Analysis Report
2004-2006 PELI Participants Survey
Idara-e-Taleem-o-Aagahi (ITA) 67-A, Abid Majeed Road, Lahore Tel: +92-42-6689831-2, Fax: +92-42-6665642 Analysis report of 2004- 2006 PSU Alumni
Email: [email protected] Website: www.itacec.org
Submitted by: ITA, Pakistan 2 Analysis report of 2004- 2006 PSU Alumni
Report compiled by:
Ms. Afshan Huma Mrs.Samia Dogar Ms. Abida Nasreen Ms. Faiza Ghulam Nabi & Ms. Saima Hasrat
Reviewers: Prof. Dr. Hafiz Mohammad Iqbal Baela Raza Jamil & Ms. Beena Raza
Research team:
1. Mr. Mubasher Nadeem 2. Mr. Zahoor Ahmad khan 3. Mr.Muhammad Yasir Pirzada 4. Mr. Rehan Safdar 5. Mr. Raja Muhammad Nasir Khan 6. Ms.Faiza Shahrukh 7. Ms. Samia Dogar 8. Ms. Shahnaz Muneer 9. Ms. Azmat Qureshi 10.Ms. Abida Nasreen 11.Ms. Afshan Huma 12.Ms. Saima Hasrat 13.Ms. Faiza Ghulam Nabi 14.Ms. Sarwat Naz Qureshi 15.Ms. Sadaf Fatima Bhojani
Acknowledgments
Idara-e-Taleem-o-Aagahi (ITA) Public Trust is grateful to many individuals, organizations and institutions for taking active part in the development of this report as a collaborative enterprise. Woven from multiple threads, this report is a work of the hearts and minds of dedicated professionals associated with research and evaluation. The contributors provided professional inputs for this enterprise along with all other forms of cooperation.
Through the efforts of many people from diverse perspectives, who willingly gave their time and experience, we have managed to create a document which reveals results beyond our expectations: of impact, influence, professional mobility and
Submitted by: ITA, Pakistan 3 Analysis report of 2004- 2006 PSU Alumni multipliers for quality. This is seen as an outcome of the confidence and skills built due to the engagement with the Plymouth State University’s Summer Institute experience of the alumni of 2004 to 2006. The exposure to the Summer Institutes provided an opportunity to the participants to revisit their personal and professional mental models and groom themselves as high achievers on the education landscape of Pakistan. .
To capture stories and evidence of success ITA would like to thank 15 Alumni of PELI 2007 (Annex 1) who fulfilled their commitment and have contributed significantly to collect the baseline data from the alumni 2004 to 2006. Ms. Afshan.Huma, Mrs.Samia Dogar, Ms. Abida Nasreen, Ms. Saima Hasrat, and Ms. Beena Raza, are especially acknowledged for their intensive inputs in the design, analysis and preparation of this report. ITA acknowledges the dedication and professionalism of its own team at every step of the evaluation, viz. finalization of the survey tools, the survey itself, and the compilation of this report.
Our appreciation goes to Dr. Blake Allen (Director PELI Institute), Dr. Leo Corriveu, Dr. Kathleen Norris, Dr. Marry Ann McGarry, Kimberly Rawson, John Martin, Mary Ann Sullivan, Sarah Roesener, Sean Robinson, Lora Bates, Lisa Ladd, Tammy Hill, Justin L’Italien, Bich Tran, Lieutenant Peter Chierichetti, Christopher Williams, Liane Sutcliffe, Jenn Frank and Dr. John Allen for their support during the three weeks PELI at Plymouth State university. Special thanks go to Dr. Kathleen Norris and John Martin for significant contributions in the development and completion of the Survey tools.
Our gratitude goes to U.S Department of State, Bureau of Educational and Cultural Affairs for the unconditional financial and moral support for this program.
Last but not least our special gratitude to ITA’s, Chairperson, Baela Raza Jamil for her professional guidance and inputs at different stages of the evaluation process.
It is impossible to draw up a full list of people who have contributed and provided important insights to improve the final draft of this report. Each institutional partner deserves special thanks for valuable contributions. (Annex 2) We are indebted to the Director of the Institute of Education and Research, and the Vice Chancellor University of the Punjab, Lahore for their institutional support.
Executive Summary
ITA has been involved in teacher exchange program since 2003 in collaboration with Plymouth State University (PSU). This program has been funded by the U.S Department of State, Bureau of Educational and Cultural Affairs to promote quality education, mutual goodwill and inter-cultural understanding between the people of United States and Pakistan. At the end of three years program from 2004 to 2006, it was decided to conduct an evaluation by the alumni themselves
Submitted by: ITA, Pakistan 4 Analysis report of 2004- 2006 PSU Alumni and hence the class of 2007 was especially groomed for this work. For the purpose of the evaluation, Plymouth State University (PSU) offered an intensive summer course in July 2007 for 15 Pakistani administrators, academicians and professionals. The Summer Institute of 2007 supported Pakistani educators/researchers a program focusing on research, analysis, evaluation and reporting. The 2007 alumni (15 ) were then assigned the task to evaluate the performance of PSU alumni from 2004 to 2006.
Three types of survey tools were developed for this purpose initially at PELI 2007 and then finalized in Pakistan. Each tool revealed the following. i) The first tool was a questionnaire aimed to assess effectiveness of PSU trainings in the participants' opinion. Total numbers of respondents to this questionnaire were 54 out of whom 40 were females. Both male and female participants agreed on the achievement of the over all objectives of the program and both equally agreed that they acquired skills for their personal and professional development. The objective of cultural exchange activities which occurred during the training developed good relation between alumni and American citizens. Activities were found to be good source to remove misconceptions from the minds of both Americans and Pakistanis.
Second survey tool was the observation checklist which was used by the 15 alumni of 2007 to observe the alumni of 2004-2006 while teaching in classroom situation. 51 alumni were observed in classroom situation and the data showed that the quality of classroom teaching had been enhanced and the teachers were using innovative techniques and strategies.
Third survey tool was the trainees' questionnaire which was sent out to be filled in by the trainees of the alumni from 2004-2006. The respondents gave positive feedback upon the quality of training imparted by the alumni and it was found to be interesting and effective for the trainees in different parts of the country.
The study showed over all positive impact of the PSU trainings. While some very useful suggestions were also given by the alumni as well as the trainees to make such opportunities more useful. This report covers detailed data analysis as well as conclusions and recommendations.
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TABLE OF CONTENTS
S.# Description Page # 1 Introduction 9-18 1.1 Background 10-13 1.2 Logical Framework 14-15 1.3 Methodology 16-18 1.4 Limitations 18 2 Data Analysis – Tool 1 19-30 2.1 Tool Administration 20-21 2.2 Data Analysis 21-30 3 Data Analysis – Tool 2 31-41 3.1 Tool Administration 32-33 3.2 Data Analysis 34-41 4 Data Analysis – Tool 3 42-49 4.1 Tool Administration 43 4.2 Data Analysis 43-49 5 Findings Conclusion and Recommendation 50-52 5.1 Conclusion 51-52 5.2 Recommendations 52
Annexure
1 List of participants 2007 2 List of partner institutions 3 Guidelines 4 Time Frame 5 List of cluster formation 6 Survey tools
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List of Tables
Table # Title Page # 1.1 Response Rate page 20 1.2 Distribution of respondents 20 1.3 Position held at the Institution 21 1.4 Years of Work Experience 21 1.5 Level of Alumni's Institutions 21-22 1.6 Field of Training at PSU 22 1.7 IT Training Received 22 1.8 Features of PSU Trainings 23-24 1.9 Professional Skills Improved at PSU 2004-2006 24-25 1.10 Level of Achievement of Objectives 25 1.11 Development of Action Plans for implementing the 26 Training 1.12 Problems Faced by the Participants in Implementation 26 1.13 Alumni Involvement in Training Activities 26 2.1 Observation Rate 32 2.2 Gender Distribution 32 2.3 Field of training received at PSU 33 2.4 Areas of Current Practice / Teaching 33 2.5 Duration of Session under Observation 34 2.6 Level of Classrooms 34 2.7 Number of Students / Trainees 35 2.8 Teachers Stating Learning Objectives 35 2.9 Teachers Follow a Lesson Plan 35 2.10 Teachers Relate the Lessons with Previous 36 Knowledge 2.11 Teachers Start Lessons with Warm-up Activities 36 2.12 Teachers Encourage Student Participation 36 2.13 Teachers Generate Discussion in Classroom 37 2.14 Teachers Present Learning Components Logically 37 2.15 Teachers Promote Interactive Collaborative Learning 37 2.16 Teachers Encourage Group Work in Classrooms 38 2.17 Teachers make Effective Use of Teaching Aids 38 2.18 Teachers Contextualize the Content with Examples 38 2.19 Teachers Assess the Students by Using Diverse 39 Techniques 2.20 Teachers Sum-up the Lessons at the End 39 2.21 Teachers Accomplish the Objectives of Lessons 39 3.1 Training received from PSU institute alumni 43 3.2 Gender Distribution 44 3.3 Academic Qualification 44 3.4 Professional Qualification 44
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3.5 Trainees Place of Work 44 3.6 Level of institution where trainees currently working 44 3.7 Location of Working Sites : Urban& Rural 45 3.8 Province where trainees are currently working 45 3.9 Field of Training 45 3.10 Quality of training material 46 3.11 Teaching strategies & classroom management 47 3.12 Assessment strategies 48 3.13 Audio-Visual Aids 48 3.14 Types of A.V aids used 48 3.15 The most useful aspects of the course as reported by 49 the respondents
3.16 New ideas or skills learnt during the training 49
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List of Acronyms
AIOU Allama Iqbal Opening University (AIOU) DSD Directorate of Staff Development (DSD) FCE Federal College of Education, FDE Federal Directorate of Education IER Institute of Education Research ITA Idara-e-Taleem-o-Aagahi MoE Ministry of Education NCATE National Council for Accreditation of Teacher Education. PSU Plymouth State University PELI Pakistani Educational Leadership Institute SEF Sindh Education Foundation UoE University of Education ECA Educational and Cultural Affairs JEA Joint Education Adviser
NWFP North West Frontier Province
SINP School Improvement Network Pakistan AJK Azad Jamu Kashmir
ICT Information communication Technology
TERRITORIES - Islamabad Capital Territories
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CHAPTER 1
INTRODUCTION
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1.1 Background
In the year 2003 Idara-e-Taleem-o-Agahi was identified as the Pakistani counterpart institution to help mobilize participants for the Pakistani Educational Leadership Institute (PELI) to be offered annually by the Plymouth State University (PSU). This was made possible through a series of grants from the U.S Department of State, Bureau of Educational and Cultural Affairs (ECA) for Pakistani educators at the secondary school level. ITA was to assist in providing the initial interface with the Ministry of Education, seek its concurrence and clearance regarding the core objectives of the ECA grant, the areas of focus, the criteria for teachers' selection and coverage across Pakistan.
In December 2003, when Ms. Gaye Gould, a representative from the PSU visited Islamabad a consultative workshop was held at the Federal College of Education (FCE) to take the process forward. The workshop hosted several institutional stakeholders. It concluded in the finalization of the criteria and endorsement by the Ministry of Education through the Joint Education Adviser (JEA) Curriculum Wing, who was then responsible for teacher education programs and operations. ITA, since 2003/04 has mobilized 80 capable participants at the PSU Summer Institutes from 2004 to 2007, a majority being committed secondary level educators from across Pakistan, except NWFP.
A strong data base and success stories have been recorded and a video produced to put the challenge of quality in perspective as well as that of teacher education initiatives in Pakistan. The Chairperson ITA was commissioned to do a paper on Teacher Education in Pakistan for USAID in 2004 1 which today is a widely referenced document. ITA has been closely working on this front with the provincial and federal teacher education organizations including the Directorate of Staff Development (DSD), University of Education Lahore, the Punjab Education Foundation, Institute of Education Research (I.E.R) Punjab
1 Jamil, B. R (2004)
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University, the Sindh Education Foundation (SEF), Federal College of Education (FCE), Allama Iqbal Open University (AIOU) and the Federal Directorate of Education (FDE).
Plymouth State University is a co-educational, residential university established in 1871. During its history, the institution has evolved from a normal school to a teachers' college and in 2003 to a State University. The university offers B.A, B.Ed, B.Sc, and M.B.A, M.A and M.Ed degrees and the Certificate of Advanced Graduate Studies (CAGS) in Education. Plymouth State University is accredited by the New England Association of Schools and Colleges, the New Hampshire Post Secondary Education Commission, and the National Council for Accreditation of Teacher Education (NCATE).
The 2004 Pakistani Teachers Training Summer Institute was the inaugural program, superseding the 9/11 Commission Report which included a recommendation to “strengthen long-term U.S. and international commitments to the future of Pakistan”. The Institute in 2004 brought 25 Pakistani administrators, Managers and Teachers to campus for a five-week groundbreaking program and cross-cultural exchange, funded by $250,000 grant from the U.S. Department of State, Bureau of Educational & Cultural Affairs. The goal was to help educators enhance their subject knowledge, pedagogical skills and disposition toward new ways of teaching. It is collaboration between Plymouth State University (PSU) NH, USA and Idara-e-Taleem-o-Aagahi (ITA) and the School Improvement Network Pakistan (SINP).
Each summer PSU hosted Pakistani educators from 2004 to 2006. This was an opportunity to learn about American innovations in education, the dimensions of culture and interpersonal communication for adaptation in Pakistan. Recognized for their leadership capabilities, the educators from Pakistan represented secondary level public and private sectors schools and teacher training institutions. PSU worked closely with the Pakistani partner Idara-e-
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Taleem-o-Aagahi Public Trust and the US Department of State to ensure that the program design and curriculum matched the objectives of Pakistan’s educational initiatives. It further focused upon best practices in education and on exemplary models in professional development and pedagogy. The institute experience also provided opportunities for cultural exchanges that are the essence of life in a democratic society.
The trainings aimed at improving the pedagogical skills and theoretical knowledge of the teachers belonging mainly to the Public sector as well as ethnically and geographically diverse backgrounds keeping. The training program was also committed to enhancing their capacity to promote quality education in Pakistan.
The following were the major goals of the program:
To develop and deliver technical training in the areas of Mathematics & Science and English focusing secondary level teachers and education managers/administrators.
To build and promote mutual understanding between the USA and Pakistan through cross cultural education linkages.
According to the findings from the survey compiled by Idara-e-Taleem-o-Aagahi in collaboration with the 15 PSU 2007 alumni, the 65 Summer Institute alumni from 2004 to 2006 have shown encouraging signs of impact. A majority of the alumni acted as master trainers in Pakistan who were selected in this capacity. They found opportunities to train in turn 114,000 educators since their return from PSU.
For the fourth consecutive year in 2007, Plymouth State University through the Pakistani Educational Leadership Institute (PELI) hosted a group of 15 Pakistani educators, researchers and administrators. They were in turn supported by specific research and evaluation tools and techniques, along with exposure to
Submitted by: ITA, Pakistan 13 Analysis report of 2004- 2006 PSU Alumni leadership practices to influence educational improvement and change in Pakistan.
"Plymouth State University’s Pakistani Institutes designed training for educational leaders in public and private sectors in partnership with Idara-e-Taleem-o- Aagahi, which represents the essence of citizen exchanges,” said PELI Director Blake Allen. Moreover, the summer institutes have linked a growing number of people, communities and institutions in New Hampshire and Pakistan sharing a passion for excellence in education
Pakistani Educational Leadership Institute 2007 focused upon the following goals. The three-week PELI created an atmosphere where Pakistani educators could immerse themselves in an inspiring and creative learning environment and work to:
Enhance leadership capabilities to affect positive change in the educational environments and systems in their communities;
Employ entrepreneurial educational skills by using “the world is our classroom” theme;
Create a truly collaborative effort that crosses communities, regions, and countries by connecting people through their common goal — excellence in education;
Develop instruments to assess the skills and evaluate the programs developed by the 65 previous master trainers, measuring their impact on the organizations and communities that they represent;
Empower master trainers to adapt American student centered and interactive learning strategies to public education initiatives in Pakistan;
Continue expanding the collaboration with Pakistan partner ITA that is an integral component of this effort; and
Celebrate a citizens’ exchange that focuses on sharing ideas and experiences.
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1.2 Logical Spiral Dr. Kathleen Norris described the course objective as:
The members of this summer cohort will develop a document providing the background and an overview of the previous summer institutes, which were designed for Pakistani teachers and administrators, and will develop an evaluation instrument (or instruments) to be used by them in the evaluation of the first 3 summer programs.
To reflect the overall objective a logical spiral of steps reflecting pre, during and post Institute activities was developed by Dr. Kathleen Norris:
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Figure I : Model for the Pakistani Education Leadership Institutes The skeleton of the Program Theory underlying the program
Improve Teaching and Learning in Pakistan Participants Participants Implement Improve Action Plans Teaching Participants Skills in Training is Develop Pakistan provided Action Plans PSU Engages by PSU Experts and educators Educators to PSU Engagesand experts Develop Institute Experts and Curricula based Educators to on needs in Develop Pakistan Experts and Establish Institute Curricula Funding, based on Training needs in Site, & Pakistan PSU Engages Experts Partners Experts and and Educators to Provide Educators Develop Institute Develop Curricula based on needs support for Curricula for in Pakistan improving Institute Experts and Educators teaching and ParticipantsDevelop Curricula for learning in come to Institute Pakistan PSU from Participants come to Pakistan PSU from Pakistan
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1.3 Methodology 1.3.1 Strategic Planning Meetings To implement the research and evaluation action plan, several strategic planning meetings were convened in Lahore, Islamabad, AJK and Sindh, Heads of the partner institutions, PSU alumni 2007 and representative/s from ITA participated in the meetings held in each location. The focus of the meetings was on sharing the research strategy, evaluation and monitoring focus of the proposed survey tools. Various problematic areas of survey tools were identified and a committee of experts was formed to revise and refine the survey tools. The Strategic Planning Committee members were Ms. Abida Nasreen (IER) Mubasher Nadeem (UE), Saima Hasrat (ITA) and Baela Raza Jamil (Chairperson ITA).
The heads of the partner institutions pledged to extend their technical and financial assistance to the alumni to meet their research objectives.
Research and Tracking guidelines were developed and shared with partner institutions and alumni 2007. (Annex: 3)
The research was finally initiated by the alumni according to a plan prepared by the Strategic Planning Committee. The PSU Alumni were requested to complete their assessments within the given time frame. (Annex 4)
1.3.2 Population and Sample The target population of the study comprised of the 65 alumni from 2004 to 2006 summer trainings at PSU. All sixty five PSU Alumni from 2004-2006 were included the sample of study. Another sample was then drawn after the initial data collection on the bases of the information gathered through the PSU training questionnaire. From the information gathered, five trainees of each alumnus were selected randomly to respond to the capacity building survey tool.
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1.3.3 Cluster formation 65 PSU alumni were divided spatially into groups according to their respective districts and provinces. Each group of 2007 Research Alumni were allocated a specific group of 65 target PSU alumni (2004-06) closest to their locations for tracking through the survey instruments. (Annex: 5)
1.3.4 Instruments of Research & Evaluation During the training course at PSU, the educators developed three types of survey instruments for monitoring and evaluation. (Annex 6a, 6b & 6c) 1. Questionnaire for 2004-06 PSU Alumni 2. Observation Check List 3. Trainees Capacity Building Survey Tool The survey tools were pilot tested by ITA and reviewed in the follow up meetings. Based on the recommendations of the committee and drawing on the results of the pilot testing the survey tools were modified and shared with all participants.
The PSU Alumni were requested to fill in the questionnaires and give their candid opinion on various dimensions of their training to determine the impact of the training received at PSU.
The observation checklist for the alumni was observed by the researchers (PSU Alumni 2007) on site, while they were conducting trainings or teaching in classrooms. These observation checklists were prepared on various aspects of pedagogical practices to gather evidence on interactive learning practices or otherwise to illustrate if the skills learnt at PSU had been sustained.
The third tool for this research was the “trainees’ capacity building survey” that was constructed for the trainees who were in turn trained by the PSU Alumni. This survey tool was designed as a questionnaire to find out about trainees opinions on the training provided, skills learnt and what more may be required.
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The questionnaires were sent out to the trainees by the alumni of 2004-2006 and were filled by them.
1.4 LIMITATIONS The following are the limitations of the study. a. Each alumni of the years 2004-2006 were not always easily accessible b. There were constraints of departmental / institutional support in Sindh and Balochistan c. Some of the alumni had moved on, either out of the city or country d. Communication resources and uneven technology access made it difficult to reach out to all the alumni e. Resource and time constraints also hindered the process of data collection as well as analysis
However, the remarkable efforts made by ITA and the researchers or Alumni 2007 made it possible to gather reliable and diligent data for the study on impact.
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CHAPTER 2 DATA ANALYSIS – TOOL 1
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2.1 Tool Administration of Survey Instrument No 1 – Questionnaire The first instrument was the questionnaire to be administered with the alumni of the summer trainings from year 2004 to 2006. The survey tool was sent out to the 2007 PSU Alumni to track the 65 Alumni who participated in the Summer Institutes from 2004 to 2006. The questionnaire titled PELI Participant Survey comprised three sections: i) Personal Profile of PSU Alumni, ii) Experiences of the PSU training program and iii) Evaluation of Post Training Activities to gauge the performance of PSU Alumni 2004-2006. The designate groups of 2007 PSU alumni were allocated the clusters within their respective regions to administer the survey tools and collect data.
Table 1.1: Response Rate Out of a total 65 alumni, Year Number of Respondents Percent 54 alumni responded to Participant Response s Rate the questionnaire. 2004 25 21 84 % Response rates were as 2005 20 17 85 % 2006 20 16 80 % follows: for 2004 it was Total 65 54 83 % 84 %; for 2005 it was 85%, and for 2006 it was 80 %. The over all response rate was 83 %.
Table 1.2: Distribution of respondents With reference to sectoral distribution Total Public Private 83% respondents were from the public Respondents sector and 17% from the private sector. 54 45 9 (83 %) (17%) The rural-urban distribution revealed that Location Rural Urban that 24 % were from rural and 76% were 13 41 from urban areas. As per the design of (24%) (76%) Gender Male Female Pakistani Educational Leadership 14 40 Institute (PELI) more women were given (26%) (74%)
Submitted by: ITA, Pakistan 21 Analysis report of 2004- 2006 PSU Alumni the opportunity of attending the Summer Institutes at PSU. The Visa process in the post 9/11 scenario also tended to follow reverse gender discrimination. The data also highlights this discrimination as 76% of the respondents were females and 26% were males. .
2.2 Data Analysis of Survey Instrument No 1 Following is the tabulated data and its descriptive analysis:
SECTION I
Profile of Pakistani PSU Alumni 2004-2006
Table 1.3: Position held at the Institution. The data reveals that 26 participants Position Frequency % are working as teachers and teacher Administrators & 25 46 Managers trainers while 25 are working as Planners & 3 6 administrators and managers in their Researchers respective institutions (schools). Teachers & Teacher 26 48 Trainers
Table 1.4: Years of Work Experience
The work experience of the alumni of the Years Frequency % Summer Institutes reveals that 41% had work 1-10 22 41 11-20 23 42 experience of 1-10 years, 42% had 11-20 years 21-30 8 15 of experience, 8% had 21-30 years of 31-40 1 2 experience and only 2% had 31-40 years of experience.
Table1.5: Level of Alumni's Institutions Only 6% of the alumni Level Frequency % are working at primary Primary 3 6 Middle 3 6 school level, another 6% Secondary 24 44 are working at the middle Higher Secondary 9 17 Teacher trainer institutions 11 20 Other educational institutions 4 7 Submitted by: ITA, Pakistan 22 Analysis report of 2004- 2006 PSU Alumni school level, 44% are working in secondary schools. 20% of them are associated with teacher training institutions and 7% with other educational organizations. The spread illustrates that the majority of participants represent secondary (up to Grade X), higher secondary (up to Grade XII) and training institutions and only 12% from primary and middle level institutions.
Table 1.6: Field of Training at PSU Majority of the participants Subject Frequency % received training in teaching of Science 21 39 science (39%) while 17% in Math 9 17 English 8 15 teaching of maths, 15% in Administration & 11 20 teaching of English, 20% in Leadership administration and Leadership Environment 5 9 and only 9% received training in environment which was included as a subject area in the Summer Institute 2006. . This data illustrates that the summer trainings included areas of teaching relevant to all the teachers and also added administration and leadership for the participants belonging to non-teaching educational roles.
Table 1.7: IT Training Received IT training was not included in Subject Frequency % the 2004 Summer Institute while Yes 33 61 it was a part of the training in the No 21 39 later years. Hence 61% participants informed that they received IT training even though the level of training for IT each year varied in terms of scope and skills.
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SECTION II Experiences of the PSU training program
Table 1.8: Features of PSU Trainings
PSU Training Program No To some extent Yes % % % Did PSU provide the complete agenda of the training? 6 19 76 Was the agenda of the training goal-oriented? 6 24 70 Did the training follow the provided agenda? 6 24 70 Did you find the designed curriculum user-friendly? 19 32 63 Was the curriculum need-based? 13 59 28 Did the training provide the participants a chance to give 6 37 57 feedback Mentoring skills? Was participant feedback given due consideration? 7 43 50 Did the training promote collaborative/interactive learning? 4 11 85 Did the training improve your technology skills? 9 28 63 Did the training provide opportunities for creativity and 2 24 74 innovation? Did subject-based activities enhance your teaching 6 32 63 methodologies and strategies? Did you find the training workable in the education system 6 46 48 of Pakistan? Total Percentage 8% 30% 62%
12 positive features of training institutes were explored and over all 62% participants responded positively, 30% were satisfied to some extent while 8% responded negatively.
100% 90% 80% 70%
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GRAPH 1: RESPONSES TO 12 FEATURES OF PSU TRAININGS
Table1. 9: Professional Skills Improved at PSU 2004-2006 7 different skills that comprise Professional skills No To Yes % the “Professional” dimension, s o viz. Skills of: Communication, m Time-management, e ex Presentation, and Lesson te planning, Evaluation, Mentoring nt % and Leadership were explored. Communication skills 4 20 76 The participants were asked to Time management 2 36 67 indicate if these skills were skills Presentation skills 2 22 76 improved during the trainings. Lesson planning skills 19 37 44 While 60% responded Evaluation skills 13 39 48 Mentoring skills 17 35 48 affirmatively and 31 % were Leadership skills 7 28 65 somewhat satisfied with the Total Percentage 9% 31% 60% outcomes, 9% responded negatively.
100% 90% 80% 70%
60% YES 50% TO SOME EXTENT 40% NO 30% 20% 10% 0% skill 1 skill 2 skill 3 skill 4 skill 5 skill 6 skill 7
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Table 1.10 Level of Achievement of Objectives
In response to the Response Frequency % question of achievement Not at all 1 2 of objectives, only one To some extent 19 35 respondent said that To great extent 34 63 Total 54 100 training has not achieved its objectives while 63% of the respondents stated that the training and exposure offered achieved its objectives. 35% of the respondents reflected that training has achieved its objectives to some extent.
SECTION III Evaluation of Post Training Activities
Table 1.11: Development of Action Plans for implementing the Training Outcomes in Pakistan Majority of the Response Frequency % Yes 48 89 respondents or 89% No 6 11 mentioned that they Total 54 100 developed action plans according to the needs of their respective field, institution and managed to implement their action plans accordingly.
Table1.12: Problems Faced by the Participants in Implementation
Only one respondent Response Frequency % said that he/she faced Yes 1 2 No 53 98 Total 54 100
Submitted by: ITA, Pakistan 26 Analysis report of 2004- 2006 PSU Alumni problem while rest of the respondents said that they did not face any problem in implementing their action plans after the PSU training.
Table 1.13: Alumni Involvement in Training Activities Out of 54 respondents, 41 Response Frequenc % alumni have been actively y involved in disseminating and Been involved in 41 76 replicating their knowledge and conducting trainings skills through extensive Not been involved in 13 24 trainings. They have trainings cumulatively conducted 119 Total 54 100 trainings in the country covering 114,448 trainees. This is a significant contribution of the 41 alumni from 2004 to 2006, approximating ITA’s vision and expectation from collaboration with PSU of “teachers without frontiers”.
The following narratives provided by the participants in response to the open ended questions at the end of the survey questionnaire amply reflect the substantive nature of their work. a. What other training opportunities PSU Alumni availed subsequently? PSU Alumni reported that they have been attending much other training after PSU training such as: Teaching of Mathematics Teaching of Biology and Chemistry Leadership in education Planning and Management Educational leadership and institutional management Development of productivity specialists Human resource development Basic training of computer, Use of ICT in teaching
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New examination System (Solo taxonomy) Evaluation & Marking, Mentoring Assessment and Evaluation Research skills National accountancy model Planning and budget management Drawing and disbursement training Girls guide training Guidance and counseling of girls at secondary level school Child rights and Inclusive Education Art in education Environmental education Education, planning and management for recovery and reconstruction and Psycho- social support training in earth quake affected areas.
b. Cultural exchange activities which occurred during the training
All the participants from 2004-2006 reflected positively on their cultural and exchange experiences. Some of the expressions shared are quoted below:
“….I think that all the activities of training were cultural exchange, and promoted goodwill and better cultural understanding between two countries. I could very safely say that this is an exposure from which I have lost nothing but gained a lot. I have grown tremendously from this opportunity”
“ This was a great experience for me as I always heard so many things about America and American people; I found them very hospitable and loving towards us. This was a good learning opportunity for all of us…… we came across very different
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experiences during our stay at PSU, not only in the classrooms but also outside the classroom”
“It was a great opportunity to learn from one another as there were people from different backgrounds and experiences. Experiences on campus and in the local community were extraordinary……… I can never forget the natural beauty of Plymouth and all the other places visited like Niagra falls and New York. I saw these places on Television before but actually visiting these places was a memorable experience for me. I can say that I learnt a lot from this educational and cultural exposure”
The following activities were reported by the participants that were organized for the educational and cultural exchange purposes, these activities were arranged throughout the institute at different days and timings with the major goal of sharing social and cultural heritage. Some of these events were largely appreciated by the participants as it provided them a chance to understand the US culture more closely. Lunch on Wednesday at the greens, Teddy bear factory, President’s Tea in Heritage Hall, Cruise on the Black Chaplain ferry, Fire works on Independence Day , the Science Museum Boston, various factories and shopping malls, Prospect High School, Lampson library , Flower shops, Social gatherings between Alumni and faculty of PSU, Sequim Black boat tour , Visit of Alton High School, Group discussion with elementary school teachers , Tea parties. The visit to faculty residences, cultural evening and gifts exchange program, sharing songs and poetry, exchange of photos of wedding and other ceremonies, discussion on cultural heritage like Harappa , Neel Gai, discussions with local community on different issues and simply watching movies. Visits including : the Niagara Falls, Ben and Jerry ice cream factory , Lake Winnipesauke, Chemistry Study trip to Mirror lake, Ashland beach, Mount Washington, Eco- system laboratory , Harvard University etc.
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Meetings at the police department, with journalists, stage drama and lectures and class room discussions on cultural heritage the Graduation ceremony , were not only so exciting but also have become the most cherished memories.
c. Suggestions from Alumni: The alumni offered candid suggestions for future PSU summer institutes. A majority of the alumni recommended that: The duration of the training should be extended from four weeks to at least three months The training contents should be more aligned to the curriculum / standards of assessment in Pakistan. There should be more inclusion of pedagogical aspects in the training contents More trainings of this kind should be planned and offered There should be follow-up studies and further trainings for the alumni
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CHAPTER 3 DATA ANALYSIS – TOOL 2
Submitted by: ITA, Pakistan 31 Analysis report of 2004- 2006 PSU Alumni
3.1 Tool Administration of Survey Instrument No 2 – Observation Checklist The second instrument was the Observation Checklist on a list of critical pedagogical practices inside classrooms. This checklist comprising of 14 logically linked indicators of effective pedagogy was to be administered live by the 2007 researchers for 2004-2006 alumni while teaching in their classrooms. Groups of 2007 PSU alumni were allocated clusters of target survey groups within their respective regions who were to be observed while teaching in classrooms. The researchers from the 2007 alumni observed the participants in pairs therefore each participant was observed by two observers at a time and two checklists were filled in for each participant.
Table 2.1: Observation Rate Out of a total 65 alumni, Year Number of Number of Percentage 51 alumni were Participant Observed s Participants observed while teaching 2004 25 19 76 in classrooms. The 2005 20 17 85 2006 20 15 75 observation rate for Total 65 51 78 2004 alumni was 76 %, for 2005 alumni it was 85%, and for the 2006 group it was 75 %. The over all observation rate for all three years was 78 %.
Table 2.2: Gender Distribution
Out of 51 participants observed Number of Percentage in classrooms, 34% were males Observed Participants and 66% were females. This Male 12 34 again confirms the gender Female 39 66 preference built into the criteria of the PSU program exacerbated also by the visa process in the 9/11 scenario, and hence women’s logical dominance in every aspect of the evaluation process. .
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Table 2.3: Field of training received at PSU The largest group of participants Subject Frequency % to have received training at PSU Science 20 39 was in the teaching of science Math 9 18 English 8 16 (39%) while 18% received Administration & 9 18 training in teaching of maths, Leadership 16% in teaching of English, 18% Environment 5 9 in administration and leadership and only 9% were provided exposure to environmental education, which was included as an area of focus in Summer Institute 2006, in the aftermath of the 2005 earthquake in Pakistan. Table 2.3 illustrates the spread of subjects relevant to all the teachers as well as administration and leadership especially for the participants who were in educational management or head teacher roles. Table 2.4: Areas of Current Practice / Teaching
The observation reinforced the Subject / Frequency % areas of current practice of the Science 16 31 alumni. Table 2.4 reveals that Math 10 20 English 14 27 many of the alumni are Administration & 11 22 practicing the same subject Leadership areas in which they received training at PSU. Of the 51 observations made, 31% are teaching science, 20 % Maths, 14 % English and 22 % are working in administrative and management positions. 25
20 20 16 15 14 Training at PSU 11 10 Area of practice 9 9 10 8
5 5
0 0 1 2 3 4 5
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3.2 DATA ANALYSIS OF SURVEY INSTRUMENT - 2
Following is the tabulated data and its statistical as well as descriptive analysis:
Table 2.5: Duration of Session under Observation
The total observations made Duration Frequency % 30 – 40 min 23 22 were 102, as there were two 40 – 50 min 65 64 observers per participant (51). More than 50 min 14 14 The duration ranged from 30-40 minutes to more than 50 minutes. The majority of observations or 64% lasted 40-50 minutes and 22% lasted 30-40 minutes. Only 14% were more than 50 minutes. The observations were substantive and provided sufficient time to record first hand evidence from practicing alumni.
Table 2.6: Level of Classrooms
Observational data indicates Level Frequency % that the participants are now Primary 12 12 working at different levels in Secondary 27 27 Higher 26 25 their respective institutions Secondary therefore 12% observations Graduation 6 6 were made in primary school Teacher training 31 30 level classrooms, 27% in secondary school level, 26% in higher secondary school level, 6% in graduate level and 31% observations were made in teacher training institution classrooms. Some of the teachers teaching at primary level are also teaching at secondary level. Similarly some are teaching at both secondary and higher secondary schools, while the college teachers are teaching higher secondary as well as graduate level.
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Table 2.7: Number of Students / Trainees
Single teachers were found Number of Frequency % teaching class sizes of less than students 30 to more than 45. The Less than 30 52 51 30 – 45 28 28 observations revealed that More than 45 22 21 51%observations were made in the classrooms with less than 30 students, 28% observations were made in the classrooms with 30 to 45 students and 21% observations were made in the classrooms with more than 45 students. For 25 teachers or almost 50% of the 51 educators observed the class size was between 30 to more than 45.
Table 2.8: Teachers Stating Learning Objectives
A fundamental area for the Frequency % observation was to see if the Yes 69 68 teachers stated learning To some extent 23 22 No 10 10 objectives in their classrooms or not. 68% of the observers reported that teachers clearly narrated objectives in their classroom, 22% did this to some extent, while 10% did not share the learning objectives at all.
Table 2.9: Teachers Follow a Lesson Plan
Another critical area observed Frequency % was to see if the teachers follow Yes 69 68 a lesson plan while teaching in To some extent 23 22 No 10 10 classrooms or not. The pattern followed the results of table 2.8 or 68% of the teachers clearly followed a lesson plan, 22% followed lesson plans to some extent and 10% teachers did not follow any lesson plan at all.
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Table 2.10: Teachers Relate the Lessons with Previous Knowledge
A third logical observation was Frequency % regarding teachers relating Yes 78 77 lessons with students' previous To some extent 16 15 No 08 08 knowledge or not. 77% of the observers reported that teachers relate lessons with previous knowledge, 15% reported that lessons are related to previous knowledge to some extent while 8% teachers do not relate the lessons with previous knowledge. It was reassuring to observe that the majority of the teachers reinforced and linked their lessons to students’ previous knowledge.
Table 2.11: Teachers Start Lessons with Warm-up Activities
Evidence of warm up activities Frequency % was the fourth area of Yes 63 62 observation. 62% of the To some extent 26 25 No 12 12 teachers began lessons with warm-up activities, 26% did so to some extent while 12% teachers did not begin their lessons with warm-up activities. . Table 2.12: Teachers Encourage Student Participation
Student participation is a key Frequency % indicator of interactive teaching. Yes 72 71 An overwhelming 71% of the To some extent 19 18 No 11 11 teachers encouraged student participation, 18% did so to some extent while 11% did not encourage student participation while teaching.
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Table 2.13: Teachers Generate Discussion in Classroom
The sixth area of observation Frequency % was on whether teachers Yes 62 61 generate discussion in To some extent 29 28 No 11 11 classrooms whilst teaching or not. 61% of the teachers observed generated discussion in classrooms, 28% did so to some extent while 11% teachers did not generate any discussion what so ever. It is also important to note that ‘ student interaction’ and ‘discussion’ are two separate areas of observation in the current and previous table (2.12) where the latter encourages a dialogue, a deeper level of student teacher engagement.
Table 2.14: Teachers Present Learning Components Logically
This segment of the observation Frequency % was to indicate if the teachers Yes 64 63 present learning components To some extent 28 27 No 10 10 logically while teaching or not. 64% of the teachers presented learning components logically, 27% did so to some extent while 10% teachers did not conform to this practice.
Table 2.15: Teachers Promote Interactive Collaborative Learning
Eighth observation was to Frequency % indicate if the teachers promote Yes 66 65 interactive collaborative learning To some extent 25 24 No 11 11 in classrooms or not. 65% of the teachers promoted interactive collaborative learning in classrooms, 25% did so to some extent, while 11% continued to remain passive teachers.
Table 2.16: Teachers Encourage Group Work in Classrooms
In continuation with the previous Frequency % good practice the next area of Yes 69 68 To some extent 17 16 Submitted by: ITA, Pakistan No 16 16 37 Analysis report of 2004- 2006 PSU Alumni observation was that if teachers encouraged group work in classrooms. 68% of the teachers encouraged group work, 16% did so to some extent, while 16% did not encourage group work in classrooms. The practice of group work is an indicator of teachers’ ability to reorganize classrooms, break up students in mixed or other groups to optimize learning opportunities.
Table 2.17: Teachers make Effective Use of Teaching Aids
Effective use of teaching aids Frequency % was another critical area in the Yes 71 70 second tool. It was very To some extent 22 21 No 09 09 reassuring to see that 70% of the teachers made effective use of teaching aids in classrooms, 21% did so to some extent, while 09 % did not engage with teaching aids at all. The latter remained the minority group of teachers who were consistently outside the circle of active teaching.
Table 2.18: Teachers Contextualize the Content with Examples
Another important area of Frequency % observation was to see if the Yes 60 59 teachers contextualized To some extent 32 31 No 10 10 teaching with examples or not. The numbers dropped somewhat in this indicator as only 59% of the teachers contextualized with examples, 31% did so to some extent, while 10% did not do so at all.
Table 2.19: Teachers Assess the Students by Using Diverse Techniques
Assessment is a vital area of Frequency % reviewing students’ Yes 65 64 comprehension. The focus of To some extent 27 26 No 10 10 this indicator was to see if
Submitted by: ITA, Pakistan 38 Analysis report of 2004- 2006 PSU Alumni teachers assess students learning by using diverse techniques. 64% of the teachers assessed the students by using diverse techniques like activities, quiz or worksheets, 26% did so to some extent while 10% did not engage with such methodologies.
Table 2.20: Teachers Sum-up the Lessons at the End
Summing up the lessons at the Frequency % end is another important area of Yes 70 69 closure in pedagogy. 70% of the To some extent 24 23 No 08 08 teachers were good at closure practices, 23% engaged in this to some extent, while 08% teachers did not abide by this rule at all.
Table 2.21: Teachers Accomplish the Objectives of Lessons
An overall assessment was Frequency % made at the end by the Yes 72 71 observers if the teachers To some extent 21 20 No 09 09 accomplished the objectives of lessons taught. It was found logically that 71% of the teachers did accomplish the objectives set for the lessons, 09% did not achieve this at all whilst 20% did so to some extent.
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100% 10 10 8 12 11 11 10 11 9 10 10 8 9 90% 16 15 80% 22 22 18 21 23 20 25 28 27 24 16 31 26 70% 60% no 50% to some extent 40% 77 yes 68 68 71 68 70 69 71 30% 62 61 63 65 59 64 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Percent responses to all the fourteen observations made in classrooms.
It can be seen that a majority of teachers (more than 60%) managed to practice effective pedagogies in the classroom. About 25-30% did so to some extent but a consistent 10% have clearly failed to execute positive teaching learning practices. It is this group that needs some positive support to revisit their professional code of conduct and if they are open receive assistance to improve their pedagogical milestones. Perhaps the alumni can support their peers, in this effort.
The observers wrote down the following as concrete positive evidence gathered regarding the field experiences to reinforce their findings:
Teachers had the lesson plans ready for reference and the lessons were being delivered according to the plan; plans were flexible enough to make changes as per need of the lesson.
Submitted by: ITA, Pakistan 40 Analysis report of 2004- 2006 PSU Alumni
Teachers narrated objectives in an interesting manner, some of them told a story in the beginning and some of them asked students what do they want to learn about. Teachers had individual/ group activities to begin the lesson and relate to the previous knowledge, a mathematics teacher had made an interesting puzzles of geometrical figures. Teachers were very friendly with the students and the students seemed relaxed throughout the lesson Teachers asked many questions during the lesson and the traditional silence was not there but healthy discussion was going on. Teachers quoted interesting examples from everyday life other than given in the text book. Teachers used flash cards, charts, pictures, posters and other low cost / no cost material in classrooms; some of them also used audio and video cassette players particularly English language teachers Logical sequence of lesson was excellent teachers broke the lessons into easily manageable learning components. Closing summary and assessments were done through various techniques, but mostly with the activities, quiz or worksheets.
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CHAPTER 4 DATA ANALYSIS – TOOL 3
Submitted by: ITA, Pakistan 42 Analysis report of 2004- 2006 PSU Alumni
4.1: TOOL ADMINISTRATION OF SURVEY INSTRUMENT – 3 A questionnaire was developed to be filled in by the participants or trainees of trainings conducted by the PSU alumni of 2004-2006. With in the clusters formed for the administration of first instrument the alumni of 2007 were asked to deliver the third instrument (questionnaires) to the PSU alumni for obtaining responses from at least five participant trainees. The alumni of 2004-2006 were asked to get the questionnaires filled by their respective five trainees and send back to ITA. The questionnaire comprised of three sections: 1. Profile of the trainee 2. Analysis of salient features of training 3. Strength and weaknesses of training
4.2: DATA ANALYSIS OF SURVEY INSTRUMENT- 3 The following is the tabulated data and its statistical as well as descriptive analysis:
SECTION I - Profile
Table 3.1 Training received from PSU institute alumni
Year Number % Training recieved from PSU institute alumni 2004 14 10% 2005 28 21% 2006 82 65% Total 124 55% 5% 10%
21% Altogether 124 trainees of the PSU alumni responded to the questionnaires. The response 64% rate was 55%. One major
2004 2005 2006 2007
Submitted by: ITA, Pakistan 43 Analysis report of 2004- 2006 PSU Alumni reason for a lower response rate was difficulty in access and communication with the former trainees.
Table 3.2 Gender Distribution
Majority of the participants were females i.e. 76% and Number % Male 30 24% 24% males. Female 94 76%
Table 3.3 Academic Qualification Qualification Number % Middle 2 2% The participants selected randomly had Matriculated 16 13% different levels of education. Majority of the Intermediate 29 23% Bachelors 39 31% trainees (62%) were graduate or postgraduate. Masters 38 31%
Table 3.4 Professional Qualification
The participants’ educational and Number % PTC/CT/Diploma 42 45% professional qualifications were varied. 45% B.Ed/B.S.Ed 34 36% of them had PTC/CT/diploma (primary M.A Education 3 3% M.Ed 15 16% level: with primary teaching certificate or certificate of teaching), 36% had B.ed / B.S.C Ed and 15% had M.Ed
Table 3.5 Trainees Place of Work
74% of the participants are working in Number % Public 92 74% public sector, 6% in private institutions, Private 7 6% 16% in community schools and 4% in the Community school 20 16% Adult literacy center 5 4% adult literacy centers.
Table 3.6 Level of institution where trainees currently working
A large percentage of trainees or Number % Primary 26 21% 49% are working in secondary Middle 24 19% Secondary 49 40% and higher secondary institutions Higher Secondary 11 9% Teacher training Institutions 9 7% Submitted by: ITA, Pakistan Adult Education 5 4%44 Analysis report of 2004- 2006 PSU Alumni whilst 40% are working at primary/elementary level institutions. 9% of the respondents are working in teacher training institutions and 4% in the institutions of adult education
Table 3.7 Location of Working Sites: Urban& Rural Interestingly 53% of the trainee participants are Number % Rural 66 53% working in the rural areas and 47% in the urban Urban 58 47% areas. This is in reverse to the PSU Alumni who were mostly recruited from urban areas and it highlights that the outreach of the alumni was predominantly to rural areas which is important for Pakistan where almost 65-68% of the population resides.
Table 3.8 Province where trainees are currently working
Provincial/area distribution of the participants Number % Punjab 66 53% reveals the following: 53% were from Punjab, Sindh 15 12% 12% from Sindh, 11% from Balochistan and Balochistan 14 11% AJK 29 23% 23% from AJK.
Table 3.9 Field of Training Number % Science 69 56% The training fields comprise a Math 46 37% range of subject areas being English 36 29% Environment 27 22% taught in the schools and other Administration & Leadership 22 18% Others 5 4% institutions. Trainings of Math and Science were conducted simultaneously at some places and similarly other subject trainings were also conducted simultaneously.
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SECTION II
Table 3.10 Quality of training material
No To some extent Yes Training material was available at training center 1% 18% 81% Training material was relevant 0% 8% 92% Training material was learner friendly. 2% 12% 86%
81% of the responses highlight that the training material was available at the training centre, 92% reported that the material was relevant, 86% reported that it was learner friendly too.
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Table3.11 Teaching strategies & classroom management Never Often Frequently Lecture method 13% 31% 56% Question & answer 4% 34% 62% Activity based learning 0% 20% 80% Active group discussions 1% 35% 65% Learner centered approach 1% 31% 69% Skill based training 4% 16% 80% Presentations by trainees were conducted 5% 32% 63% Classroom activity was completed within time specified 0% 32% 68% Physical facilities were well managed 1% 35% 65% Sessions were delivered as per given schedule 0% 23% 77% Questions from trainees were handled by the trainer appropriately 0% 12% 88% Sequence in sessions was followed by the trainers 0% 28% 72% Clear instructions were given to the trainees 4% 14% 82% Supporting reading material was given to the trainees 5% 32% 63% The presenter was well prepared 0% 18% 82%
100% 90% 80% 70% 60% Frequently 50% Often 40% Never 30% 20% 10% 0% l r r r n y s s p d s g e & a i t e m r e a
i t n n u e n n c i o u n n i e v e n s o o t o o t i l r i i i r r o s t o c t t e a c i r a s C c y o t g s n a s b e s e t s
s h p e A e e l s L e L n l e r e p i P u u v a e p i l u S u k q
t Q s e c C S e Q S e r h A S P T
The table and graph shows that majority of the respondents gave positive feedback about the teaching strategies and classroom management. The lecture method continues to be a significant technique.
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Table 3.12 Assessment strategies
No Often Yes Feedback was taken during session 0% 13% 87% Homework assignment was given 5% 35% 60% Feedback on homework assignment was 4% 36% 60% given
It was reported by 100% of the respondents that feedback was taken after the session, 95% reported that homework assignments were given and 96% reported that feedback was provided for the homework assignments.
Table 3.13 Audio-Visual Aids
Never Often Yes Audio-visual aids were used during instruction 14% 26% 60% Audio-visual aids were appropriate to the lesson(s) 13% 16% 71% The quality of AV aides was appropriate 7% 27% 66%
86% of the respondents mentioned that audio visual aids were used in the training, 87% reported that the AV-aids were used effectively and 935 reported that quality of AV-aids was appropriate.
A mix of Audio Visual Aids were used in the training as reported by the respondents: Table 3.14: TYPES OF A.V AIDS USED Number Multimedia 21 Charts 116 Blackboard/ white board 122 Play cards 87 Tape recorder 19 Television 14 Overhead projector 25 Slider projector 19 Models 80
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SECTION III
3.15: Following are the most useful aspects of the course as reported by the respondents
Number Activity based learning 39 Group work and discussion 40 New methods of teaching 25 Presentation skills 20 Low cost material development 12 Effective learning 15 Use of AV Aids 14 Friendly environment 14 Enhance mathematic teaching learning 11 Question answer sessions 10 Evaluation 10 Lesson planning 9 Time and classroom management 9 Skill based training 8 Motivation and feedback 7 Others 8
3.16: New ideas or skills learnt during the training
Number Activity based learning 32 Learner centered approach 3 Brainstorming 7 Group work 12 Usage of AV-aids 9 Improve presentation skills 6 Usage of low cost material 10 Professional Development 13 Evaluation 7 Lesson planning 6 Classroom management 7 Others 8
From the lists generated above it is clear that the trainees were positively influenced by activity based learning, the use of group work, low cost materials and support for their professional development.
Submitted by: ITA, Pakistan 49 Analysis report of 2004- 2006 PSU Alumni
CHAPTER 5 CONCLUSIONS & RECOMMENDATIONS
Submitted by: ITA, Pakistan 50 Analysis report of 2004- 2006 PSU Alumni
5.1 CONCLUSIONS Following conclusions were drawn on the bases of findings of the data analysis of the three survey tools:
1. The initiative of Plymouth State University and the U.S Department of State, Bureau of Educational and Cultural Affairs was taken up very positively by Idara-e-Taleem-o-Agahi in Pakistan. It was introduced and processed in a well organized manner through the Ministry of Education and the educational institutions all over Pakistan in a manner which resulted into fair selection of participants and a representation of every possible region and level of education. 2. The institutes at PSU fulfilled the major two goals of sharing the educational practices and experiences as well as cultural exchange among the citizens of two distant nations. The activities and teaching sessions designed for the institute provided various opportunities for to the alumni to interact not only with the people involved in the institute but also with other citizens at Plymouth. 3. Traveling around and other recreational activities also enhanced understanding of cultural and social similarities and differences in a positive way and became the source of removing many misunderstandings about each others' social system. 4. The institutes resulted not only in the professional development but also helped the alumni in their own personal development and on return they all proved to be an asset for the organizations they are working for and through their vision and enhanced motivation they marked their places much ahead than others. 5. The alumni on return to Pakistan developed implementation plans and further trainings were planned to share all the experiences and learning of the institutes. These trainings were held all over the country in collaboration with ITA as well as with other public sector educational institutions and organizations.
Submitted by: ITA, Pakistan 51 Analysis report of 2004- 2006 PSU Alumni
6. Quality of teacher trainings were maintained to a large extent as far as possible within all time and resource constraints. 7. The over all impact of PSU institutes was positive it enhanced teaching skills, leadership among teachers and teacher educators and enabled teachers to believe in and practice borderless education to become teachers without boundaries.
5.2 RECOMMENDATIONS Following recommendations are being given for further improvement of the program: 1. The curriculum of institutes should be based upon needs of the education in Pakistan as per levels of education. For this ITA may coordinate and conduct a small need assessment survey for planning the institute a year before. 2. The duration of the training should be extended as per requirement of the teachers/educators and for this their previous qualifications and ability level should be assessed before hand. 3. There should be more inclusion of pedagogical aspects in the training contents as the teachers have subject knowledge but feel to be strengthened more in pedagogical skills. 4. More trainings of this kind should be planned and offered for different levels and types of teachers. 5. There should be follow-up studies like this survey and further trainings for the alumni could be an addition supportive step for professional development of the alumni.
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Annexes
Submitted by: ITA, Pakistan 53 Analysis report of 2004- 2006 PSU Alumni
Annex 1 List of Participants 2007
S# Name Organization Contact number 1 Mr. Raja M. Naseer Elementary College 0334-5088328 Khan Muzaffarabad, AJK 2 Mr. Zahoor Ahmed Department of Education 03008333930 Khan AJK Muzaffarabad 3 Ms. Azmat Qureshi Directorate of Curriculum 058810-48273 Research Development, AJK 4 Ms. Afshan Huma Department of Educational 0333-5103680 Planning and Management Allama Iqbal Open University. Islamabad 5 Ms. Shahnaz Muneer Government College for 0333-5144057 Elementary Teachers, Islamabad 6 Ms. Samia R. Dogar Federal College of 0321-5159565 Education, Islamabad 7 Ms. Faiza Shahrukh Sanjan Nagar Public 3004166585, 03214282728, Education Trust, Lahore 0426675569 8 Mr. Mubasher University of Education, 0300-4101473 Nadeem Lahore 9 Mr. Yasir Pirzada Directorate of Staff 0321-4434657 development Punjab 10 Mr. Rehan Safdar Directorate of Staff 0345-4068206 development Punjab 11 Ms. Saima Hasrat ITA, Lahore 0300-4319367 12 Ms. Abida Nasreen Institute of Education & 0300-4299436 Research, University of the Punjab, Lahore 13 Ms. Sarwat Naz Sindh Education 0300-9213610 Qureshi Foundation, Karachi 14 Ms. Sadaf Fatima Sindh Education 0300-9244860 Bhojani Foundation, Karachi 15 Ms. Faiza Ghulam Sindh Education 0300-2501957 Nabi Foundation, Karachi
Submitted by: ITA, Pakistan 54 Analysis report of 2004- 2006 PSU Alumni
Annex 2
PSU Summer Training Institute 2007
Department of Education, AJK
Directorate of Staff Development (DSD
Federal College of Education (FCE), Islamabad
Sindh Education Foundation (SEF)
Sanjan Nagar Public Education Trust (SNPET)
Allama Iqbal Open University, Islamabad
Institute of Education and Research, Punjab University, Lahore
University of Education, Lahore
Submitted by: ITA, Pakistan 55 Analysis report of 2004- 2006 PSU Alumni
Annex 3
Guidelines for Research and Tracking of PSU Alumni 2004-06 (This note is also available at ITA’s website/PSU link: www.itacec.org)
Composition of Clusters Alumni group /Cluster Formation
The 65 PSU alumni have been divided into groups district and province wise. The districts in turn have been clustered for research outreach. Each cluster has been allocated to groups of researchers or the PELI 2007 alumni. This information is available along with addresses and tel. numbers of the alumni as Annex I. Each group of 2007 Research Alumni has thus been allocated their portion of the 65 target PSU alumni (2004-06) for tracking through the survey instruments.
Survey Instruments:
4. Questionnaire to 2004-06 PSU Alumni 5. Observation Check List 6. Trainees Capacity Building Survey
Instruments 1-2 and ready for implementation and instrument 3 will be ready by October 10, 2007 along with sample size for implementation. The instruments 1-2 are attached as Annex 3
Timeline
The proposed activities will commence as per timelines attached as Annex 3 The critical time line for 2007 alumni immediately is of implementation of the instruments 1-2 for their allocated clusters /alumni from September 5- October 5 2007
Submitted by: ITA, Pakistan 56 Analysis report of 2004- 2006 PSU Alumni
Survey Instrument No 1 – Questionnaire 2004 to 2006 PELI Participant Survey
This survey tool will be filled by all 65 PSU alumni who participated in the Summer Institutes from 2004 to 2006 This survey tool consist of three sections The first section of the form is aimed to gather information about the profile of PSU Alumni (target group) The second section seeks their views specifically about their experiences of the PSU training program The third section is designed to evaluate the post training activities and to gauge the performance of the PSU Alumni - 2004 to 2006 The Instrument can be filled out face to face and it is preferred that this is filled online as also explained at PSU. The online submission is accessible at:
Survey Instrument No 2 : Observation Checklist Classroom/Training observation Checklist
This checklist is designed for evaluators to assess PSU’s alumni activities in their classroom/performance locations The checklist is also used as an instrument to measure the level of compliance of methodologies employed by the alumni and the level of transmission of their knowledge and skills learnt during at PSU to their work situations. This instrument focuses on teaching methodologies and extension work of the alumni. The Observation Checklist is meant to be undertaken by two evaluators at a time to minimize the risk of biased appraisal, to help achieve an objective assessment of the alumni/target group. Two concurrent researchers who will fill out the independently of the same teaching/training segment will enhance the credibility of the process. There will be only one round of Observation and is on site.
Survey Instrument No 3 PELI Capacity Building Survey
This is a feedback tool designed to survey the trainees of the PSU Alumni about their capacity building needs. This instrument although in place will be fine tuned with a sample size finalized after the field work on the first two instruments has been completed.
Submitted by: ITA, Pakistan 57 Analysis report of 2004- 2006 PSU Alumni
After completion of the survey (Instruments I & II) the evaluators will return these to ITA along with their group reports so that ITA is able to conduct timely data analysis and prepare the final report.
Research Analysis & Report
ITA will be principally responsible and will be assisted by two institutions in Lahore: University of Education Lahore & IER: Punjab University
Institutional Support for the Survey
The survey to be conducted by the 2007 alumni will be supported by their respective institutions as part of the institutional commitment to the program. No costs will be paid by ITA or PSU to support the actual survey (Instruments 1- 3). Care has been taken to ensure that the clusters have been formed in proximity to the researchers as part of their normal outreach work under their respective institution.
Submitted by: ITA, Pakistan 58 Analysis report of 2004- 2006 PSU Alumni
Annex 4 Descriptions of activities and timelines
Research and Evaluation Program for PSU 2007 Time Line Activity Responsibility August : 1- Meeting with all partners and 2007 alumni on the next BRJ; BR & SH 25 steps and feedback August : 15- Finalization of the Questionnaire and Observation BRJ; IER, UoE 28 check list - with pre testing on PSU alumni August : 7- Instruments/data analysis finalized: ITA, IER, UOE, SEF 20 A research team with TORs brought on board from PSU 2007 alumni Software and framework for analysis by research committee
August : 20- Clusters developed with responsible 2007 research BRJ; BR & SH 29 alumni dividing the 65 Alumni for follow up and research in clusters across provinces/districts Sept. 1-Oct Questionnaire/survey and observation undertaken in 05 respective clusters and assigned alumni 2004-2006 (2 observations per alumni and in pairs) Sept. 20- Responses from questionnaires/data analyzed to Alumni 2007 Oct 10 decide on a sample size For alumni for conducing the questionnaire/survey on capacity building of trainees of alumni. Survey form pre tested and finalized Oct. 20-Nov Survey on capacity building conducted on trainees of Alumni 2004 to 2006 30 alumni
Submitted by: ITA, Pakistan 59 Analysis report of 2004- 2006 PSU Alumni
Dec 01-25 Data analyzed and first draft of the report prepared for circulation to all partners and PSU Jan 30th Finalization of the Research Report Circulation list completed Feb. Visit of PSU Team to Pakistan – Round Table Meeting in Lahore /Islamabad?
Submitted by: ITA, Pakistan 60 Analysis report of 2004- 2006 PSU Alumni
Annex 5
Research Groups and List of Clusters; Alumni 2004-06
I. Research Team : Faiza Shahrukh &Saima Hasrat PSU Alumni 2004-06 –
Target Group
District Lahore Private Sector 1. Afifa Ahmer 2: Neelam Ernest Senior Coordinator SNPET SNPET, 150 F-||, 83 AL- Akhtar Estate Sopora, Wapda Twn Garden Town, Ferozpur Road. Lahore Lahore off:5275646,03009460945 Off:5275646,5275649 [email protected] 3. Ms. Misbah Rani 4. Ms. Farzana Kausar (2006) Sanjan Nagar Public Education Trust Girls Idara-e-Taleem-o-Aagahi High School 2nd Floor Cricket House, Jail Road, Lahore, 117-A Anum Street Glaxo Town Pakistan Ferozepur Road, Lahore, Pakistan. 092-42-5275646, 092-42-5275649, 092-042- 5821648 Cell:092-03004676898 [email protected]
5. Fouzia Maqsood Idara-e-taleem-o-Aagahi 20 Jail Road, 2nd Floor, Cricket House Lahore 042-7535270-1 [email protected]
Submitted by: ITA, Pakistan 61 Analysis report of 2004- 2006 PSU Alumni
Districts Muzaffar Garh & Multan & Rahim Yar Khan Government Sector 1. Nasreen Begum 2. Shamim Fatima House No 4, Zafar Colony, H.No 735/BII ward No-5, Ghouse Colony, Muzaffar Garh MuzaffarGarh 0662-426217,0662-423017 06662-427071 0301-6954087 0300-7480778, 03007485643 [email protected] 3. Islam Saddique 4. Haroon Khalid GCET, Bosan Road GCET , Bosan Road, Multan Multan 061-9210211, 03007306724 061-4517696, 03008633796 [email protected] [email protected] 5.Ms. Sajida Suhaib SST Al Rehmat Iron Store, Shahbaz Pur Road, Rahim Yar Khan 92-068-5780154 , 0300-6702492
II. Research Team : Mr. Rehan Safdar & Ms. Abida Nasreen PSU Alumni 2004-06 –
Target Group District Lahore Government Sector 1: Tahira Abbas 2:Rizwana Khalil CDG A.I. Road, Head Teacher 3/21 Empress Park Empress road Government Kinnared Girls High School, 5 - Lahore Empress Road Res:6665319, Lahore Off:6309345 042-6369060, 042-6360916 03008048877 [email protected] 3: Fakhar-un- Nisa House #239, Block A, DHA EME Sector Multan Road, Lahore Cell:0300-6301189 [email protected]
Submitted by: ITA, Pakistan 62 Analysis report of 2004- 2006 PSU Alumni
Submitted by: ITA, Pakistan 63 Analysis report of 2004- 2006 PSU Alumni
Districts Gujrat & Faisalabad Government Sector 1. Ms. Rukhsana Qadir 2. Sadaqat Perveen Headmistress (DTE) D/O Ch. Ashiq Hussain Ghumman Street Government Girls Elementary School Bhurchh Ghummana, Village and post office , Bhurachh Basoha Ward # 18 Kunjah, Distrct, Gujrat, Tehsil kharian Gujrat Gujrat, Punjab 053-3381301, 053-3381246 03024062060/0537597366 0303-6324731 [email protected] [email protected], 3. Ghazala Anwer 4.Muhammad Naeem Mirza Headmistress Lecturer in Education Government Girls Elementary School Santtal, P-187 Ashrafabad Sheikhupura Road Distt Gujrat St# 6 P.O, BOX 38600, Gujrat Faisalabad 92-053-3540560 , 41-780514 [email protected] 0333-4342113 [email protected]
III. Research Team : Mr Yasir Pirzada (DSD) & Mr. Mubasher Nadeem (University of Education, Lahore PSU Alumni 2004-06 –
Target Group District Lahore Government Sector 3- Mr. Saeed Iqbal Wahlah 4- Ms. Talat Shanaz Additional Director, Science Master Trainer at GCET Educational Planning Government elementary teacher training Directorate of staff development College Kot Lakhpat Wahdat Colony Lahore Lahore 03454669627, 92-042-5824312 ,92-042-5804228 92-42-543599 & 92-42-5432903 03334349434 [email protected]
5- Ms. Sijal Tauseef 6-Mr Zulfiqar Ali Saqib Course-Coordinator Course-Coordinator / Field Education Officer Directorate of staff development Directorate of staff development Wahdat Colony Wahdat Colony
Submitted by: ITA, Pakistan 64 Analysis report of 2004- 2006 PSU Alumni
Lahore Lahore 92-42-543599 & 92-42-5432903 92-42-543599 & 92-42-5432903 [email protected] [email protected]
Districts Sahiwal & Jhang 7. Shazia Bashir 8. Noor-e-Sadaf Bashir Ahmad 96/6.R House No: 260-U Farid Town, Tehsil /District Sahiwal Sahiwal 040-4554469, 0301-6520268 0300-9893845, 040-9200418 [email protected] 9. Mr. Aurang zeb Malik Field Education officer, ITA /Resource Center Mohhallah Thatti Gharbi, Distt. Jhang 092-300-7700332, 092-476-330470 [email protected]
IV. Research Team : Ms. Samia Reman, Ms. Afshan Huma & Ms. Shahnaz Muneer PSU Alumni 2004-06 – Target Group Islamabad & Chakwal & Attock Government Sector Federal Directorate of Education 1: Asiya Khan 2: Mehreen Asad House No 811,St # 64, Sector G-9/4, House # 156 , Street No 60 G-9/4, Islamabad Islamabad 051-2253690,off:9260731 051-2250529, Off:051-9255313,cell:0333-5128860 3: Iftikhar Ahmad 4: Parveen Akhter 740/C, Satellite town, St # 24, House # 1131, G-11/1. Bahawalpur, Islamabad 051-5524688,Off:05777-610240 051-2106044,03009104440 [email protected]
5: Nasreen Bano 6: Rizwana Qadir H# 43;Street # 67, House#72/5-D, Sector # I-10/1, St #36 F-6/1, Islamabad Islamabad
Submitted by: ITA, Pakistan 65 Analysis report of 2004- 2006 PSU Alumni
Cell: 0333-51-94048, Res: 051-2826379, Off: 051-9208538 Cell: 03005329945 7: Tahira Akhter 8: Rubina Rahat H. #4, Near Girls Hostel. House # G556,Street # 08, University of ARID Agriculture 46300 D.A.V. College Road Rawilpindi Rawilpindi 051-4840464,Cell:03005109384 051-553073, 092-300-5328781 [email protected] [email protected]
9: Samina Saeed 10: Amara Awais Niazi House# 4 –E, Street # 78, Sector 9-6/4, House#1, St#26, F7/2 Islamabad Islamabad Res:051-2828344, Res:051-9201010, Off: 051- 9208343,Cell:03335149922 Off:051-2867035,Cell:0333-5206923 [email protected]
11: Zakia Minhas 12: Asifa Nasim House#29,street#20 f-7/2, House #280-E St#:11, Islamabad G-6/2 Res:051-2652614, Islamabad Off:05777-610322,Cell:03335233977 Res:051-9205858, Off: 0519208343
13: Riaz Ali 14: Asma Shabbir H/NO:1012, St#7, Village Tout Shah , Model town Humak p/o Kalo Tehsil Takht Bhai Islamabad (Mardan) Res:051-4490680, Off:05777-610240 ell:0333-5185867 NWFP [email protected] Off:51-9255297,Cell:03335164153 [email protected] [email protected]
15. Shama Chaudhary 16. Ms. Rizwana Khanum Government Girls School Rawalpindi Elementary School Teacher D-360,Satellite Town Government Girls Elementary School, Rawalpindi Bahadar Khan Attock, Ph # 4843201- 03009196956 Attock, Punjab 092-572-612178, 03005608716 [email protected] 17. Muhammad Jamil Bajwa 18. Nusrat Iqbal National Institute of Science & Technical Education Government Sector / Dist Chakwal Sector H 8/1 0300-9841525, 051-9218959 Islamabad, [email protected] [email protected]
Submitted by: ITA, Pakistan 66 Analysis report of 2004- 2006 PSU Alumni
Home: 051-4442112 off: 051-9257484, Mobile: 03335106376
Kashmir Education Foundation (KEF) 19: Jamil Ahmed 20: Tahira Said Ahmed Teacher Training Specialist Kashmir Education Foundation RISE, House # 1.B, Street 67, G-6/4, Poonch Valley Hotel Rawalkot , Islamabad Res: 051-5504189, Off: 58720-45095, the rawalkot Cell: 0301-8507117 Azad Kashmir Home:44985,off:43249
V. Research Team : Mr. Zahoor Ahmed Khan, Mr. Raja Naseer & Ms. Azmat Qureshi PSU Alumni 2004-06 – Target Group AJK
Department of Education, AJK 1- Ms. Ghazala Jabeen 2- Ms.Fouzia Aijaz Mughal SST (Senior Science Teacher) Headmistress Govt Girls Higher Secondry Gojra Govt. Girls High School Muzzafarabad, Ajk, Pakistan Harighel, Bagh Azad Kashmir, Pakistan 058810-43522, 0301-5632148 051-5790136, 033357103692, 03357103692 [email protected]
3- Mr. Khawaja Tariq Shafi 4- Ms. Fouzia Noor SST (Senior Science Teacher) Subject Specialist Psychology Govt Pilot High School No 1, Govt, Girls Higher Secondry School, Eid gah Road, Muzzafarabad, AJK Sahli Sarkar, Muzzafarabad, AJK, Pakistan 092- 092-58810-43014, 092-58810-44014 58810-32488, 03459613802, 092-58810-32488, 03005544364 0300-9887837 [email protected]
5- Mrs. Jamshed Naqvi, 6- Mr.Javed Iqbal Khawaja Distrct Education officer Female Elementery Directorate of Crriculum and Reaserch Dept. of Education School Address: Eid gah Road, Muzzafarabad, Eidgh Road, Muzzafarabad, AJK AJK Off: 058810-43895- 03015722960 092-58810-82141,092-58810-42724,03015722944
Submitted by: ITA, Pakistan 67 Analysis report of 2004- 2006 PSU Alumni
Res: 058810-32964 [email protected]
7- Sardar Khan Bahadur 8. Syed Shahid Directtorate of Schools Secondry , Senior Biology Teacher Eid Gha Road, Govt, Pilot Secondry School, Muzzafarabad, AJK Near Eid gah , Muzzafarabad, AJK, Pakistan 092-58810-89109,03005586806 Cell: 03015381192, 03356120193, 058810-43615 [email protected] [email protected]
9- Muhammad Afzal Baig Senior Subject Specialist Directtorate of Education Extension, Eid Gha Road Muzzafarabad, Pakistan 092-58810-42033, Res: 058810-42615 0300-5586806 [email protected]
VI. Research Team : Ms. Faiza Ghulam Nabi, Ms. Sadaf Bhojani & Ms. Sarwat Naz PSU Alumni 2004-06 – Target Group Sindh
Semi Government Sector Sindh Education Foundation
1: Shabnam Leghari Baloch 2: Mukhtiar Ali Chandio Coordinator Learning and Support Unit, Program Officer H # 57, Sindhi Muslim Housing Society, Sindh Education Foundation, Lal Shahbaz Qasimabad, Hyderabad Colony Near Taluka Hospital, Mehar Distt Hyderabad Dadu 022-9240211, Cell, 03003015434 025-430138, 074-4058639 [email protected] Cell: 0300-3412170 [email protected]
3: Humaira Maheen Assistant Program Manager B-219, Block D North Nazimabad Karachi 0333-3412880, 92-21-111-424-111 ext (229) [email protected]
Submitted by: ITA, Pakistan 68 Analysis report of 2004- 2006 PSU Alumni
Government Sector Department of Education, Sindh
4: Sayedah Amirah Zia 5: Ghulam Murtaza Nizamani (Senior In charge Headmistress Teacher) 7 - Ghafoor Manzil Ramchander, Village Mlahan, street near S.M. Law Collage, P.O and Taluka, Matti District, Badin Dr. Ziauddinn Ahmed Road Kyc, Karachi Sindh 021-2634985, 0300-2406020 0345-3665728, 0297-862201, Fax : 0297-861498 [email protected] 6: Rakshanda Rais 7. Uzma Hafeez JST, House # 1095, Sector 11 E, Muslim Town, Ms. Uzuma Hafeez N Karachi House # R 72, Sector 5 C 2, Near Owsaf Clinic, 0345-2989501, 021-6992536 North Karachi [email protected] 0812-824144,0812-9211650, 0333-7813653 [email protected]
Submitted by: ITA, Pakistan 69 Analysis report of 2004- 2006 PSU Alumni
VII. Research Team: Ms. Saima Hasrat/ ITA PSU Alumni 2004-06 –
Target Group District Quetta
Government Sector Department of Education, Baluchistan
1: Farida Bangulzai(SST) 2: Shahzad Waqar Mumtaz Town Killi Geo near kirani road 7-B phase II, shehbaz town Quetta Cantt Quetta Balochistan 0812-452672, 0812-9201339, 844639, 9202620 0333-7869178/03337824187 3: Sarwari Begum 4: Ms Parveen Akhtar 5-9/4 Jalal-ud-Din Street, SRO Patel Road 127/166-B Jinnah Town Smaungli Road, Quetta, Quetta 0345-8353984, 081-2837280 0812-829528, 9202657, 03337811558 [email protected]
Submitted by: ITA, Pakistan 70 Analysis report of 2004- 2006 PSU Alumni
Annex -6
2004-2006 PELI PARTICIPANT SURVEY
SECTION I
Note: Questions marked with an asterisk (*) are mandatory.
Profile of PSU Trainees
1- *Name: ______
2- *Gender: Male Female
3- *Age years
4- Year of Training Received
2004 2005 2006
5- *Academic Qualification
Middle Matriculated FA/F.Sc
BA/B.Sc MA/M.Sc MPhil
PhD
6- *Professional Qualification
PTC/CT/Diploma B.Ed/ BS.Ed
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M.A Education M.Ed
Other, please specify ______
*Institute attended for professional qualification.
______
7- *Type of institution where you are working currently.
Public Private
Other, please specify ______
8- *Position held at your institution.
Administrator Manager Planner
Teacher Trainer
Any other (please specify ______)
*Job Description:
______
______
______
______
______
9- *Years of work experience (Number of years)
______
Submitted by: ITA, Pakistan 72 Analysis report of 2004- 2006 PSU Alumni
10- Name and address of your institution.
Name: ______
Institution/Organization: ______
Address 1: ______
Address 2: ______
City / Town: ______
District: ______
State / Province: ______
Zip/Postal Code: ______
Country: ______
Email Address: ______
Contact No.: ______
11- *Location of institution where you work.
Rural Urban
12- *Level of institution where you work.
Primary Middle
Secondary Higher Secondary
Teachers training institutions other, please specify ______
13- *Field of training received at PSU
Submitted by: ITA, Pakistan 73 Analysis report of 2004- 2006 PSU Alumni
Science Math
English Administration & Leadership
Environment Other, please specify ______
14- *IT Training Received:
MS Word MS Excel
MS PowerPoint Other, please specify: ______
15- *Training Received For:
Elementary School Level Middle School Level
Secondary School Level Other, please specify: ______
16- *Please list any cultural exchange activities which occurred during the training.
______
______
______
Submitted by: ITA, Pakistan 74 Analysis report of 2004- 2006 PSU Alumni
SECTION II
PSU Training
17- *Questionnaire for the Participants
Keywords: 1 = No, 2 = To Some Extent, 3 = Yes
Did PSU provide the complete agenda of the training? 1 2 3
Was the agenda of the training goal-oriented? 1 2 3
Did the training follow the provided agenda? 1 2 3
Did you find the designed curriculum user-friendly? 1 2 3
Was the curriculum need-based? 1 2 3
Did the training provide the participants a chance to give 1 2 3 feedback? Was participant feedback given due consideration? 1 2 3
Did the training promote collaborative/interactive 1 2 3 learning? Did the training improve your technology skills? 1 2 3
17.10 Did the training provide opportunities for creativity and 1 2 3 innovation? 17.11 Did subject-based activities enhance your teaching 1 2 3 methodologies and strategies? 17.12 Did you find the training workable in the education 1 2 3 system of Pakistan?
18- *Did the training improve the following skills:
Keywords: 1 = No, 2 = To Some Extent, 3 = Yes
18.1 Communication skills 1 2 3 18.2 Time management skills 1 2 3 18.3 Presentation skills 1 2 3 18.4 Lesson planning 1 2 3 18.5 Evaluation skills 1 2 3
Submitted by: ITA, Pakistan 75 Analysis report of 2004- 2006 PSU Alumni
18.6 Mentoring skills 1 2 3 18.7 Leadership skills 1 2 3
19- *To what extent did the training achieve its objectives?
1 2 3
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SECTION III
Post Training Activities
20- *Did you develop an action plan for implementing your training outcomes in Pakistan?
Yes No
21- *How did you develop your action plan?
______
______
______
______
______
22- *How did you implement that action plan ? ______
______
______
______
______
23- Were there any problems / obstacles / hurdles in the training program at PSU ______
______
Submitted by: ITA, Pakistan 77 Analysis report of 2004- 2006 PSU Alumni
______
______
______
24- *Please list the trainings you have conducted in Pakistan or elsewhere after you received training from PSU.
Title of Target group Number of Date of Place /
Training/s trainees training District
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25- *Please list the training you have attended after PSU training.
______
______
______
______
______
26- Please write your recommendations or suggestions to improve the academic part of PSU training program
______
______
______
Submitted by: ITA, Pakistan 79 Analysis report of 2004- 2006 PSU Alumni
______
CLASSROOM / TRAINING OBSERVATION CHECKLIST
Name of the Alumni:………………………………..
Date of Observation: ………………………………………………
Year of PSU Training: 2004 2005 2006
Subject Area of Training: ……………………………………………..
Subject/Topic under Observation: ……………………………………
Duration of Session Observe:…………………………………………
Grade/ Group Taught: ………………………………………………...
Number of Students/ Trainees:…………………………………………
S.# Yes To No some extent 1. Teacher states the learning objectives Evidence 2. Teacher has a lesson plan / Follows lesson plan Evidence
Submitted by: ITA, Pakistan 80 Analysis report of 2004- 2006 PSU Alumni
Teacher relates the lesson with previous 3 knowledge of students Evidence 4. Teachers starts the lesson with warm-up activities Evidence 5. Teacher encourages student participation Evidence 6. Teacher generates discussion in classroom Evidence Teacher presents the learning components 7. logically Evidence Teacher promotes interactive/ collaborative 8. learning Evidence 9. Teacher encourages group work in classroom Evidence 10. Teacher makes effective use of teaching aids Evidence 11. Teacher contextualizes the content with examples Evidence Teacher assesses the students by using diverse 12. techniques Evidence 13. Teacher sums up the lesson at the end Evidence 14. Teacher accomplishes the objectives of the lesson Evidence
Observed By: ………………………………………
Date: ……………………………….
Signature: …………………………
Submitted by: ITA, Pakistan 81 Analysis report of 2004- 2006 PSU Alumni
PELI Capacity Building Survey
SECTION I
Note: Questions marked with an asterisk (*) are mandatory. This section of survey seeks information about the training more quantitatively. Please tick boxes which you think is appropriate
1. Name:
2 *When did you receive training from PSU Institute alumni Ms/Mr/ Mrs------?
2004 2005 2006
3. *Gender: Male Female
4. *Academic Qualification
Middle Matriculated FA/F.Sc
BA/B.Sc MA/M.Sc MPhil PhD
5.*Professional Qualification
PTC/CT/Diploma B.Ed/ BS.Ed
M.A Education M.Ed
Other, please specify ______
6*Type of institution where you are working currently.
Public Private
Community School Other, please specify ______
Submitted by: ITA, Pakistan 82 Analysis report of 2004- 2006 PSU Alumni
7*Level of institution where you are currently working?
Primary Middle Secondary Higher Secondary
Teachers training Institutions Other, please specify ______
8*Location of institution where you work?
Rural Urban
9*Province where you work?
Punjab Sindh NWFP
Balochistan AJK FATA
FANA
10*Name and Address of your school or institution
11.*Field of training
Science Math English Administration & Leadership
Environment Other, please specify ______
Submitted by: ITA, Pakistan 83 Analysis report of 2004- 2006 PSU Alumni
SECTION II
Note: This part of the survey seeks your opinion about the training methods employed by the trainer/ PSU alumni and the material used during training. Please rate according to the given scale.
12.*Material Keywords: 1 = No, 2 = Rarely, 3 = Yes Training material was available during training 1 2 3
Training material was relevant 1 2 3
Training material was learner friendly. 1 2 3
13.*Teaching strategies/ methodologies that the trainer employed while conducting training. Keywords: 1 = Never, 2 = Often, 3 = Frequently Lecture method 1 2 3
Question & answer 1 2 3
Activity based learning 1 2 3
Active group discussions 1 2 3
Learner centered approach 1 2 3
Skill based training 1 2 3
Presentations by trainees were conducted 1 2 3
Classroom activity was completed within time specified 1 2 3
Physical facilities were well managed 1 2 3
Sessions were delivered as per given schedule 1 2 3
Questions from trainees were handled by the trainer 1 2 3 appropriately Sequence in sessions was followed by the trainers 1 2 3
Submitted by: ITA, Pakistan 84 Analysis report of 2004- 2006 PSU Alumni
Clear instructions were given to the trainees 1 2 3
Supporting reading material was given to the trainees 1 2 3
The presenter was well prepared 1 2 3
14.*Assessment strategies Keywords: 1 = No, 2 = often 3 = Yes Feedback was taken during session 1 2 3
Homework assignment was given 1 2 3
Feedback on homework assignment was given 1 2 3
15.*Audio-Visual Aids
Keywords: 1 = Never, 2 = Often, 3 = Yes Audio-visual aids were used during instruction 1 2 3
Audio-visual aids were appropriate to the lesson(s) 1 2 3
The quality of AV aides was appropriate. 1 2 3
16.*The following AV aids were used during instruction:
Multimedia Charts Blackboard/ white board
Play cards Tape recorder Television
Overhead projector Slider projector Models
Other, Please specify ______
SECTION III
Submitted by: ITA, Pakistan 85 Analysis report of 2004- 2006 PSU Alumni
Note: This part of the survey seeks for more qualitative opinions such as strengths and weakness of the training and your learning. .
17.*Please indicate the three most useful aspects of the course you attended.
1.______
2.______
3.______
18. List three aspects of the course those were not so useful for you?
1.______
2.______
3. ______
19. List at least three new ideas or skills that you learned during your course.
1.______
2.______
3______
20. The course has enhanced the following areas:
Teaching
Administrative/ planning
Research
Please explain how the above mentioned area has enhanced your skills?
Submitted by: ITA, Pakistan 86