and practical and maintains a focus on student achievement and
learning outcomes.
1 Notified (March 26, 2010)
.
2
AJK Vision for Teacher Education As proven globally, “Quality teaching brings children into schools and keeps them there
2”
and so the investment in improving teacher education is essential to achieve AJK’s education
goals.
The vision statement for teacher education in AJK is presented below:
VISION STATEMENT
Teacher Education and Professional Development in AJK to build competent and morally
sound teachers who ensure quality of student learning to cope with the challenges of the
modern world.3
In addition to the vision, six policy statements have been chosen from Pakistan’s National
Education Policy (2009) related to teacher education. AJK education officials identified these
policy actions as the top priority in AJK for the next five years:
• All teachers shall have opportunities for professional development through a
programme organized on a three-year cyclical basis. Progress in career shall be linked
to such professional development.
• In-service training shall cover a wide range of areas: pedagogy and pedagogical
content knowledge; subject content knowledge; testing and assessment practices;
multi-grade teaching, monitoring and evaluation; and programmes to cater to
emerging needs like trainings in languages and ICT.
• In-service teacher training institutions shall emphasize developing the capacity of
teachers and school managers for school development plans, to overcome low
achievement scores.
• Training needs shall be assessed on the basis of research and training programmes.
• Provincial and Area Administrations shall develop effective accountability
mechanisms, including EMIS data on teacher deployment, to control absenteeism and
multiple jobholding.
The identification and adoption of these policy actions are important steps in AJK’s journey
to improving its education system and achieving its vision for education reform. The
following is a presentation of the prioritized policy actions, related issues and constraints and
then recommendations that will guide the Education Secretariat in implementation.
2 UNESCO. Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Institute for Statistics, Montreal, 2006. 3 Vision Statement developed in Workshop on Developing Teacher Education Policy and Plans in AJK, Directorate for Education Extension, Muzaffarabad, AJK (April 14, 2010).
3
Policy Actions, Issues and Recommendations
Public policy can be defined as a series of choices to act or not to act. There is a tendency in
policy debates, however, to focus on inaction based on deficit analyses. Describing what is
not working in education, for instance, is easier than offering action oriented solutions to the
real challenges of public service delivery. Yet if the deficits or challenges are dissected
properly, they are helpful in drafting better policy statements that help to guide improved
implementation.
Post-earthquake, AJK’s education system has been described as having low levels of teacher
competence, lack of classroom based support for teachers, poor quality of textbooks and
learning materials, lack of systems to assess student learning outcomes, uneven monitoring,
and weak sector governance and management contributed to this phenomena.
In addition, AJK lacks a coherent policy for teacher education. The pre-service teacher
training has been outmoded and heavily theoretical with a significant gap between the
curriculum taught to teachers and that taught in schools. Moreover, in-service training has
been sporadic and inadequate, exacerbated by a lack of experienced and qualified teachers
and an inadequate development budget.
The issues concerning teachers and teacher development are at the core of the education
system as teacher’s performance is very much related to the learning achievement of children.
The preparation of the strategy and its use are fundamental steps toward re-structuring the
system on professional lines.
Policy Action 2009
The strategy is organized beginning first with the presentation of selected Policy Actions
from the 2009 National Education Policy for Pakistan. Each policy action statement is
followed by a brief discussion of the major challenges/issues in AJK. Finally, concrete,
practical recommendations are provided that would begin to remedy the issues.
I. Policy Action: In-service training shall cover a wide range of areas: pedagogy and
pedagogical content knowledge; subject content knowledge; testing and assessment
practices; multi-grade teaching, monitoring and evaluation; and programmes to cater
to emerging needs like trainings in languages and ICT.
ISSUE: There is no in-service training cycle for teachers that integrate content and
pedagogy with other emerging needs.
Literature highlights that the emphasis of pre and in-service courses in AJK are on learning
theory rather than integrating it with practice. The quality of textbooks in teacher education is
also poor. The learning materials neither fully relate to real educational environment nor
inspire and motivate the prospective teachers for further studies. There is no fixed mechanism
to make teacher guides and supplementary materials available for working teachers. Overall,
the curricula and scheme of studies for teacher education is conservative and has become
obsolete.
4
Several other policy gaps with regard to teacher training exist in AJK. First, there is a general
lack of relevant teacher professional development programs in English-medium instruction,
research, and interactive teaching methods. Most teacher trainers are non-specialists who are
simply senior teachers with little capacity to manage elementary education requirements and
teacher training is heavily focused on the primary level at the expense of other sub-sectors
and is generally centre-based rather than conducted through mentoring on site at schools.
Finally, an element common to all the assessments undertaken with teachers seems to be that
teachers and education personnel know the terminology – the “jargon” of modern pedagogy.4
This appears to be a function of a didactic training approach where the trainee receives
lectures about interactive techniques, classroom management, school management and
subject mastery. Evidence shows that while teachers think that they use interactive techniques
such as games, discussions and activities in fact they do not understand what these techniques
involve and they cannot readily match them to the teaching/learning situation.
RECOMMENDATIONS
1) Conduct a critical review of all INSET modules prepared since 2005 against
professional standards and national curriculum. (See Pamela Baxter 2007 Strategic
Framework).
2) Review modules against priorities and needs of teachers. Design integrated training
modules using existing materials. Ensure balance of pedagogy, content, and emerging
needs.
3) Punjab Directorate for Staff Development has invited DEE officials to Lahore to
review and observe their Continual Professional Development Framework for in-
service teacher training. DSD is currently revising its Basic Foundation Module that is
used to train District Teacher Educators and could provide AJK with useful insights
into developing its training modules.
RESPONSIBLE INSTITUTION: DEE
_________________________
II. POLICY ACTION: All teachers shall have opportunities for professional
development through a programme organized on a three-year cyclic basis. Progress in
career shall be linked to such professional development.
ISSUE: Low Budget Allocations for In-service Teacher Education is not enough to
support 30,000 teachers even in a three year cycle.
In Pakistan the absolute amount of budget allocated to education is low. Although education
enjoys the highest priority on the social sector agenda, allocations are relatively modest due
to the intrinsic rigidities (such as resource constraints, large establishment bills due to a large
salaried workforce and heavy debt interest repayments) in the financial system of Pakistan,
4 Ibid.
5
arising from more pressing commitments of the country. As national expenditures have
always far exceeded revenue collections, fiscal deficits have remained high. To close the
resource gap, there has been a historical heavy reliance on external borrowing. In addition,
the geo-political situation of the country is such that high defense allocations are required for
maintaining security and national sovereignty. As such, interest payments and defense
expenditures make up bulk of expenditures.
The resulting resource crunch in the provinces and areas, coupled with their own budgetary
rigidities (such as falling resources, large establishment bills due to a large salaried
workforce, heavy interest repayments to development loans from federal government, etc.)
implies a sharp reduction in development and non-salary expenditures in the provinces. With
education sector being the largest sector in terms of its budgetary allocations, development
and non-salary allocations for the education sector were the worst hit, affecting the outreach
and quality of service delivery5.
In AJK, a very small percentage of the funds are allocated towards the development sector,
including construction of schools, and even recurring operations and maintenance activities.
Funds for research and teacher education are practically non-existent. In 2008-2009, recurrent
expenditures alone took up 91 percent of the total budget. Approximately Rs. 180,000 of
funds are channeled towards in-service training activities but the figures vary from year to
year (See Table 1). To support a teaching force of approximately 30,000 teachers, this budget
is significantly inadequate for effective annual training. Furthermore, with regard to funds
that do exist, the government’s system for funding training is restrictive in that no advances
are provided to institutions to enable them to initiate training activities that presents a
negative cash-flow situation.
Table 1: Budget Allocation in 2008-2009
Nature of Budget Rs. Million %
Recurring
i. Salary ii. Non-Salary Sub-Total
5029.744
818.796
5848.540
78
13
91
Developmental 640.00 9
Grand Total 6488.540 100
Source: Education Department, Government of Azad Jammu & Kashmir. 2009.
The budget allocation for training is alarmingly low and not enough to support the bare
minimum of policy actions of the 2009 National Education Policy or implementation of the
National Professional Teacher Standards.
RECOMMENDATIONS:
1) Develop a training plan that is adapted from existing modules. Tailor training plan
5 FINANCING OF EDUCATION IN PAKISTAN, An Estimation of Required and Available Resources to Achieve
EFA Goals. Preparatory Document for the Ministerial Meeting of South Asia EFA Forum (21-23 May, 2003) Ministry of Education, Government of Pakistan in collaboration with UNESCO Islamabad, May 2003.
6
according to new entry teachers, mid-career teachers, and senior teacher needs.
2) Initiate a detailed budget exercise on recurrent and development cost-basis related to
in-service teacher education. Develop a budget on a three-year cyclical basis for
approximately 30,000 teachers currently in the workforce @10,000 teachers per year.
3) The budget should be a companion document to the Training Plan.
4) Review budget with Planning and Development (Education) and Finance Ministries
for inclusion in 2011-12 budget submission.
5) Prepare and interim proposal for donor consideration of shortfall for 2010-11 FY year
training needs.
RESPONSIBLE INSTITUTIONS:
DCRD, DEE, P&D (EDUCATION), Finance Department.
III. Policy Action: In-service teacher training institutions shall emphasize developing the
capacity of teachers and school managers for school development plans, to overcome
low achievement scores.
ISSUE: Unclear institutional roles, responsibilities and capacity for delivering teacher
education
Pakistan has been well advised over the past decade by local, international and donor
agencies alike of what is not working with regard to its public teaching system and its
provision of professional development for teachers. The issues of lack of accountability, lack
of incentives, little hope of a career track, and motivation are all highlighted as problems
confronting teachers. Moreover, these issues appear to be widespread resulting from the
failure of the system itself (led by government institutions) that over the years has struggled
to cater to one of the largest cadre of employees in the country6.
Coupled with the proliferation of teacher training institutions in the last decade that have also
been observed to be ineffective, service delivery appears to be currently fated. Some grand
attempts have been made at improving the professional development institutions. However,
programs like this one resulted more in the installment of infrastructure than improvement of
quality education. In fact, a majority of projects and programs implemented over the years
have unfortunately directed their energies at addressing the symptoms of the problems rather
than correcting the root causes. The approach of asking the “institution” or the government in
this case to solve its problems is inherently flawed when the institution is part of the
problem—a problem that cannot be simply solved through the provision of hours upon hours
of pre-service and in-service training programs off the shelf. In AJK, the pre and in-service
institutions require capacity building and continual institutional support in order to provide
quality teacher education and professional development.
6 See Annex I for statistical data on teachers in AJK.
7
RECOMMENDATIONS:
1) Engage institutional diagnosis of teacher training institutions to assess their capacity
to deliver quality training (See previous year up-gradation plans of DEE).
2) Develop training of trainer short courses that address current needs of trainers,
teachers, school heads and other education managers.
3) Monitor student achievement scores and review trends across AJK districts to predict
areas of where improvements are required.
RESPONSIBLE INSTITUTIONS: DCRD, DEE, KEAC
IV. Policy Action: Training needs shall be assessed on the basis of research and training
programmes.
ISSUE: Lack of understanding of teacher performance
Teacher development is a comprehensive and complex concept depending on the education
situation and system and society as a whole. The basis of a teacher development strategy
seeks to understand teachers’ performance in the classroom and then to build and reinforce
existing teacher education and training systems accordingly.
The following problems affect teacher development and should be assessed periodically:
• Obsolete pre-service curricula leading to low quality of education that is not relevant to
modern day demands of teaching of the country.
• Low teacher competencies.
• Lack of political will to implement teacher rationalization plans.
• Nepotism and political interference in teacher management and wide spread irregular
transfers.
• No institutional research or system of feedback to improve teacher performance and
training systems.
• No community involvement in teacher deployment and monitoring.
• Ineffective teacher academic support and supervision system.
• No institutional training for in-service teachers on regular basis.
• Proliferation of un-regulated teacher training activities in the districts.
• High rate of teacher turn over destabilizing school system and performance.
• High absenteeism; teachers who remain away from school and those that go to school but
do not teach.
• Absence of training-classroom linkage
• No mentor program for teachers of middle and high schools
To improve the quality of teaching/learning in middle and secondary classes, it is important
to improve the training of teachers at these levels. In past years there has been an emphasis on
improving training of primary teachers: it is important to continue this emphasis and to
8
improve the quality of the training of primary teachers, but at the same time also improve
training of teachers at secondary school levels.
To date, no comprehensive baseline of teacher competencies has been conducted in
AJK.
RECOMMENDATIONS:
1) Plan and execute a rigorous baseline survey that observes teachers performance on a
sample basis in all 10 districts.
2) Review results of baseline and compare with student achievement scores (promotional exams) linked to baseline schools.
3) Revise training plan/modules to address needs of teachers on a continuing assessment cycle.
RESPONSIBLE INSTITUTIONS: DCRD, DEE, KEAC, EMIS, UNIV. OF AJK
V. Policy Action: Provincial and Area Administrations shall develop effective
accountability mechanisms, including EMIS data on teacher deployment, to control
absenteeism and multiple jobholding.
ISSUE: Statistics of public sector education/staff are not being used in management
and planning of human resources to serve the sector.
Like other areas of Pakistan, AJK’s education system suffers from teacher shortages,
absenteeism, and lack of effective accountability of teachers and other education staff to the
Education Secretariat, etc. Modern day educational management demands professional
standards and expertise in planning and human resource management for which educational
managers are unprepared.
AJK’s Education Secretariat requires considerable strengthening of planning capacity at all
levels of program development and delivery. An important requirement for planning is the
availability of standards for both input requirements and educational outcomes, which is
lacking at present. Good planning and monitoring through standards also requires data and
indicators of performance. These have been severely lacking at all levels of educational
activity and performance.
While data limitations have been a real constraint in educational planning, insufficient use of
data has been experienced in decision making and planning even when these have been
available. This is partly due to the culture of not using quantitative analysis and partly
because the managers lack the required training.
Information based planning is also thwarted by political interventions that distort decision-
9
making and impact merit and efficiency. Unless political interference and corruption are
rooted out, social policies and plans would have low impact; and this is all the more
devastating for the Education sector.
RECOMMENDATIONS:
1) Use School Census data and baseline performance data to create teacher profiles and
develop a tracking system for all teachers trained in AJK.
2) Develop a systematic monitoring and evaluation mechanism to track teachers
RESPONSIBLE INSTITUTIONS: Education Secretariat, EMIS Directorate
10
SUMMARY OF POLICY ACTIONS AND IMPLEMENTATION GUIDELINES
Policy Actions
[NEP 2009]
AJK Implementation Responsible Agencies
1. In-service training shall cover
a wide range of areas: pedagogy
and pedagogical content
knowledge; subject content
knowledge; testing and
assessment practices; multi-
grade teaching, monitoring and
evaluation; and programs to
cater to emerging needs like
trainings in languages and ICT.
Conduct a critical review of all
INSET modules prepared since
2005 against professional
standards and national
curriculum. (See Pamela
Baxter 2007 Strategic
Framework).
Review modules against
priorities and needs of
teachers. Design integrated
training modules using existing
materials. Ensure balance of
pedagogy, content, and
emerging needs.
Punjab Directorate for Staff
Development has invited DEE
officials to Lahore to review
and observe their Continual
Professional Development
Framework for in-service
teacher training. DSD is
currently revising its Basic
Foundation Module that is
used to train District Teacher
Educators and could provide
AJK with useful insights into
developing its training
modules.
Lead: DEE
Supporting Agency:
DCRD
2. All teachers shall have
opportunities for professional
development through a program
organized on a three-year
cyclical basis. Progress in career
shall be linked to such
professional development
Develop a training plan that is
adapted from existing
modules. Tailor training plan
according to new entry
teachers, mid-career teachers,
and senior teachers needs.
Initiate a detailed budget
exercise on recurrent and
development costs related to
in-service teacher education.
Develop a budget on a three-
year cyclical basis for
approximately 30,000 teachers
currently in the workforce
@10,000 teachers per year.
Lead: DCRD/DEE
Supporting Agencies:
P&D (EDUCATION),
Finance Department.
11
The budget should be a
companion document to the
Training Plan.
Review budget with Planning
and Development (Education)
and Finance Ministries for
inclusion in 2011-12 budget
submission.
Prepare and interim proposal
for donor consideration of
shortfall for 2010-11 FY year
training needs.
3. In-service teacher training
institutions shall emphasize
developing the capacity of
teachers and school managers
for school development plans,
to overcome low achievement
scores.
Engage institutional diagnosis
of teacher training institutions
to assess their capacity to
deliver quality training (See
previous year up-gradation
plans of DEE).
Develop training of trainer
short courses that address
current needs of trainers.
LEAD: DCRD
Supporting Agencies:
DEE
KEAC
4. Training needs shall be
assessed on the basis of research
and training programs.
Plan and execute a rigorous
baseline survey that observes
teachers performance on a
sample basis in all 10 districts.
Review results of baseline and
compare with student
achievement scores
(promotional exams) linked to
baseline schools.
Revise training plan/modules
to address needs of teachers on
a continuing assessment cycle.
LEAD: DCRD
Supporting Agencies:
KEAC
EMIS
DEE
UNIV. of AJK
5. Provincial and Area
Administrations shall develop
effective accountability
mechanisms, including EMIS
data on teacher deployment, to
control absenteeism and
multiple jobholding
Use School Census data and
baseline performance data to
create teacher profiles and
develop a tracking system for
all teachers trained in AJK.
LEAD: EMIS
Directorate
12
Donor Support
As is the case with other areas and provinces in Pakistan, in-service teacher education in AJK
has been conducted almost exclusively with external donor technical support and funding.
However, the AJK State, through the development of this document recognizes the fact that it
will need to lobby for increased development allocations to enhance teacher education and
professional development. At the same time internals sources are being tapped, AKJ
recognizes that it cannot work alone. The NEP 2009 encourages local governments to draw
on external support when required. “Government shall aim to draw upon resources from the
private sector through public/private partnerships, especially in the areas of teacher
education and professional development programmes. International Development Partners’
resources shall be harnessed within a broad national programme of teacher improvement for
the country as a whole through inter-tier collaboration”.
Federal or provincial requests for increased development budgets and external donor support
must be based on long-term plans to improve teacher education and teacher management in
AJK. Maximum emphasis should also be accorded to making donor programs demand
driven.
While important partners in AJK’s further development of teacher education, Donors must be
directed to situate programs within the existing AJK education and training institutions. The
initiative to channel all donor support for in-service teacher education through the DEE of the
Education Secretariat is a positive one and important in order to maintain standards.
Appendix C provides some information on past and current donor assistance provided for
teacher education in AJK. Two agencies that have been primary partners to the AJK
Government are the One UN umbrella with UNESCO and UNICEF. USAID through the
RISE and Pre-STEP programs have provided tremendous resources for activities and
products that will need further institutionalization.
The AJK Government will continue to coordinate through the One UN program for continued
Technical Assistance and funding. Additionally, the RISE program will be coming to and end
in June 2010 but could be tapped further if USAID is inclined to consider expanding its
support for teacher education to all ten districts.
The five policy actions presented in this strategy are practical in nature to the extent that they
can be initiated by the AJK Government. However, TA and external financial support will go
a long way to sustain efforts that have been mobilized since the earthquake.
Coordination of Activities and Timing
The AJK Secretary of Education (Schools) has notified a Working Group to define teacher
education for AJK (See Annex C). This Strategy document is an output of the Working
Group. As stated earlier, the Strategy represents a starting place for continued deliberations
and planning.
The Working Group is encouraged to continue meeting to plan and sequence implementation
of the policy actions as presented in this strategy over the next five years.
13
At no extra cost, the members of the Working Group can continue to meet and develop
implementation plans and timelines for accomplishing the tasks presented in this Strategy
Document. Where external funds are required, the Working Group should develop proposals
and continue to coordinate with donor/development partners.
Guiding Principles for Teacher Education and Professional Development
1. Teacher Education Policies should effectively utilize existing teacher education
institutions;
2. All professional development (whether externally or internally funded) should be
coordinated through the Directorate of Education Extension (DEE) and should be
demand driven.
3. Teacher policy review should be institutionalized through a joint steerig committee;
4. Standards are not Terms of Reference. They are indicators by which performance can
be measured;
5. Teacher Education and professional development is not an isolated function within
the Education Secretariat. It has to be linked to the system at large including
curriculum development;
6. Recruitment and personnel issues related to teachers need to be de-politicized;
7. The terminology of “teacher training” should be replaced with “teacher education and
professional development” to represent a holistic support mechanism to teachers as
professionals;
8. INSET and PRESET should be linked and time spent in professional development
should be counted as credits towards a career path for the teacher;
9. Teaching performance standards have been developed by the Federal Ministry of
Education. They should be implemented by all vertical education programs including
public, private and religious schools;
10. The teacher education system should be more “demand” driven. Planners should
survey teacher needs and coordinate with teacher educators in terms of annual training
plans. A tracking system should be put in place to identify what types of education
teachers receive throughout their career.
14
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16
Annex A
Education Statistics of AJK
Table 1: District Wise Number of Government Institutions; 2008/09
Sr. District Schools Colleges Total
1 Bagh 844 13 869
2 Bhimber 617 14 631
3 Kotli 1028 27 1055
4 Mirpur 592 18 610
5 Muzaffarabad 1263 19 1282
6 Neelum 275 6 281
7 Poonch 833 18 851
8 Sudhnuti 485 11 496
Total 5945 130 6075
Source: Directorate of EMIS-AJK
Table 2: District Wise Number of Government Institutions
District Wise No of Government Institutions FY 2008-09
Sr. District Urban Rural Total
1 Bagh 25 844 869
2 Bhimber 20 611 631
3 Kotli 40 1015 10155
4 Mirpur 111 499 610
5 Muzaffarabad 81 1201 1282
6 Neelum 5 276 281
7 Poonch 23 828 851
8 Sudhunti 26 470 496
Total 331 5744 6075
Source: Directorate of EMIS-AJK
Table 3: District Wise Enrolment by Sex
District wise Enrolment by Sex FY 2008-09
Sr. District No. of Males
No. of
Males
%
Males
No. of
Females % Females
1 Bagh 42997 49.27 44268 50.73
2 Bhimber 27550 50.58 26918 49.42
3 Kotli 57716 52.50 52211 47.50
4 Mirpur 27998 46.74 31900 53.26
5 Muzaffarabad 61413 51.19 58560 48.81
6 Neelum 17611 61.99 10799 38.01
7 Poonch 30669 48.34 32772 51.66
8 Sudhnuti 21449 48.61 22679 51.39
Total 287403 50.64 280107 49.36
Source: Directorate of EMIS-AJK
18
Table 1: District Wise Number of Teachers by Institution Level
Designation Bagh
Bhim
ber
Kotl
i
Mirpu
r
Muzaffar
abad
Neelu
m
Poon
ch
Sudhn
uti Total
Primary Teacher 2106 1334 2524 1460 3122 635 2120 1158 14459
Junior Teacher
(Gen) 715 453 744 488 893 152 716 323 4484
Junior Teacher
(Sc) 148 93 126 82 169 22 97 61 798
Junior Teacher
(Tech) 123 88 121 91 174 31 124 52 804
Senior Teacher
(SC/Bio) 540 329 544 385 677 117 490 233 3315
Senior Teacher
(Tech) 22 14 14 24 63 6 25 8 176
Senior Teacher
(Computer) 5 13 2 9 14 5 10 7 65
Head
Master/Mistress 108 68 108 82 136 28 98 48 676
Subject Specialist 57 20 30 20 63 5 56 6 257
Principal 28 17 33 22 31 7 28 12 257
Demonstrator 3 3 2 8
Chief Instructor
Comm 1 1
Senior Instructor
Comm 3 1 2 4 4 1 1 2 18
Junior Instructor
Comm 4 1 2 4 1 2 1 16
Lecturer 202 100 237 169 191 52 182 105 1238
Assistant
Professor 22 31 32 71 52 2 39 21 270
Associate
Professor 4 5 10 31 31 11 4 96
Professor 2 2
PET 58 39 73 50 77 14 71 30 412
DPE 13 8 22 19 15 3 12 11 103
Computer
Instructor 4 23 39 31 16 15 11 11 150
Imam Masjid 168 151 206 108 325 34 143 45 1180
Band Master 1 1 1 2 2 1 3 11
Qari 69 51 89 62 91 19 81 38 500
Arabic Teacher 82 64 112 74 114 22 95 40 603
Total 4681 3038 5269 3428 6521 1227 4612 2314 31090
Source: Directorate of Educational Management Information System, Government of AJK.
19
Annex B: Organization Charts
Education Department (Schools)
20
Annex C: Major In-Service Training Programs7
(I) Revitalizing, Innovating, Strengthening Education (RISE)
The RISE Project, funded by USAID is developing a programme of in-service training for
teachers, education managers, and SMC members that serves as a model for in-service
structures, as a pilot for subject mastery and subject specific methodology training and
capacity building for the staff placed in the district offices. In AJK, the courses have been
developed in response to their Rapid Needs Assessment. RISE is piloting their materials with
a commitment to share with other stakeholders. They have also made a commitment to
utilize previously developed materials where possible. With regard to training, RISE has
made the following interventions:
• A total of 7,198 teachers trained in Muzaffarabad, Bagh and Poonch;
• Training of 200 MTs in English, Mathematics and Science with follow-up sessions
conducted;
• Establishment and training of 1,600 SMCs
(II) JICA Disaster Management Programme
This in-service course and accompanying materials is one facet of a larger contribution by
JICA. School construction (earthquake resistant), general teaching and learning materials
and, specifically for disaster management: books for students and teachers and a course noted
for its excellent structure. The learning materials are currently limited in scope. The number
of teachers trained is not available.
(III) CIDA: Debt for Education Conversion – Teacher Training
This is a multi-faceted five-year programme to upgrade teaching qualifications in Pakistan.
The programme in AJK is similar to that in other parts of Pakistan.
Pre-service
– Diploma in Education (250)
- B. Ed (500)
Scholarships
In-service training
Head-teachers
Untrained teachers
This is also over 5 years
Training Target Group Subject specialists (40 in earthquake
affected areas – 70 in total)
(IV) USAID
USAID is extending support to teacher education and professional development primarily in
the area of pre-service.
The Pre-service Teacher Education Program (Pre-STEP) was initiated in 2009 as a national
program. An MOU was signed with AJK University and two education colleges through
Academy of Education Development’s sub partners; Massachusetts State University, USA
7 This Annex is primarily an extract from the Draft Strategic Framework complimented with information from
other sources.
21
and the Education Development Center, USA. Pre-Step has investigated the teacher
education needs in AJK along with the rest of Pakistan.
(V) UNICEF
UNICEF’s early recovery and relief project channeled Rs. 566.9 million on the improvement
of primary school education through direct school support and teacher training. This training
support was provided to earthquake-affected teachers as well as newly recruited teachers.
(VI) UNESCO
UNESCO initiated the Earthquake Response Program in November 2005. The program
aimed at reviving the education process and to assist AJK in building back an education
system even better than before the earthquake. The program's main areas included capacity
building of educational officers, training of new and existing teachers and supplying
immediate educational needs of the institutes. UNESCO provided support to secondary,
tertiary and non-formal education, including technical and vocational education. After the
completion of the earthquake response program in 2008, UNESCO secured additional funds
to continue supporting the Government in rebuilding the education system under the
‘Rehabilitation of Education System in Earthquake Affected Areas’ of AJK. To date
UNESCO has provided approximately Rs. 414.240 million to AJK education of which 34
percent was spent on teacher training.
22
Table 7: Training Summary Of UNICEF/UNESCO Post Earthquake
S.
#
Details of
Workshops
Fundi
ng
Agen
cy
No. o
f Wrk
ps
Number of Senior / Middle Managers /Teachers
Trained Grand T
otal
Neelu
m
MZD Bag
h
Raw
alak
ot
Sid
hnot
i
Kotl
i
Mir
pur
Bhi
mbe
r
M F M F M F M F M F M F M F M F
1 Senior
Education
Managers
Workshops
UNE
SCO
5 46 2
9
1
8
1
6
1
5
1
6
140
2
Psycho
Social
Support
Teachers
Training
Workshops
UNIC
EF
2
6
9
22
2
11
9
22
59
1
3
6
4
1
2
4
0
8
5
9
1
3
4
5
1
2
0
9 861
4
3 Training of
Trainers
(TOT)
Workshops
UNE
SCO/
UNIC
EF 8 15 3 71
2
0
3
5
1
7
3
8
2
1 220
4
Generic
TOTs
Workshops
UNE
SCO 2 30
1
8 48
5 Pilot Middle
Educational
Managers
Workshops
UNE
SCO 1 12
1
3 25
6
Sanitation &
Hygiene
Education
(MTs)
Workshops
UNIC
EF 1 11 8 19
7 Sanitation &
Hygiene
Education
(TOTs)
Workshops
UNIC
EF 7 23 21 42
3
9
2
2
1
9 166
8
Experimental
Workshops
for Teachers
UNIC
EF 2 30
2
8 58
9
Child
Friendly
Learning For
Subject Wise
Training
(TOT)
(English,
Science and
UNIC
EF 2 37 6
2
2
1
2 77
23
S.
#
Details of
Workshops
Fundi
ng
Agen
cy
No. o
f Wrk
ps
Number of Senior / Middle Managers /Teachers
Trained Gra
nd T
otal
Neelu
m
MZD Bag
h
Raw
alak
ot
Sid
hnot
i
Kotl
i
Mir
pur
Bhi
mbe
r
M F M F M F M F M F M F M F M F
Mathematics
)
10
(TOTs)Scho
ol
Management
Committees
(SMCs)
Training
UNIC
EF 2 31 9
3
1 1 72
11
TOT
workshop for
Child
Friendly
Learning
UNIC
EF 1 22 2 24
12
TOTs
Workshop
on Teaching
of English,
Science and
Maths
UNIC
EF 1 36 4 40
13
Training of
Middle
Managers /
Ministerial
Staff
UNIC
EF 5 23 5 79 7
3
1 0 145
14
Follow Up
Study of
Middle
Managers
(Meeting)
UNIC
EF 3 7 2 18 1 9 1 38
15
Middle
Managers
2nd Module
(Phase-II)
UNIC
EF 5 22 6 75 8
3
1 0 142
16
Senior
Education
Managers
(Recovery &
Reconstructi
on)
UNE
SCO 2 - 36
2
3 59
17
//
//
(Monitoring
&
UNE
SCO 2 38
2
1 59
24
S.
#
Details of
Workshops
Fundi
ng
Agen
cy
No. o
f Wrk
ps
Number of Senior / Middle Managers /Teachers
Trained Gra
nd T
otal
Neelu
m
MZD Bag
h
Raw
alak
ot
Sid
hnot
i
Kotl
i
Mir
pur
Bhi
mbe
r
M F M F M F M F M F M F M F M F
Evaluation)
18
//
//
(Financial
Management
)
UNE
SCO 2 29
2
3 52
19
Refresher
Courses of
SSHE MTs
UNIC
EF 7 27 17 43
3
4
2
5
1
2 158
20
Refresher
Courses of of
Primary
Teachers on
SSHE
(Bagh)
UNIC
EF
1
0
2
2
0
1
5
8 378
21
I.T
Workshop
for Senior
Science
Teachers
UNIC
EF 1 14
1
3 27
22
Exposure
Visit to
PDCN Gilgit
Northern
Areas of
Education
Officers
UNIC
EF 19
23
Mentoring
workshop for
Primary
Teachers
(Chitral )
UNIC
EF 1 19 0 19
24
Refresher
Course on
Primary
Teachers on
SSHE
(MZD)
UNIC
EF
2
0
40
1
3
3
1 732
25
Early Child
Hood
Training (3-
days)
UNIC
EF 1 23 3 26
26 Early Child UNIC 1 6 1 24
25
S.
#
Details of
Workshops
Fundi
ng
Agen
cy
No. o
f Wrk
ps
Number of Senior / Middle Managers /Teachers
Trained Gra
nd T
otal
Neelu
m
MZD Bag
h
Raw
alak
ot
Sid
hnot
i
Kotl
i
Mir
pur
Bhi
mbe
r
M F M F M F M F M F M F M F M F
Hood
Training (6-
days)
EF 8
27
Leadership
and
Management
Training for
Middle and
Secondary
School Head
Teachers
(12-day)
UNE
SCO 1 11 9 20
28
Master
Trainers
Workshop
For Training
of School
Management
Committees
at Secondary
Schools (6-
days)
UNE
SCO 1 15
1
1 26
TOT
Workshop
for Teacher
Resource
Centres
NRSP
/
DFID 4 19 8
5
5
2
4 106
Teachers
Training at
RCs Level
NRSP
/
DFID
4
1
13
6
12
1
4
0
8
3
2
0 985
26
Table 8: Donor-funded Projects for Education Including Teacher Training in AJK Post
2005 Earthquake
Sr Project Donor/
Sponsoring
Agency
Cost (Pk
Rs.
Million)
Remarks
1 Earthquake Emergency
Assistance Project
ADB 2006-2010 3660.0 328 Middle Schools
2 Community Infrastructure
Services Project
World Bank 2006-
2010
1080.0 331 Primary Schools
3 Promotion of Primary
Education for Girls in
AJK (Phase II)
World Food
Program 2006-
2010
339.1 248 Schools Food
Assistance
4 Protracted Relief &
Recovery Operation
(PRRO)
World Food
Program 2005-
2006
58.8 Provision of Dates
and HEB
5 Multi-sectoral
Rehabilitation Project in
AJK
ADB 2006-2010 340.0 Reconstruction/repair
of High Schools
7 UN Early Recovery and
Relief Project
UNICEF 2005-
2009
566.9 Improvement of
primary school
education through
direct school
support and teacher
training
8 Earthquake Response
Program
UNESCO 2005-
2009
414.2 Teacher Training
9 RISE USAID 2007-2010 510.0 Teacher training
and direct school
support
10 Pre-Step USAID 2009-2013 255.0 Capacity building of
AJK University-
Institute of Education
and two Colleges of
Education
Total 7222.1
$ US (Million) 85.0
$ US (Million) Allocated for direct
or partially for
teacher training
support
20.5
1
Annex J
CONSTRUCTION OF
GOVERNMENT GIRLS MIDDLE SCHOOL KHILLA, GOVERNMENT
GIRLS HIGH SCHOOL SHARIAN AND GOVERNMENT BOYS HIGH
SCHOOL GUNCHATTAR
Copyright of all photos: UNESCO
Completed Foundation Blocks of Government Girls Middle
School Khilla
Completed Foundation Blocks of Government Girls High
School Sharian. Foundation of Toilet Block on the Right.
2
Copyright of all photos: UNESCO
Foundation Work In Progress at Government Boys High
School Gunchattar
3
SCHOOL MANAGEMENT COMMITTEE TRAINING
Copyright of all photos: UNESCO
SMC Training in Progress in Chittan Middle school Hattian Bala
SMC Training in Girls Higher Secondary
School, Koomikot
SMC Training Boys High School,
Gunchattar
4
Copyright of all photos: UNESCO
SMC Training in Boys High School Maina Bandi
SMC Training in Boys High School Moolia, Abbottabad, NWFP
5
DEVELOPMENT OF IN-SERVICE TEACHER EDUCATION
STRATEGY AND PLAN OF ACTION
Copyright of all photos: UNESCO
Consultative Meeting with Ministerial
Working Group for Formulation of In-
Service Teacher Education Strategy and
Action Plan
Workshop on Development of In-service Teachers Education Strategy and Action Plan
Workshop on Development of In-service
Teachers Education Strategy and Action
Plan
6
DEVELOPMENT OF COMPETENCY BASED SKILLS STANDARDS
FOR MASONS
Copyright of all photos: UNESCO
Meeting with APCA Members in Lahore Meeting with Director Human Resource
Development Institute, Rawalpindi
Meeting with DESCON Officials in Lahore Development of Skill Standards in Masonry
Visit to CTTI, Islamabad
Meeting with DESCON Engineering
Officials in Lahore
7
Copyright of all photos: UNESCO
Development of Curriculum Workshop (DACUM) for Competency
Based Training in Masonry
Task Analysis Workshop for Competency Based Training in
Masonry, NAVTEC, Islamabad
8
TWO DAYS ROUND TABLE MEETING ON TVET
Copyright of all photos: UNESCO
Chairman AJK TEVTA Addressing the
Participants Presentation by an Industrialist
Presentation by ILO Official
Prominent Industrialists Participated in Round
Table on TVET Group Work by the Participants
9
Copyright of all photos: UNESCO
Round Table Participants Chairman AJK TEVTA Keenly Listening
Participants
Presentation on Different Themes by Participants
10
PHOTOS OF ANTHROPOMETRIC STUDY
Copyright of all photos: UNESCO
Anthropometric Study at GBHS Sharian Boy Student’s Height and Weight Being
Measured at GBHS Gunchattar
A Girl Student Being Measured
at GBHS Gunchattar for
Anthropometric Study
11
INSPECTION OF SCIENCE LABORATORY EQUIPMENTS
Copyright of all photos: UNESCO
Inspection team assessing the lab
equipments
Inspection of Lab Equipments Delivered by
Supplier Inspection Team Inspecting Lab Equipments
Lab Equipments and Chemicals
12
Preparations for Project Exit
Orientation of DEE Staff on Building Electricity and Safety Process
Copyright of all photos: UNESCO
Trainer is Explaining Fire
Alarm System
Orientation on Operation of Air
Conditioners
Training on Use of Fire Extinguishers DEE Staff Learning About Automatic
Voltage Regulator