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Training Strategy
Training Strategy
ITA
ITA
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TRAINING STRATEGY
"ENHANCING GIRLS ENROLMENT IN REMOTE AREAS OF PAKISTAN"
Sr. # CONTENTS Page
#
1. Introduction
1.1 Preamble 3
1.2 Project Framework 4
1.3 Project Goals 4
1.4 Project Components 4
1.5 Training Objectives 5
2. Training Strategy
2.1 Training Locations 6
Training Venues 6
Training Modes 6
2.2 Training Team 6
2.3 Training Protocols 6
3. Training Components
3.1 Subject-based Training of Teachers 8
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.2 Gender Discrimination in Education 11
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.3 Early Childhood Education 14
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.4 Citizenship Education 16
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.5 Health & Environmental Education 18
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.6 Life Skills 20
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.7 Educational Leadership & Management 21
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
3.8 Strengthening of School Councils/School Management Committees 23
(SMCs)
- Rationale
- Objectives
- Content/Schedule of Training
- Training Material
4. Timelines 24
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TRAINING STRATEGY
"ENHANCING GIRLS ENROLMENT IN REMOTE AREAS OF PAKISTAN"
SECTION I INTRODUCTION
1.1 Preamble
Like many other developing countries, there have always been many evident
contradictions and disparities in terms of tall slogans of achieving EFA Goals and the
Millennium Development Goals (MDGs), educational opportunities, availability and provision
of resources in Pakistan. These inequalities are most accentuated across urban-rural, male-
female and socio-economic divisions. Another major criticism of our education system is the
outdated, passive and conservative teaching and management approaches practiced by most
public sector teachers and head teachers in classrooms and schools. Such approaches
ultimately lead to high drop out and repetition rates. This is exacerbated by low engagement
of district education departments, social mobilization, participation and ownership of
community in school development activities. Each province has its own geographically
disadvantaged areas and economic deprivation, such as the districts in the Southern belt of
Punjab with low literacy rates and high incidence of gender based discrimination. These
districts are in dire need of intensive support for improved educational opportunities for girls
and attainment of quality learning levels.
ITA in collaboration with Oxfam GB has initiated a School Improvement Project titled,
“Enhancing Girls Enrolment in Remote Areas of Pakistan” in four southern districts of Punjab.
The project includes all the components of whole school improvement program which are
integral to create enabling environment in public sector schools. One of the key outputs of the
project focuses on the continuous professional development of the teachers, head teachers
and capacity building of other stakeholders.
In order to implement the training component of the project, a comprehensive training
strategy has been developed by ITA after visits to the field, feedback from the district teams
and results of baseline assessment surveys. A series of planning and consultative meetings
by ITA’s Oxfam Project Team, in-house trainers, material developers, senior faculty of the
Institute for Professional Development (IPD) and the project advisor have contributed towards
the conceptual framework of the strategy.
Keeping in view Oxfam’s critical emphasis on Gender Sensitization and Girls
Mainstreaming, a conscious effort has been made to incorporate all such elements in the
training strategy and resource materials which are essential for the target community to
understand, internalize and practically implement in their day to day life. Although students
will be the center of all activities and inputs of the project but the strategy concurrently caters
to the capacity building needs of the teachers, head teachers, SMC/SC members, district
education officials and community based organizations.
Key responsibilities of education promoters in the field include site-based support in
the schools and all training sessions are fully backed by periodic follow up sessions which
help target groups, refresh and recapitulate their acquired knowledge and skills.
Saeed ul Hassan
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1.2 Project framework
The project addresses the fundamental goal of education as an entitlement for girls in
particular living in gender disadvantaged communities and districts. To address Access, a
safe and conducive learning environment is a priority as is the capacity of teachers and head
teachers to ensure that access can be sustained through quality learning. Communities need
to be made aware about the critical imperative of girls’ education and their role enhanced for
ensuring sustained enrolment, regular attendance and a safe learning environment.
Safe functioning and well equipped schools
Quality learning environment (Physical)
Teachers competencies in place for optimal learning achievement by students
Headteachers as leaders and managers of improvement and change
A caring community mobilized and skilled in effective school governance
District government committed to quality girls education and evidence based planning for
sustained access
=
"ENHANCED GIRLS ENROLMENT & ENTITLEMENTS”
1.3 Project Goals
The overall objective of the project is:
To improve access of girls to quality primary education by supporting schools/communities in
four selected districts of South Punjab .
1.4 Project Components
By December 2010 in four districts of Punjab: Rahim Yar Khan, Multan, Muzaffargarh
and Jhang the specific objectives of the project are:
i. Thirty five girls primary schools physically rehabilitated and equipped with basic supplies
for quality learning environment
ii. Teachers and head teachers of 35 target schools and 150 cluster area schools will be
trained in content & pedagogies, leadership, core concepts of gender and child friendly
methodologies for sustainable access and improved learning levels
iii. School Management Committees /School Councils (SCs) in target schools are made fully
functional, made child friendly to effectively fulfill their roles and responsibilities
iv. Teachers and students provided knowledge and skills for preventive primary health care
Student councils are recognized and process for the establishment initiated
v. --- Additional teachers hired ….. temporarily for addressing shortfalls in staff and
government mobilized for enhanced permanent staffing. .
Enrolment in 35 target schools is increased by 15-20% at primary level through community
mobilization and quality improvement
vi. … girls dropped out (5-10 years) in the last 24 months will be identified and enrolled in an
after school catch up program run at the target schools for mainstreaming back to school.
vii. School enrichment activities will be launched in all target schools including summer
schools, health, IT and reading clubs
viii. Advocacy and capacity building undertaken with district and provincial government to
sustain school improvement and higher enrolment of girls in target districts and schools.
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