rehabilitation of the education system in earthquake-affected areas

Rehabilitation of the Education System in

Earthquake-affected Areas of

Pakistan Administered Azad Jammu and Kashmir

570-PAK-1001

Progress Report

January – June 2010

UNESCO Islamabad

ii

Contribution Information

1. UNESCO progress report no: ZBNF-08

2. Assisted country: Pakistan

3. Project: Rehabilitation of the Education System in

Earthquake-affected Areas of Pakistan

Administered State of Azad Jammu and

Kashmir

4. Donor references: Zayed Bin Sultan Al Nahayan Charitable and

Humanitarian Foundation

UNESCO RDF (linked)

5. Budget codes: 570-PAK-1001 (ZBSANCHF)

41-2446-0066-ISB (UNESCO)

6. Total contributions: USD 1,210,755.00

UNESCO RDF USD 47,000.00 (linked)

7. Programmable amount: USD 1,071,484.59 (less support cost)

UNESCO RDF USD 47,000.00 (linked)

8. Duration of contribution: 24 February 2008 – 31 Dec 2011 (MOU duration)

9. Period covered by this report: January - June 2010

10. Date of preparation: July 2010

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Table of Contents

Acronyms iv

Executive Summary 1

A. Project Background 3

B. Project Objectives 3

C. Project Achievements 4

- Objective 1 Safe and better teaching and learning environment to 4

selected middle and secondary schools affected by

the earthquake.

- Objective 2 Strengthen Technical and Vocational Education and 9

Training System with a focus on standardised construction

skills training to youth and adults.

- Objective 3 Strengthen teacher training policy and practices of 12

Department of Education.

- Other Achievements 15

D. Plan for Next Quarter 15

E. Financial Status 16

ANNEXES:

Annex A: List of Sciences and Maths Kits

Annex B: List of Furniture Provided

Annex C: Anthropometric Survey Report

Annex D: School Furniture Designs and Specifications

Annex E: Post-training Study of Impact of Head Teachers Training

Annex F: Final SMC Training Manual

Annex G: PAK Government Notification on SMC Policy for Secondary Schools

Annex H: Situation Analysis: Teacher Education and Professional Development State of

Azad Jammu and Kashmir

Annex I: In-Service Teacher Education Strategy and Plan of Action: The State of Azad

Jammu and Kashmir 2010-2015

Annex J: Photos of Activities

iv

Acronyms

DACUM Developing a Curriculum

DAE Diploma of Associate Engineer

DEE Directorate of Education Extension

DoE Department of Education

DPI Directorate of Public Instructions (Secondary)

ICT Information and Communication Technology

NAVTEC National Vocational and Technical Education Commission

NESPAK National Engineering Services Pakistan (Pvt.) Limited

NSET National Society for Earthquake Technology-Nepal

PAK Pakistan-Administered State of Azad Jammu and Kashmir

SMC School Management Committee

TEVTA Technical Education and Vocational Training Authority

TVET Technical and Vocational Education and Training

UNESCO United Nations Educational, Scientific, and Cultural Organisation

UNICEF United Nations Children Fund

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Executive Summary

1. Rehabilitation of the Education System in Earthquake-affected Areas of Pakistan-

Administered State of Azad Jammu and Kashmir (PAK), 570-PAK-1001 started in June,

2008 as a follow-up to UNESCO’s Earthquake Response Programme. The project is

being implemented with the generous support of Zayed Bin Sultan Al Nahayan Charitable

and Humanitarian Foundation, United Arab Emirates.

2. The project focuses on providing better and safer teaching and learning environments in

earthquake-affected middle and secondary schools, strengthening the Technical and

Vocational Education and Training (TVET) system, and improving teacher training

policy and practices of the Government of Azad Jammu and Kashmir. The primary

beneficiaries are middle and secondary school students, teachers, head teachers, school

management committees, and youth. The PAK Directorate of Education Extension

(DEE), Directorate of Public Instruction (DPI) and Technical Education and Vocational

Training Authority (TEVTA) are the secondary beneficiaries.

3. The foundation work of Government Girls Middle School Khilla and Government Girls

High School Sharian are ready. Some minor rectifications are being done by the

contractor. Work progress at Government Boys High School Gunchattar is about 33%

due to the late start of the work by the contractor. It will be ready by the middle of

August. The work on science and computer laboratories and library block at Nurpur

Nakran is about 75% completed.

4. Middle School Science Kit and Mathematic Kits and Physics, Chemistry and Biology

Kits for Secondary Grades have been procured. Likewise purchase of furniture and

computer equipment has been completed.

5. A post-training study to ascertain the level of understanding and changes in management

practices of the head teachers who had been trained in the educational leadership and

management was carried out. The findings were very encouraging. Sixty percent of

trained head teachers had taken positive actions to improve the school administration and

management. Teachers confirmed that the head teachers have indeed become more

inclusive in decision making process.

6. School Management Committee (SMC) training module has been revised in line with the

needs and demands of SMCs and 129 members from 20 SMCs of project and cluster

middle and secondary schools were trained on roles and responsibilities.

7. Teacher Education Policy and Action Plan has been developed in close collaboration of

Department of Education (DoE) and Ministerial Working Group and submitted to the

DoE for notification.

8. Baseline survey for Information and Communication Technology (ICT) teacher training

needs at 12 sample schools was completed in June. The survey validated the thesis that

the teachers had very low level of skills in the use of computers, and have seldom used

ICT in teaching and learning. Teachers unanimously acknowledged the importance of

ICT integration into teaching for improvement in teaching and learning. The teachers are

willing to attend ICT trainings. Impediments that restrict use of ICT are access to

computers facility and lack of knowledge and skill of using computers.

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9. The repot of diagnostic study on technical-vocational education at secondary level in

PAK schools is being examined by an experts committee constituted by the DoE for

follow up. The progress has been slow.

10. Skill standards and curricula for Masonry have been developed with the involvement of

practicing masons, middle level and senior supervisors of civil works and UNHABITAT

engineers. The stakeholders like Pakistan Administered Azad Jammu and Kashmir

TEVTA, Punjab TEVTA, members of All Pakistan Contractors Association, and civil

technology teachers from Colleges of Technology were consulted during the development

phase.

11. The skill standards and curricula for Building Carpentry developed earlier have been

revised to ensure that skills and competencies required for seismically safe construction

are fully incorporated.

12. Round Table on two crucial topics in TVET “industry-institution linkages” and

“popularization of TVET as a decent education and career option”, was organized in

Muzaffarabad from 20 to 21 April under the auspices of PAK TEVTA. Twenty-six

experts representing various stakeholder groups including industry, training providers,

provincial and PAK TEVTAs and ILO participated. Seven papers on the two themes were

presented and set of recommendations formulated.

13. Regular follow-ups with PAK TEVTA are being made for implementation of

recommendations of various UNESCO interventions particularly the skill development

policy, strategies and plans. Services of a short term national consultant were provided

who worked with TEVTA functionaries and assisted them in these efforts.

14. The major challenge faced by the project for timely completion of all the activities is the

irresponsible attitude of school building contractors towards fulfillment of contractual

obligations. As a result, the construction work has been delayed by 3 months.

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A. Project Background

1. UNESCO’s Earthquake Response Programme started in November 2005 with funding

from Government of Japan, Department for International Development of Government of

United Kingdom and UNESCO. The Programme sought to complement and enhance the

educational efforts of the Government of Pakistan, Pakistan Administered State of Azad

Jammu and Kashmir (PAK), national and international institutions, agencies and Non-

Governmental Organisations in the earthquake-affected areas of PAK.

2. As reconstruction of education is a long-term process, especially in a situation of severe

destruction of the system and services, a follow up project: Rehabilitation of the

Education System in Earthquake-affected Areas of PAK was formulated with generous

support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation,

United Arab Emirates. The project is part of a four-year Agreement of Cooperation

between the Foundation and UNESCO, signed on 24 February 2008, for the benefit of the

victims of earthquake.

3. The project focuses on:

a. Providing safer and better teaching and learning environments in selected middle and

secondary schools affected by earthquake

b. Strengthening TVET system with a focus on standardized construction skills training

to youth and adults, and capacity building of TVET institutions and personnel.

c. Strengthening teacher training policy and practices of department of Education

4. Primary target beneficiaries of the project are 550 middle and secondary school students,

50 youth and adults, 25 TVET managers and TVET institutions heads, 20 head teachers

of middle and secondary schools, 100 members of 20 School Management Committees

(SMCs) and 100 teachers of earthquake affected areas of PAK. Secondary target

beneficiaries are the PAK DEE, DPI and the TEVTA. The capacities of participating

institutions will be enhanced through provision of technical assistance in the production

of training modules, development of skills standards, formulation of skill development

policy, strategy and action plan, and development of action plans for

formation/reactivation of SMCs, the training of trainers, and implementation of action

plans.

B. Project Objectives

1. The overall objective of the project is to support the Government of Pakistan to rebuild

the education system by improving access to, and quality of, various educational services.

2. Specific objectives of the project are as follows:

a. To provide safer and better teaching and learning environment to selected middle and

secondary schools affected by the earthquake;

b. To strengthen the TEVT system with a focus on standardized construction skills

training for youth and adults; and

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c. To strengthen teacher training policy and practices of Department of Education.

C. Project Achievements

Progress towards attainment of the three objectives during the reporting period is as follows:

Objective 1: To provide safer and better teaching and learning environments in

selected middle and secondary schools affected by the earthquake.

Accomplishments towards the Work Plan Target Outputs

Output 1.1: Permanent classrooms for middle and high school grades (grade 6 to 10) of 3

earthquake damaged schools constructed, benefiting 450 female and 350 male

students1.

1.1.1. Foundation Blocks:

Subsequent upon allocation of sites by District Reconstruction Unit after a protracted

delay, the contract for construction of foundation of middle and high school sections

at the following three schools was awarded to M/S Orakzai Construction Company in

August 2009.

a. Government Girls High School (GGHS) Sharian

b. Government Boys High School (GBHS) Gunchattar

c. Government Girls Middle School (GGMS) Khilla

The overall work progress is 75%. The details are as follows:

a. GGHS Sharian: Foundation work of all blocks; three classrooms block, two

classrooms block, one staffroom block and one science laboratory & ICT block,

and 2 toilet blocks of 3 latrines in each block completed. Minor levelling of plinth

protection will be completed by mid of August. Total floor area of the new

buildings is 5,165.50 SqFt. b. GBHS Gunchattar: Stone soling work on Science Laboratory & ICT block is

completed. The work on 3 classrooms block is 50% complete and ground

levelling for staffroom block is also completed. A dispute on the land border

emerged in June delaying the excavation work on two classrooms block and

staffroom block. Work on one toilet block with 4 latrines will start together with

the two classrooms block as soon as the dispute is resolved. The School

Management Committee and the school staff are working to resolve the issue

soon, possibly by mid July 2010. Total floor area of the new building is 5,161.37

SqFt.

Construction of foundation at GBHS Gunchattar will be completed by mid of

August 2010. There has been a delay of 11 months in completion of work

primarily due to the negligence of the contractor for which penalty is being

imposed as per the contract.

1 Original Target: 550 students: 250 Girls and 300 Boys.

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c. GGMS Khilla: Foundation work of all blocks; one three classrooms block, one

two classrooms block, one staffroom block, and 1 toilet block of 3 latrines is

completed. Minor levelling of plinth protection will be completed by mid of

August. Total floor area of the new building is 2,813.25 SqFt.

As per the plan, the foundations of all three schools were to be ready by December

2009. But, due to the delay caused by the contractor the revised schedule for

completion is August 2010. Contractor is being made accountable for the delay and

rigorous follow-ups are being made to complete the work sooner.

1.1.2. Superstructures:

a. After signing the contract in December 2009 the contractor, Midhat Saddiqui

Associates, submitted drawings and designs in March 2010, almost three month

late, for construction of super-structure of the above mentioned three schools.

National Engineering Services Pakistan (Pvt.) Limited (NESPAK), the design

approving office of Earthquake Reconstruction and Rehabilitation Authority, have

put on hold the approval of the design because the submission did not meet the

requirements. Despite several modifications on the date for submission of the

revised designs, the contractor has not made the submission.

b. The contractor has started roll forming of light gauge steel structure on his own

initiative with no consequence to the project in the event of design modification

by NESPAK.

c. The superstructures were to be ready by March 2010. But, due to the unexpected

delays by the contractor the revised schedule for completion and handover of the

three school building is now November 2010. Contractor is being made

accountable for the delays. As the last option project is considering contract

termination and punitive action.

1.1.3. Computer and Science Laboratories at GBHS Noorpur Nakran:

Internal cladding is in progress at science laboratory, library and ICT block (floor area

2,435.61 SqFt) consisting of three rooms. Electrification work and installation of

glass wool insulation has been completed. The block, which is a part of the entire

school being constructed under Earthquake Response Programme, has been delayed.

It will be ready by August 2010. Construction of this block is also being delayed by

contractor Riazuddin Engineering resulting penalty deductions from the payments.

1.1.4. Procurement and Supply of Science Kits and Furniture:

a. Five sets each of Middle School Science Kit and Mathematics Kits and 3 sets each

of Physics, Chemistry and Biology Kits for classes IX-X for the project schools

have been procured. They will be delivered to the schools as soon as the buildings

are ready. The list of materials provided under each Kit is stated in Annex A.

b. Furniture (See Annex B for complete list) for three new schools have been

delivered to the custody of respective school head teachers and shall be shifted to

the schools as soon as the buildings are completed.

1.1.5. Anthropometric Survey of Students:

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To collect requisite information for designing appropriate classroom furniture for the

three schools, anthropometric survey in the project and cluster schools has been

completed (See Annex C). The student

body measurement survey covered six

schools, including project supported

schools. Designs and specifications of

classroom furniture were developed (See

Annex D) on the basis of the study. This

study will be shared with the Federal

Government and also with UNICEF as the

appropriate methodology for designing

school furniture taking account of the

student’s body measurements. Until

recently size and design of school furniture

were being done without a systematic study

of body measurements.

1.1.6. Collaboration with UNICEF:

As a result of project efforts since 2009 to deliver as One UN, UNICEF is now

building the primary wings at the three schools using the light-gauge steel structure

technology followed by the project. This is the first time they are using this typology

of construction. The detail of work is as under:

S.N. Name of School Classroom Latrines

No. Area

SqFt. No.

Area

SqFt.

1 GGMS Khilla 2 1050 3 130

2 GGHS Sharian 5 2625 5 216

3 GBHS Gunchattar 2 1050 3 130

Output 1.2: Standard training module for the training of head teachers of middle and

secondary schools developed and 20 head teachers trained.

1.2.1. Standard Training Module:

During the reporting period head teachers’ training manual was reviewed. A final

version will be prepared on the basis of the follow-up study carried out by the project

during the quarter.

1.2.2. Training of Head Teachers:

a. A plan for refresher course for the head teachers of the project and cluster schools

was developed and submitted by DEE. This activity will be implemented in the

next quarter as the project is anticipating some savings from school construction

budget due to charging of liquidated damages to the contractors and exchange rate

gains.

b. In 2009 eighteen head teachers were trained in leadership and management. A

post training follow-up sample study, in partnership with DEE, was carried out

(see Annex E for complete report) during the months of May and June to ascertain

the level of changes in the head teachers’ practices after their 2009 training in

school leadership and management. This study carried out during May-June 2010

Anthropometric Study: GBHS Gunchattar

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covered 10 head teachers of 10 middle and secondary schools, including all 4

UNESCO supported schools in PAK. The key findings of the study are as

follows:

i. 70% (7 out of 10) head teachers said that the training was very useful and

relevant. With regard to their understanding of training contents their rating of

community linkages, school health and hygiene and staff development fell in

the range of very good to excellent. Whilst Community Linkages was well

understood by most of the respondents (80%), 40% of respondents’ expressed

understanding of monitoring and evaluation as average. Understanding of

reflective practice and environmental education subjects was on average.

Similarly 20% respondents said their understanding of school management

subject was average. The average level of understanding of topics highlights

the need to reinforce design and/or delivery of these topics.

ii. In terms of skills development 90% respondents said their conflict resolution

skills is excellent now whereas 80% said they have acquired very good school

management skills. Likewise 90% reported that they have good leadership

ability now. These reponses reflect substantial improvement in these traits

after training. Majority, however, felt that their monitoring, planning and

resource mobilization skills were not adequate, thus reflecting need for further

training in these areas.

iii. Training contributed to important behavioural changes such as participatory

decision making, supportive attitude on academic matters, etc.

iv. 60% of head teachers had initiated staff development activities in their schools

using in-house expertise for training in pedagogy. Three schools had

introduced subject/grade logbook to record the classroom teaching details. In

addition, some head teachers have initiated school infrastructure improvement

work.

On the basis of the findings of the study, the head teachers training module and

programme will be modified before the follow up training planned in the next

quarter.

Output 1.3: 20 School Management Committees’2 capacity built to develop school

improvement plan and to improve school effectiveness and accountability.

1.3.1. Finalization of SMC Training Module:

Based on the review of the existing training modules and findings of the study on

SMCs, a training module for SMCs of secondary schools was developed and pilot

tested in a week long training workshop in 2009. Follow up visits to the project and

cluster schools revealed that there is a need to enhance the understanding about the

roles and responsibilities of the SMC members. Moreover, the SMC formation

process was also found flawed due to unclear SMC policy of the past. SMC members

also lacked organizational skills and records keeping skills. Based on these findings,

the SMC Module was revised in February 2010 to address these needs. After the first

round of training of SMCs in March 2010 the final revisions were again made. The

2 Original target was 10.

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final training module (see Annex F) is being translated into Urdu, by DEE on their

own initiative so that the SMC members would be able to use this for future reference.

They plan to complete the translation by August 2010.

1.3.2. Mobilization of SMCs:

During the reporting period 15 meetings with SMCs of the 5 project schools (2 from

previous project) have been held to ensure effective functioning of the SMCs.

Initially some SMCs were found inactive due to lack of interest of the school

management and also of the SMC members to participate in school affairs. Some

head teachers were resistive and not interested to involve community in their school

affairs. However, regular meetings with the SMCs and dialogues with the head

teachers have resulted change in their mindset. The project interventions have

produced a number of visible outcomes. For example, now complete record of

project supported 20 SMCs and theirs members are with Muzaffarabad District

Education Office. Most of the SMCs are now actively involved in assisting the

schools in terms of resolving land disputes, overseeing the construction work and

planning for the school development. There is a close coordination between SMCs

and UNESCO team looking after the construction work. And, all the 20 middle and

secondary schools have functional SMCs with representation both from the

community and parents. More work and continued support are needed for sustained

community and parents participation and scaling up of the work across the Azad

Jammu and Kashmir.

1.3.3. Capacity building of SMC members:

In partnership with the DEE six 3-days training workshops were planned to train 140

members from 20 SMCs on their roles and responsibilities. In February 2010, four

workshops were organized and 89 SMC members, including 25 women, from 14

SMCs trained. In April 2010 two workshops were organized for the remaining six

SMCs. 40 SMC members, including four women, attended in the workshops at

Moolia and Maina Bandi High Schools. Out of the target to train 140 members, 129

(92%) was achieved. Twenty-two per cent (29 out of 129) participants were female.

Eleven members did not attend the training. As a result of the training, the SMC

members have developed good understanding of SMC functions, school development

plans, gender in education and resource mobilization. A one-day follow up training

will be organised in the next quarter subject to the availability of balance funds.

1.3.4. Development of PAK Government Policy for SMC:

SMC training (last round) in Maina Bandi SMC Workshop at GMS Chattian: 5 March

2010

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In 2009, UNESCO in coordination with the DoE assisted the Department of

Education in development of a Policy for School Management Committee for

secondary schools. The Policy submitted in October 2009 has been approved and

notified by the President of Azad Jammu & Kashmir on 26 May 2010. The

notification letter is in Annex G.

Key issues and challenges faced:

1. The Contractors, Orakzai Construction and MSA, have not been able to meet the

construction schedule despite follow-ups. As the delay is due to the failure of the

contractors to meet the deadline without valid justification, both contractors will be

made liable for liquidated damage as per the contract.

2. Limited capacity of DEE to engage with multiple organizations involved in teacher

training and consequential delays in securing agreements on project activities.

3. Frequent transfer and unavailability of key government officials namely Secretary of

Education and Director of Public Instructions (Secondary) also delayed notification of

the SMC policy framework.

4. Security situation resulting in limited staff presence in Islamabad office and periodic

restrictions on field movement of field based staff has adversely affected

implementation pace.

Objective 2: To strengthen Technical and Vocational Education and Training (TVET)

system with a focus on standardised construction skills training to youth

and adults.


Output 2.1.: TEVTA has skills development policy, strategies, plans, and skills standards for 2

priority construction trades.

2.1.1. Skills development policy, strategies and plans:

a. Follow up with PAK TEVTA on implementation of the skill development policy,

strategies and plans developed with project assistance are being made. Progress

so far has been very slow because of human and financial resource constraints

faced by PAK TEVTA. To mitigate the problems to some extent, UNESCO

provided services of a short term national consultant for 6 weeks from 18 May to

30 June 2010 to assist PAK TEVTA in the implementation of recommendations of

various UNESCO interventions. The consultant, based at TEVTA headquarters

Muzaffarabad, worked in close association with TEVTA officials to build their

capacity, help them identify strengths and problems and no-cost or low cost

solutions to some of the problems. The following were achieved:

i. Strengthened existing student assessment system by training 8 TVET teachers

and TEVTA officials on techniques of setting test papers in a 3-day workshop.

The training covered development of table of specifications based on

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instructional objectives, development of test items, and selection of test items

on the basis of table of specifications.

ii. Strengthened monitoring and evaluation capacity by providing on-the-job

training to the Assistant Director M & E. The training areas covered

development of registration criteria for private institutions, roles and

responsibilities of various officials such as Director, Principals, and Heads of

Departments of TEVT institutions. Monitoring visits to various TVET

institutions were part of the training. After the visit the official prepared

reports on his findings.

iii. Proposed a cost effective institution/cluster based teachers training model for

training in pedagogy, which can be implemented by TEVTA with minimal

cost.

iv. Guidelines for optimal utilization of available equipment, selection of training

equipment, maintenance of general record about the condition and repair of

equipment were developed. PAK TEVTA will share these guidelines with

TVET institutions under its jurisdiction.

2.1.2. Skills standards for 2 trades: masonry and carpentry:

a. Skills Standards and Curricula in Building Carpentry: The skills standards and

training curricula developed by an international expert on carpentry skills

standards from Gambia in 2009 were desk-reviewed by a team of experts at

National Society for Earthquake Technology NSET with respect to integration of

seismic safety considerations. After the revision, the document was once again

reviewed by NSET to ensure that all seismic safety related competencies are fully

incorporated. The standards and curricula are being submitted to National

Vocational and Technical Education Commission (NAVTEC) for endorsement.

b. Skill Standards and Curricula in Masonry: A Sri Lankan expert on masonry skill

standards was fielded from February to March 2010 to assist PAK TEVTA and

NAVTEC to develop skills standards and curricula for Mason (Brick, Block and

Stone Masonry). In order to ensure that seismic safety requirements are integrated

into the standards and curricula, NSET’s technical services were used. NSET

expert and Sri Lankan expert worked as a team for a week.

The Sri Lankan expert reviewed skill

standards procured by UNESCO from

Sri Lanka, under a different project, and

held technical meetings with the key

stakeholders. A 2-day Developing a

Curriculum (DACUM) Workshop was

organized from 23 to 24 February 2010

to identify the tasks and sub-tasks related

to brick, block and stone masonry.

Sixteen experts comprising NSET

expert, working masons, mason cum

petty contractors, supervisors and senior

supervisors of construction work and Presentation of Draft Skill Standards

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civil engineers having seismic resistant construction experience from earthquake

affected areas, participated in the workshop. The workshop was followed by a 4-

day Task Analysis Workshop held from 3 to 6 March 2010. Based on the outputs

of the two workshops, the consultant developed competency standards and

curricula for brick, block and stone masonry work. The draft skill standards and

curricula were then presented to a group of stakeholders comprising experts from

Civil Technology Faculties of three Colleges of Technology, representatives of

Punjab and PAK TEVTAs, and members of All Pakistan Contractors Association.

Based on the feedback the draft was revised before submission to UNESCO. The

final drafts of skills standards and curricula were once again reviewed by NSET to

ensure that all requisite elements for seismically safe construction are covered.

UNHABITAT played a significant role in organization of DACUM Workshop

and Task Analysis Workshop as a partner to the standards development process.

2.1.3. Training module and training plan for capacity building of TVET Managers and

heads of TVET Institutions:

Based on the feedback of the training workshop held in October 2009 and other

comments, the training material for Training of TVET Managers and Administrators

were modified. However, the modified materials still do not meet the required

standards; hence they are being revised.

Output 2.2: 50 youths and adults would have benefited from standard

construction related skill training.

2.2.1. In view of non availability of training facility (training workshop) within existing

TEVTA institutions and lack of project budget to finance construction of

workshops, the training plan is on hold as reported in 2009.

2.2.2. NAVTEC have been taken on board from the very beginning for possible support

for training because PAK TEVTA is financially constrained. Follow up by PAK

TEVTA with NAVTEC and the issue of training venue has not started.

Output 2.3: TEVTA has Strategies and plans for encouraging private sector involvement,

promoting Industry-Institution Linkages and for popularization of TVET as a

decent education and career option.

2.3.1. Round Table Meetings focusing on two significant issues in TVET: a) Promoting

Industry-Institution Linkages and b) Popularization of TVET as a Decent

Education and Career Option were held from 20 to 21 April 2010 in Muzaffarabad

under the auspices of PAK TEVTA. The Advisor to the Prime Minister PAK on

Technical and Vocational Education and Training inaugurated the event. Twenty-

six experts representing various stakeholder groups such as industry, training

providers, provincial and PAK TEVTAs and ILO participated. The Chairman

PAK TEVTA was present most of the time during 2 days event. Seven papers on

the roundtable themes were presented and discussed and recommendations for

promotion of industry-institution linkages and popularization of TVET were

formulated. The report is being edited and will be available in next quarter.

2.3.2. Work related to formulation of Policy, Procedures and Plans for establishment of

Guidance and Placement Centres at PAK TEVTA headquarters and at selected

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TVET institutions is still on hold due to budgetary constraint resulting from

increase in the construction cost.


1. Finalization of training module for capacity building of TVET Managers and Heads

of TVET institutions is delayed due to the quality issues which have persisted in

subsequent revisions.

2. Non availability of existing institutional facility for training in masonry and carpentry

and large investment needed for development of new facility.

3. PAK TEVTA is faced with financial and staff constraints affecting its implementation

capacity.

4. Security situation resulting in limited staff presence in Islamabad office and periodic

restrictions on field movement of field based staff has adversely affected

implementation pace.

Objective 3: To strengthen teacher training policy and practices of Department of

Education.


Output 3.1: Teacher training policy and practices updated to strengthen the quality of

teacher training.

3.1.1. Promotion of ICT in Education related work:

a. Diagnostic Study on ICT in Education carried out in collaboration with DoE in

2009 had recommended establishment of Technology Integration Unit for

promotion of ICT in education. The Government Taskforce on ICT, formed on

the recommendation of the report, however, developed a proposal for

establishment of Directorate of Information and Communication Technology at a

total cost of Rs. 71.674 million and submitted to UNESCO last year for funding.

UNESCO responded by suggesting establishment of a small ICT integration unit

within the Education Department as recommended in the study. The proposal is

still under consideration of the Education Department.

b. Inter-departmental arrangement through memorandum of understanding

/agreement for sustainable arrangements between DEE and Girls High School

Nalochi for use of the ICT Teacher Training cum Student Learning Centre is at

the final stage as both parties have finally agreed to the terms of partnership. This

activity, which had started in July 2009, took a lot of follow-up work to bring the

relevant offices together. In February 2010, a meeting was held with the

Secretary Education (Schools) along with major stakeholders to expedite action.

As a result, the Secretary Education constituted a committee under the

chairmanship of DPI (Secondary) with Director Education Extension and the

Head Teacher Girls High School Nalochi as members, to propose the management

and cost sharing arrangements. Unfortunately Secretary Education, Director

13

Education Extension and DPI (Secondary) all were either transferred or retired

from their positions and progress was stalled despite vigorous follow up by the

project. During the month of March 2010 another meeting was held with the

newly appointed DEE and DPI to expedite action. Two more meetings in April

and May were held and the parties arrived at agreement.

c. Signing of an agreement between UNESCO and Intel for partnership for training

of a cadre of ICT Teacher Trainers and to train teachers in project schools is still

underway. The revised target for signing of the Memorandum of Understanding

was February 2010 but it has been delayed due to the legal and procedural

requirements of UNESCO and Intel. A Letter of Agreement between UNESCO

and Intel under the framework of existing global Memorandum of Agreement

between UNESCO HQ and Intel is under process. A draft letter of understanding

sent to Intel in the last week of April is being reviewed by their legal division.

d. As part of Intel-UNESCO collaboration, Intel is delivering 15 sets of computer in

July for Nalochi ICT Teacher Training and Student Learning Centre. The

computers already provided to the Centre will be transferred to one of the project

schools.

e. UNESCO in partnership with the DEE conducted a baseline survey of teachers for

introduction of ICT in education in the school clusters surrounding five schools

receiving infrastructure development support from this project and Earthquake

Response Programme. The assessment questionnaire was developed and field

tested at a government high school in Muzaffarabad. The questionnaire was

modified on the basis of the test findings and sent to 15 government high schools,

proposed for training of ICT Teachers in partnership with Intel, in PAK (12

schools) and Khyber Pakhthun-Khwa3 (3 schools). Total 12 schools responded to

the questionnaire (3 from KPK and 9 in PAK). Findings of the study will shape

design of ICT teachers training programme. The report is being edited and

finalized. Some of the key findings (draft) are:

i. The study validated the hypothesis that the teachers in the sample middle and

secondary schools have very low level of ICT skills particularly in the use of

computers, and have seldom used these as means of enhancement of teaching

and learning. Only 12% of the teachers have had formal computer education

and training but they were not using computers for teaching and learning.

However, teachers unanimously acknowledged the importance of ICT

integration into teaching practice to motivate teachers and students and

improving teaching and learning process. Improvement of student assessment

was seen as another benefit of such integration. Most importantly the teachers

are willing to develop ICT related competencies.

ii. Most common impediments to the use of ICT in teaching and learning are

high cost of computers, shortage of computer labs and equipments and lack of

knowledge and skill of using computers.

3 Formerly North West Frontier Province.

14

f. During the reporting period additional 28 computer and peripherals for school ICT

centres were acquired. They will be distributed and installed at the schools as

soon as construction of the school buildings is completed.

3.1.2. Development of Teacher Education Policy and In-service Teacher Training

Strategy in PAK started from 19 March 2010 and successfully completed in April

2010. An international teacher education and training expert assisted PAK

Government in this task. Meetings with PAK Minister for Schools and her

Executive Officer, Joint Educational Adviser for Policy and Planning of Pakistan

Government’s Federal Ministry of Education, and USAID project officials

involved in teacher education were held before the commencement of field work.

Secretary of Education (Schools) constituted a working group to interact with the

consultant for development of the policy framework and plans. Several

consultative meetings with the working group and one one-day workshop with the

key education officials were carried out. As a result, a Situation Analysis – Status

Report on Teacher Education and Professional Development in PAK was prepared

and submitted to the Department of Education (see Annex H).

In the course of discussions with PAK officials and the working group, the scope

of the consultant’s work was modified to produce a Plan of Action to implement

GoP National Education Policy 2009 instead of developing a policy document

because PAK decided to follow Pakistan Government’s National Education

Policy. Accordingly, In-Service Teacher Education Strategy and Plan of Action,

The State of Azad Jammu and Kashmir 2010-2015 (see Annex I) was prepared

and submitted to the DoE for endorsement as officialised document. This

initiative was noted as unique and appropriate by the Joint Education Adviser for

Policy and Planning, Ministry of Education, Government of Pakistan.

UNESCO is exploring possibility of supporting the implementation of the action

plan from One UN Education Joint Programme.

Output 3.2: An action plan based on findings and recommendations of Diagnostic Study

on Technical and Vocational Education in Secondary Schools.

As a result of rigourous follow-up of UNESCO, the DoE constituted an Experts

Committee on 11 February 2010 to examine the report – a study jointly funded from the

project and regular budget - and suggest measures for implementation of its

recommendations. First meeting of the Committee was held on 19 February 2010 which

made preliminary review of the report. Further meetings and progress in the matter is

awaited.


1. Difficulty in identifying suitable experts for up-stream work such as teacher training

strategic framework delayed the progress.

2. Financial constraints and weak inter-organizational collaboration delayed

formalization of arrangements for ICT Teacher Training and Student Learning

Centres.

15

3. Slow progress on implementation of the recommendations of diagnostic study of

technical stream in secondary schools.

Photo dossier of project activities reported above is in Annex J.

Other Achievements:

1. Integration of Seismic Resistant Design and Construction Components in Diploma of

Associate Engineer (Civil) Curricula: One of the project staff assisted in development of

the Terms of Reference for Phase 3 technical mission, starting on 21 June, and facilitated

the mission work to finalise integration of seismic contents in the Diploma of Associate

Engineer - Civil curricula and to train teachers for delivery of seismic course contents.

Procurement of training equipment for distribution to the polytechnics and colleges of

technology offering DAE-Civil is in process. The mission and the procurement are

funded from One UN Disaster Risk Management project 238-PAK-1005.

2. Construction Work under Earthquake Response Programme: The project team is

supporting completion of the remaining construction work of two high schools and two

TVET training workshop buildings at Bagh and Hajeera under Earthquake Response

Programme, by providing technical support and supervision. The TVET workshops have

been completed excepting a few minor finishing work. Likewise, Government

Centennial Model High School Moolia is nearly complete. The entire work will be

completed by August 2010.

D. Plan for the Next Quarter

1. Completion of foundation work of GBHS Gunchattar and library and laboratories at

GBHS Noorpur Nakran.

2. Commencement of work at superstructure of three schools; GGHS Sharian, GGMS

Khilla, and GBHS Gunchattar.

3. Follow up on teacher education and in-service teacher training Plan of Action for

issuance of government notification.

4. Organize follow-up training for the participants of head teachers training.

5. Follow-up training of SMC members.

6. Institutionalize the SMC and Head Teachers Training Module as the core training

materials of the DoE PAK.

7. Finalization of partnership with Intel and prepare a plan for training of teachers on ICT

in education.

8. Finalise the training module for TVET Managers and Administrators.

16

9. Continue following up of findings/recommendations of the study on Technical

Vocational Education in secondary schools.

10. Distribute furniture and equipment – computers, furniture, science kits, etc. to completed

schools.

E. Financial Status

The provisional financial report as of 30 June 2010 is as follows:

Funding Source Contribution

USD

Expenditure

USD

Implemen

-tation

Rate %

Total

Available

USD

Revenue

from

Interest

USD

ZBANCHF 1,210,312.00 1,195,203.88 98.71% 15,551.124 10,830.00

UNESCO (Regular

Programme)

47,240.17 47,240.17 100% - -

The total income is USD 1,210,755.005 including the interest revenue USD 10,830.00. The

cumulative expenditure incurred is 1,195,203.88 (98.71%). Certified detailed statement of

expenditure will be issued by UNESCO Headquarters.

*****

4 Inclusive USD443 interest revenue, which is yet to be recorded as project budget.

5 USD443 interest revenue will be added to the project budget in the next budget revision. Until then

programme budget will remain USD1, 210,312.00 instead of USD1,210,755.00 total revenue.

1

Annex A

MATHEMATICS KIT FOR CLASS VI - X

S. N. Name of Items Quantity

1 Thinking Wheel 2 Nos.

2 Thinking Board 1 No.

3 Formula Card a(a+b) 1 Set

4 Formula Card (a+b)2 1 Set

5 Formula Card (a-b)2 1 Set

6 Formula Card (a+b) (a+c) 1 Set

7 Formula (a+b) (a-c) 1 Set

8 Formula Card (a+b+c)2 1 Set

9 Chal Hat Model 1 No.

10 Graph Model-I 1 No.

11 Graph Model-II 1 No.

12 Direct Number Operation Card 5 Nos.

13 Model of Vertical Angel 1 No.

14 Packing Box 1 No.

15 Square Pieces 1 Pkt. of 100

16 Rectangle Model 1 Set of 3

17 Parallelogram Model 1 Set of 3

18 Trapezium Model 1 Set of 3

19 Sectors of Circles 1 Set of 16

20 Model Pythagorean (I) 1 Set of 4

21 Model Pythagorean (II) 1 Set of 11

22 Sum of Angles a Triangles Model 1 Set of 4

23 Model of Polygons 1 Set of 3

24 Geometrical Figures 1 Set of 180

25 Sum of lengths of slides of triangles 1 Set

2

SCIENCE KIT FOR MIDDLE SCHOOL


1 Bulbs 12 Nos.

2 Connecting Wire Dia 0.5mm 20 Meters

(1pkt)

3 Enameled Copper Wire Coils 4 Nos.

4 Galvanometer 1 No.

5 Resistance Wire Dia 0.25mm 5 Meter

6 Bar Magnets 1 Pair

7 Compass 3 Nos.

8 Enameled Copper Wire Dia 0.1mm 250 Grams

9 Concave Mirror 2 Nos.

10 Glass Prism 2 Nos.

11 Lens, Plano Convex 2 Nos.

12 Lens Double Concave 2 Nos.

13 Magnifying lens with handle. Dia 75 mm 2 Nos.

14 Wire (Copper, Steel, Brass) 26-SWG 5 Mtr. Each

15 Mirror Strip 150x40x3 mm 1 No.

16 Thermometer (Alcohol) 3 Nos.

17 Measuring Tape (Plastic, Length 6ft ) 1 No.

18 Stop Watch Digital Imported 2 Nos.

19 Glass Slab, 40x75x12 mm 1 No.

20 c) Red Litmus Paper 2 Packets

each d) Blue Litmus Paper

21 Filter Paper Dia 9cm 1 Packet of

100 Sheets

22 Atomic Model as per sample 2 Nos.

23 Packing card board box 9x12x12 Inches 1 No.

24 Packing lists 2 Nos.

3

PHYSICS EQUIPMENT FOR HIGH SCHOOLS


1 Vernier Calipers 6” 10 Nos.

2 Micro Meter 25mm 10 Nos.

3 Glass Prism 2”x2”x2” 15 Nos.

4 Convex Lens 15to30 focal length 15 Nos.

5 Free fall apparatus with brass Pulley 10 Nos.

6 Grave Sands apparatus complete 10 Nos.

7 Helical Spring app with 250gm slotted 15 Nos.

8 Glass Slab 3”x2” 15 Nos.

9 Physical balance with box 4 Nos.

10 Meter Rod full size wooden 15 Nos.

11 Stop Watch Digital Imported 10 Nos.

12 Pendulum bob ½”, ¾” x 1 set of 3 (Brass) 10 Nos.

13 Angles Iron apparatus 1-1/2” meter long with steel ball

complete set

5 Sets

14 Drawing Board 12”x16” Popular wood 15 Nos.

15 Lens Stand Steel 10 Nos.

16 Mirror Stand Steel 10 Nos.

17 Needle Stand with Needle 10 Nos.

18 Lens Holder Steel 10 Nos.

19 Wooden Wedge 10 Nos.

21 Fix Pulley Apparatus 10 Nos.

22 Wooden Bridge 10 Nos.

23 Brass Cylinder (set of 3) 10 Nos.

24 Resonance tube apparatus 6 Nos.

25 Drawing pins 10 Pkts

26 Common Pins 10 Pkts

27 Bar Magnet 4” 10 Nos.

28 Compass 18mm 10 Nos.

29 Optical bench complete 10 Nos.

30 Plumb line 10 Nos.

31 Horizontal Plan 6 Nos.

32 Spring Balance 1000gm 10 Nos.

33 Mirror Strips 15 Nos.

34 Hypsometer 6 Nos.

35 Metallic Bob 10 Nos.

36 Cork (Rubber) Different sized 4 Doz.

37 Tuning Fork (Original) (480-572) 10 Nos.

38 Rubber Pad 10 Nos.

4


39 Convex lens 15 – 30cm focal length 15 Nos.

40 Concave Lens 15 Nos.

41 Eureka wire 4 Mtr.

42 Volt-meter 2 Nos.

43 Ammeter 2 Nos.

44 Resistance box 10000 ohms 2 Nos.

45 Connecting wires 50 Mtr.

46 Key One Way 10 Nos.

47 Battery (6volts) 2 Nos.

48 Galvanometer 2 Nos.

49 Circular Coil fitted with wooden board 4 Nos.

50 Rheostat 200 ohms 2 Nos.

51 Semi-Conductor Diodes 3 meter 2 Nos.

52 Milli-Ampere Meter 2 Nos.

53 Variable power supply 2 Ampere 0-9 volt 1 No.

5

CHEMISTRY EQUIPMENT FOR HIGH SCHOOLS


1 Copper Sulphate 2 Lbs.

2 Alum Potash 2 Lbs.

3 Hydrochloric Acid Concentrate 250 ml.

4 Sodium Hydroxide 250 ml.

5 Sulphuric acid 250 ml.

6 Ammonium Chloride 250 ml.

7 Calcium Carbonate 2 Lbs.

8 Beaker 100ml Borosilicate Glass Transparent 12 Nos.



11 Conical Flask 250 Borosilicate Glass Transparent 10 Nos.

12 Flat Bottom Flask 250ml Borosilicate Glass Transparent 10 Nos.

13 Round Bottom Flask 250ml Borosilicate Glass

Transparent

10 Nos.

14 Balance Digital 0 to 100gms 5 Nos.

15 Litmus Paper (Red) 10 Pkts

16 Litmus Paper (Blue) 10 Pkts

17 Sprit lamp glass 150ml 10 Nos.

18 Glass tubing assorted sizes 10 kg.

19 Burette graduated 50ml 10 Nos.

20 Pippete 10ml 10 Nos.

21 Thermometer Fahrenheit 10 Nos.

22 Sulphar 6 Lbs.

23 Carbon Disulphide 1 Litre

24 Woulf bottle 250ml 10 Nos.

25 Thistle funnel 15 Nos.

26 Cork Borer set of 3 Brass 10 Sets

27 Cork Rubber Different sizes 20 Nos.

28 Wire Gauze 4”x4” 10 Nos.

29 Iron Stand large size superior 10 Nos.

30 Burette stand Metallic F-type 10 Nos.

31 Capillary tube different sized 4 Pkts.

32 Fusion tubes G. Glass 4 Pkts.

33 Glass stirrer 10 Nos.

34 Tripod stand 5” high 10 Nos.

35 Funnel 4” Dia 10 Nos.

6


36 Dish 35cc 10 Nos.

37 Dish 60cc 10 Nos.

38 Filter paper 9 cm dia 15 Pckts

39 PH paper 1-14 BDH roll 6 Nos.

40 Test tubes 16x150mm Borosilicate Transparent Glass 2 Dozen

41 Test Tubes stand wooden 10 Nos.

42 Phenolphthalein 50gms.

43 Methyl Orange 50gms.

44 Test tube holder 10 Nos.

45 Dish Holder Iron tongue 6 Nos.

46 Iron Dust 2 Lbs.

47 Zinc Metal 2 Lbs.

48 Water Tub Plastic 10 Nos.

49 Gas Jar lid with hole 20 Nos.

50 Gas Jar Lid without Hole 20 Nos.

51 Beehive Shelve 10 Nos.

52 Sodium Chloride 250 ml.

53 Oxalic Acid 250 ml.

54 Mathelated Sprit 4 Liter

55 Potassium Permanganate 400 ml.

56 Iodine 100gms.

57 Electrodes as per sample 3 Zinc + 3 Copper 6 Nos.

58 Key Two way 10 Nos.

59 Bulb 10 Nos.

60 Volumetric Flask Borosilicate Transparent Glass 2 Nos.

61 Periodic Table (Chart) 2 Nos.

62 Potassium Sulphate 2 Lbs.

63 Aluminum Sulphate 2 Lbs.

64 Nitric Acid 250 ml.

65 Sodium Zeolite 1 Lbs.

66 Iron Filling 2 Lbs.

67 Triangular file 6 Nos.

68 Round file 6 Nos.

69 Graduated Cylinder 25ml Borosilicate Glass Transparent 6 Nos.

70 Graduated Cylinder 50ml Borosilicate Glass Transparent 6 Nos.

71 Graduated Cylinder 100ml Borosilicate Glass

Transparent

6 Nos.


73 Benzene 250 ml.

7


74 Acetone 400 ml.

75 Potassium Chloride 250 ml.

76 Acetic Acid 250 ml.

77 Calcium acetate 1 Lbs.

78 Sodium Carbonate 2 Lbs.

79 Potassium Hydroxide 2 Lbs.

80 Sodium Bicarbonate 2 Lbs.

81 Wax 3 Lbs.

82 Copper Oxide 1 Lbs.

83 Lead acetate 1 Lbs.

84 Ferrous Sulphate 1 Lbs.

85 Silver Nitrate 25gms.

86 Cadmium Chloride 250 ml.

87 Magnesium Ribbon 4 Nos.

88 Calcium Hydroxide 250 ml.

89 Plaster of Paris 2 Lbs.

90 Candle 20 Nos.

91 Hydrogen Peroxide 400 ml.

92 Magnesia Dioxide 2 Lbs.

93 Potassium Chloride 2 Lbs.

94 Ammonium Hydroxide 2 Lbs.

95 Turmeric Paper 10 Pkts.

96 Carbon Tetra Chloride 300ml 300 ml.

97 Gas Jar 20 Nos.

98 Thermometer Centigrade 10 Nos.

99 Doctors Thermometer 5 Nos.

8

BIOLOGY EQUIPMENT FOR HIGH SCHOOLS


1 Compound Microscope L-101 with wooden box 4 Nos.

2 Prepared slide of Bacteria set of 3 2 Set

3 Prepared slide of Chlymadomanas 2 Nos.

4 Prepared slide of spirogyra 2 Nos.

5 Prepared slide of Dicot stem 2 Nos.

6 Prepared Slide of Ameoba 2 Nos.

7 Prepared slide of Paramecium 2 Nos.

8 Prepared slide of Mosquito set of 4 2 set

9 Prepared slide of Mitosis set of 5 2 Nos.

10 Prepared slide of Mitosis set of 12 2 Nos.

11 Prepared slide of Brasica Root 2 Nos.

12 Prepared slide of Brasica Stem 2 Nos.

13 Prepared Slide Brasica leaf 2 Nos.

14 Prepared slide of Funeria 2 Nos.

15 Preserved specimen of jelly fish in glass slab china 1 Nos.

16 Preserved Specimen tape worm in glass slab made 1 Nos.

17 Preserved specimen of Snail in glass slab 1 Nos.

18 Preserved Specimen of starfish in glass slab 1 Nos.

19 Preserved Specimen of sea urchin in glass slab 1 Nos.

20 Preserved Specimen of sea horse in glass slab 1 Nos.

21 Prepared slide of Euqleua 3 Nos.

22 Preserved specimen of Dog fish in glass slab 1 No.

23 Preserved Specimen of Cuttle fish in glass slab 1 No.

24 Preserved Specimen of Naries in glass slab 1 No.

25 Prepared slide of plasmodium 1 No.

26 Prepared slide of monocot stem 2 Nos.

27 Prepared slide of animal & plant tissues 2 Nos.

28 Prepared slide of monocot root 2 Nos.

29 Plane glass slide per packet 4 Pkts

30 Cover slip 18x18mm 6 Pkts

31 Dissecting Box Large size 6 Pkts

32 Test Tube 12x100mm Bomax (Original) 4 Doz

33 Test Tube 25x150mm Bomax (Original) 2 Doz

34 Gennous Photometer with stand 2 Doz

35 Glass Dropper 6 Nos.

9


36 Model of Amoeba Plastic 1 No.

37 Model of Pitcher plant set 1 Set

38 Petri Dish 100m 10 Nos.

39 Iodine 500gms

40 Test Tube stand wooden 10 Nos.

41 Prepared slide of sporangia 2 Nos.

42 Glycerin 250 ml

43 Human Skelton Plastic 1 No.

44 Model of Human Teeth (set) 1 No.

45 Model of Human Heart Plastic 1 No.

46 Model of Human Eye Plastic 1 No.

47 Model of Human Kidney Plastic 1 No.

48 Bell Jar 2 Nos.

49 Vacuum flask imported 2 Nos.

50 Magnifying glass imported 6 Nos.

51 Cotton 2 Roll

52 Dissecting dishes with wax 2 Nos.

53 Glass Funnel 3” Dia wheel brand 10 Nos.

54 Cobalt Chloride Paper 10 Nos.

55 Eosin Solution 500ml

56 Human “Brain Model Plastic 1 No.

57 DNA Model 1 No.

58 Benedicts Solution 500ml

59 Fehling’s Solution A.B 500ml

60 Biology Charts set of 10 2 set

61 Dissecting Microscope 4 Nos.

1

Annex B

Furniture Delivered to GGMS Khila

S.N. Item Qty

Student Furniture

1 Desk D3 Class 9 & 10 0

2 Desk D2 Class 6 to 8 10

3 Bench B-3 Class 9 & 10 0


Teachers Furniture

5 Principal Chair 1

6 Principal Table 1

7 Visitor Chairs (Without Arms) 6

8 Teachers Chairs (With Arms) 8

9 Table for Teachers (Teacher/ Office table) 8

10 Clerk Chair (With Arms) 1

11 Clerk Table (Teacher/ Office table) 1

12 Support Staff Chairs (With Arms) 2

13 Steel Cupboards, 22 Gauge. 6x3x1.5' 2

14 Chairs for Staff room (With Arms) 0

15 Table for Staff room 0

Others


17 Tables (Laboratory Table 1) 3

2

Furniture Delivered to GBHS Gunchattar

S.N. Item Qty

Student Furniture




4 Bench B-2 Class 6 to 8 34

Teachers Furniture

5 Principal Chair 1

6 Principal Table 1










Furniture for ICT Centers

16 Computer tables 14

17 Computer Chairs 14

18 Carpet 32x22 Feet (704 Sq ft) 2

19 Window Blinds/ Curtin 0

20 Steel Cabinet 2

21 White boards with stands 1

Others



3

Furniture Delivered to GGHS Sharian

S.N. Item Qty

Student Furniture





Teachers Furniture

5 Principal Chair 1

6 Principal Table 1










Furniture for ICT Centers

16 Computer tables 14

17 Computer Chairs 14

18 Carpet 32x22 Feet (704 Sq ft) 2

19 Window Blinds/ Curtains 0

20 Steel Cabinet 2

21 White boards with stands 1

Others



Reconstruction of Education System in Earthquake Affected Areas of Azad Jammu and

Kashmir, 570-PAK-1001

Pilot Anthropometric Study

Selected Six Middle and Secondary Schools

in

Muzaffarabad and Hattian Bala Districts

of

State of Azad Jammu and Kashmir

Conducted by

Adult Basic Education Society March 2010

Annex C

ii

Department of Education, Government of Azad Jammu and Kahsmir and UNESCO gratefully

acknowledge the financial support of the Zayed Bin Sultan Al Nahayan Charitable and

Humanitarian Foundation, United Arab Emirates.

iii

Table of Contents

Chapter 1: The Study 1 1. Background 1

2. Objective of the Study 1

3. Methodology 2

3.1. Preparation Phase 2

3.1.1. Tools used for Data Collection

3.1.2. Designing of Data Collection Formats

3.1.3. Data Collection Teams

3.1.4. Identifications of New Schools

3.1.5. Finalization of Schools for Anthropometric Data Collection

3.1.6 Notification from Department for Permission and Facilitation

3.1.7. Orientation of Data Collection Team

3.2. Data Collection Process and Methodology 3

3.2.1. Project Orientation at Field level

3.2.2. Sampling

3.2.3. Data Verification

3.3. Data Analysis 4

3.4 Study Limitation 4

Chapter 2: Analysis and Report 5

1. Sample Coverage 5

2. Students’ Measurement 5

2.1 Government Girls High School Sharian 5

2.2 Government Girls Middle School Khilla 6

2.3 Government Boys High School Sharian 7

2.4 Government Boys High School Gunchattar 8

2.5 Government Girls Middle School Gunchattar 9

2.6 Government Boys Middle School Bandi Tanolian 10

2.7 Cumulative Analysis - All Six Boys and Girls Schools 11

3. Overall Distribution of Ages in Each Grade 13

3.1 Male Students Percentage Distribution of ages in Each Grade 13

3.2 Female Students Percentage Distribution of ages in Each Grade 14

4. Recommendations for Furniture Design 16

5. Challenges and Adjustments 18

6. Conclusion 19

7. Annexure

Annexure 1: Data Collection Format 1




Annexure 5: Permission for Anthropometric Survey

iv

Tables

Table-1 School wise detail of the Students

Table-2 Measurements of Students of Government Girls High School Sharian

Table-3 Measurements of Students of Government Girls Middle School Khilla

Table-4 Measurements of Students of Government Boys High School Sharian

Table-5 Measurements of Students of Government Boys High School Gunchattar

Table-6 Measurements of Students of Government Girls Middle School Gunchattar

Table-7 Measurements of Students of Government Boys Middle School Bandi Tanolian

Table-8 Cumulative Measurements by Age

Table-9 Overall Percentage Distribution of ages in Each Grade

Table-10 Male Students Percentage Distribution of ages in Each Grade

Table-11 Female Students Percentage Distribution of ages in Each Grade

Table-12 Standard Height

v

Acronyms

ABES Adult Basic Education Society

AJK Azad Jammu and Kashmir

Cm Centimeter


HH Hip Joint Height

Hp-Hd Hip to Head height

HW Hip Width

Kg Kilogram

KH Knee Joint Height

SD Standard Deviation

SH Standing Height

SHW Shoulder Width

1

Chapter 1: The Study

1. Background

The earthquake of 8 October 2005 caused massive damage to the educational infrastructure in

various districts of Azad Jammu and Kashmir (AJK) and Khyber Pakhtunkhwa (formerly North

West Frontier Province). The rehabilitation and reconstruction work is progressing. Apart from

reconstruction of school infrastructure itself, work needs to be done in supplementary areas in the

form of meeting the required number of teachers; capacity building of education officials; rapid

reorientation and relevant training of teachers; curriculum reviews; provision of learning materials;

community mobilisation and organisations and rehabilitation of central and field based resource

centres.

The rehabilitation scenario thus demands concerted efforts involving remedial measures from the

government, international/national NGOs and communities to pool their wealth of resources --

financial, human and skills related to help the situation towards quality improvement.

As part of rehabilitation efforts, UNESCO facilitated construction of three government schools (two

secondary and one middle school under 570-PAK-1001 and two high schools under Earthquake

Response Program) in Muzaffarabad, Hattian Bala (previously part of Muzaffarabad District) and

Abbottabad Districts. Besides the provision of basic infrastructure, UNESCO is providing standard

furniture according to the school needs to make school environment more conducive for learning as

well as safe.

In view that the classroom furniture should be made to the size of the students and that no reference

document on Pakistan standards on student measurements was available, the project decided to

conduct anthropometric survey (body measurements of students). The purpose was to design

appropriately sized school furniture and to test and demonstrate the methodology to carry out such

an exercise at a large scale to determine provincial and national standards in future.

2. Objective of the Study

To develop parameters for school classroom furniture design on the basis of anthropometric data

(age, weight, height, etc) of the students of the schools supported by UNESCO.

3. Methodology

To carry out the study, the following steps have been taken:

Step 1: Preparation and designing formats for data collection.

Step 2: Field work - collecting data from target groups

Step 3: Data analysis and report preparation

2

3.1 Preparation Phase

A rapid but comprehensive survey was conducted to make an objective assessment of children in

selected UNESCO project schools as per the format developed by ABES and cleared by UNESCO.

The said instrument incorporated all the relevant information required to achieve the objective. The

following steps were taken to obtain the information from the targeted schools.

3.1.1 Tools used for Data Collection

Data collection tools were designed and finalized in consultation with UNESCO Field Office team in

Muzaffarabad. Equipment such as weighing machine for weight measurement was purchased with

technical and financial support from UNESCO.

3.1.2 Designing of Data Collection Formats

For a comprehensive Anthropometric Survey, different templates were designed to collect the body

measurements of students. The students, pre-primary to secondary, were categorized in four age

groups. The survey formats and categorization of students were developed by using UNESCO

assisted “Primary School Buildings: Standards, Norms and Design” published by The Royal

Government of Bhutan in 1986 as a reference material.

Group Level Age

1. Group-1: Pre-Primary Average Age 7

2. Group-2: Class-1- Class-4 Average Age 11.5

3. Group-3: Class-5- Class-8 Average Age 14

4. Group-4: Class-9- Class-10 Average Age 18

The following 4 formats were designed for the survey:

1. Format for Data Collection of Students in Grade pre primary,

2. Format for Data Collection of Students in Grade 1 to 4,

3. Format for Data Collection of Students in Grade 5 to 8 and

4. Format for Data Collection of Students in Grade 9 to 10.

These formats (See Annexure 1-6) covered a wide range of relevant information required for the

detailed design dimensions.

3.1.3 Data Collection Teams

Two teams were constituted with the following composition to collect data, keeping in view the

required expertise and gender related aspects.

1. 2 social organizers (Male)

2. 2 Social Organizers (Female)

3. 2 Nurses (1 Male and 1 Female)

3.1.5 Notification from Department for Permission and Facilitation

Request letters were written to the District Education Officers (male and female both) for permission

to conduct the survey for the study. Upon receipt of formal permission from the Department of

3

Education the study team approached the schools for data collection. The permission letter is

attached in Annexure 5.

3.1.6 Orientation of Data Collection Teams

Once the data collection tools were finalized, an orientation meeting was organized for the field

teams in Muzaffarabad to develop a common understanding on using the tools and procedure.

During the orientation the survey teams were made aware of:

1. Objectives of data collection

2. Important things to be considered during data collection

3. Rapport building

4. Ethical consideration

5. Taking Measurements

3.2 Data Collection Process and Methodology

3.2.1 Project Orientation at Field level A brief and comprehensive orientation of relevant stakeholders like Head Teachers, Class In-charge/

teachers, and members of School Management Committees (SMCs) was organized in the six schools

prior to data collection. The orientation developed confidence of the school staff and resulted in

their cooperation making the task easy for the team.

3.2.2 Sampling

The geographic focus of the study was determined on the basis of the school construction activity of

the project in Muzaffarabad and Hattian Bala Districts of AJK.

As the furniture design was primarily meant for the three middle and secondary schools being

constructed under 570-PAK-1001, the three schools were selected. To this list three other schools

were added by ABES in consultation with the Education Department of Government of Azad Jammu

and Kashmir (AJK). The following three criteria were considered while selecting the additional

three schools.

1. Equality in the number of boys schools and girls schools

2. Level of school must be middle and high

3. Schools should be adjacent to UNESCO assisted project schools for greater reliability of

study findings

The following six schools were selected as the samples for the study:

1. Government Girls Middle School Khila (Identified by UNESCO), UC Muzaffarabad

2. Government. Boys High School Gunchattar (Identified by UNESCO), UC Muzaffarabad

3. Government Girls Middle School Ghanchattar (Identified by ABES), UC Muzaffarabad

4. Government Boys Middle School Phagal Bandi/ Bandi Tanolian (Identified by ABES), UC

Muzaffarabad

5. Government Boys High School Sharian (Identified by ABES), UC Lamania, Hattian Bala

6. Government Girls High School Sharian (Identified by UNESCO), UC Lamania, Hattian Bala

4

At the beginning the sample size was set at 30% of the total population of each school and from each

grade. But to get more reliable data of the target groups, 50 per cent students were covered in the

bigger schools. Where enrolment was low, 100 per cent students were selected as sample. For

instance, in Girls Middle School Khilla and Girls Middle School Gunchattar all students were

covered, while in other four schools, 50 per cent students were covered.

3.2.3 Data Verification

After data collection, the data were further verified from other available sources e.g., school records

and attendance registers. Particularly, the number of students was verified from the school

attendance register. Standard machines were used to collect weight and heights of the students.

UNESCO field office team also monitored and guided the teams during data collection.

3.3 Data Analysis

All data were collected on the spot and recorded using pre-designed formats. These formats were

given to the operator and entered in the MS Excel sheet. After recording, analysis was done by a

statistician.

3.4 Study Limitation

The study covered only 2 union councils of two districts because the aim was to determine body

measurements of students in UNESCO assisted project schools. The findings cannot be generalized

and used as representative of the whole AJK. However, the methodology and demonstration value

of the study is significant and can be used for scaling up.

5

Chapter 2: Analysis and Report 1. Sample Coverage

The requisite information; Standing Height (SH), Knee Joint Height (KH), Hip Joint Height (HH),

Shoulder Width (SHW), Hip Width (HW), Hip to Head height (Hp-Hd) in centimeters and weight in

kilograms were measured.

Data were collected from population of 503 students; among whom 49 per cent were female and 51

per cent were male students.

Table 1: School wise detail of the Students

School Gender Total

Sampled

Total

Enrolment Female Male

Govt. Boys High School Gunchattar 12 59 71 160

Govt. Boys High School Sharian 0 150 150 319

Govt. Boys Middle School Bandi Tanolian 0 35 35 57

Govt. Girls High School Sharian 140 0 140 288

Govt. Girls Middle School Gunchattar 58 0 58 65

Govt. Girls Middle School Khilla 35 14 49 54

Total 245 258 503 943

Percentage 49% 51% 100%

2. Students’ Measurement

2.1 Government Girls High School Sharian

The average Standing Height of Female students of Government Girls High School Sharian was 139

cm and average variation was around 17 cm. The mean Knee Joint Height was 40 cm with Standard

Deviation 6 cm. The average Hip Joint Height and Hip width were 76 cm and 37 cm respectively

with 10 and 6 cm variation from their means respectively. Average Shoulder Width was 33 cm with

4 cm Standard Deviation. Mean Hip to Head Height was 62 cm with average variation of 9 cm. The

average weight of female students was 34 kg with 12 kg variation from mean weight. The minimum

weight was 16 kg and maximum 46 kg. Government standard admission age of students to the

schools is 5 years. Hence there were no students below 5 years age.

The data in detail are presented in Table 2 below.

6

Table 2: Measurements of Students of Govt. Girls High School Sharian

Male

Sections Age (In

years)

SH KH HH HW SHW Weight Hp-Hd Sample

Size M SD M SD M SD M SD M SD M SD M SD

Pre-

Primary

5 101 3 31 2 56 3 24 8 28 2 16 1 45 1 3

6 111 4 31 1 58 2 31 3 27 2 19 2 53 3 9

7 114 5 31 3 61 3 30 1 28 1 19 1 54 4 7

Primary 8 124 7 36 4 69 4 30 6 30 2 26 11 56 4 9

9 124 4 35 2 69 4 33 2 30 1 23 2 56 3 6

10 131 7 37 3 72 4 33 3 30 2 25 4 59 6 8

11 130 10 37 3 71 6 32 4 33 2 26 5 59 6 16

Lower

Secondary

12 141 6 41 3 78 4 36 2 33 3 32 5 55 3 16

Middle 13 149 5 44 2 83 4 40 2 34 2 38 5 59 3 17

14 152 8 44 3 82 7 42 3 37 4 44 7 69 5 22

15 154 6 44 2 84 4 43 4 37 4 46 7 78 3 19

Secondary 16 155 4 45 2 85 5 44 2 38 3 46 4 70 2 7

17 159 . 48 . 93 . 44 . 38 . 45 . 66 0 1

Overall 139 17 40 6 76 10 37 6 33 4 34 12 62 9 140 Notes: M – Mean; SD – Standard Deviation.

2.2 Government Girls Middle School Khilla

The average Standing Height of male was 136 cm and of female was 132 cm with 19-20 cm

variation from mean of both male and female students. The mean Knee Joint Height of male student

was 40 cm with 6 cm deviation and in female Knee Joint Height was 39 cm with 6 cm variation. In

male the mean Hip Joint Height was 72 cm and in female 70 cm. The mean Shoulder Width, Hip

Width and Hip to Head Height of male students were 34 cm, 35 cm and 61 cm whereas of female

students 34 cm, 36 cm and 61 cm respectively. The average weight of male students was 31 kg and

that of female students 30 kg.


7

Table 3: Measurements of Students of Government Girls Middle School Khilla

Age

(In years)

Male Sample

Size SH KH HH HW SHW Weight Hp-Hd

M SD M SD M SD M SD M SD M SD M SD

5 99 . 25 . 50 . 25 . 24 . 15 . 48 1 1

6 116 7 32 3 62 4 29 2 33 3 21 4 56 2 2

7 124 . 36 . 67 . 30 . 33 . 22 . 57 1 1

8 127 14 39 2 69 9 33 3 33 2 26 8 59 4 4

9 134 0 41 1 71 0 37 2 34 1 31 1 63 2 2

10 129 14 38 6 67 11 34 4 34 5 27 7 61 2 2

11 135 . 37 . 73 . 32 . 33 . 24 . 62 1 1

13 162 17 46 4 86 3 39 4 39 6 42 9 68 3 3

14 150 . 44 . 78 . 42 . 41 . 43 . 72 1 1

Overall 136 20 40 6 72 11 35 5 34 5 31 10 61 6 17

Female

5 105 9 29 3 51 4 29 3 30 5 18 3 53 3 3

6 116 . 33 . 61 . 32 . 29 . 22 . 55 1 1

7 108 8 30 3 55 6 29 1 28 3 18 1 5 3 3

8 119 12 35 3 62 5 31 3 31 4 22 4 57 6 6

9 134 1 41 1 72 1 36 0 35 1 30 0 57 2 2

10 134 . 41 . 73 . 35 . 37 . 29 . 61 1 1

11 139 8 41 4 76 7 37 3 33 3 31 6 63 4 4

12 139 10 41 4 75 5 38 3 34 1 30 4 65 6 6

13 152 5 44 3 82 8 41 4 39 2 43 6 68 8 8

14 166 . 49 . 91 . 47 . 44 . 55 . 75 1 1

Overall 132 19 39 6 70 12 36 6 34 5 30 11 61 9 35

Notes: M – Mean; SD – Standard Deviation

2.3 Government Boys High School Sharian

According to the statistics shown in Table 4, the mean Standing Height of male students of Govt.

Boys High School Sharian was 148 cm and Standard Deviation 18 cm. The mean Knee Joint Height

was 43 cm with Standard variation 6 cm. The average Hip Joint Height and Hip Width were 82 cm

and 37 cm respectively. Average Shoulder Width was 39 cm with 4 cm Standard Deviation and

mean Hip to Head Height was 67 cm with average variation of 8 cm. The average weight of the

students was 38 kg with 12 kg variation from mean weight. The students of age 8 and 9 were not

available in the school during data collection. Age ranging from 8 and 9 were not found in this

school.

8

Table 4: Measurements of Students of Government Boys High School Sharian

Age (In

years)

Male

SH KH HH HW SHW Weight Hp-Hd Sample

Size M SD M SD M SD M SD M SD M SD M

5 117 6 32 2 62 3 29 2 33 2 19 6 54 2 3

6 117 10 31 4 62 5 30 3 33 4 21 4 56 6 5

7 125 9 36 3 67 6 30 3 33 3 22 4 59 4 8

8 - - - - - - - - - - - - - - -

9 - - - - - - - - - - - - - - -

10 130 6 36 3 70 4 32 2 34 2 24 2 60 2 18

11 134 11 40 3 76 5 34 2 39 7 29 4 58 8 9

12 141 11 41 4 78 7 35 3 37 3 32 7 64 4 12

13 143 10 44 2 79 8 36 2 38 1 36 7 64 6 17

14 153 11 46 4 86 7 39 3 39 2 40 7 68 4 15

15 162 9 48 3 90 5 41 3 41 3 48 7 72 6 43

16 165 7 49 2 91 4 42 2 43 2 51 5 74 3 11

17 166 5 49 2 90 4 43 2 43 2 51 4 76 2 7

18 174 5 51 1 93 4 46 1 45 1 58 0 81 1 2

Overall 148 18 43 6 82 11 37 5 39 4 38 12 67 8 150

Notes: M – Mean; S – Standard Deviation. No students in age bracket 8-9 in the sample size.

2.4 Government Boys High School Gunchattar As mentioned in Table 13, the mean Standing Height of the male students was 153 cm and of female

students 156 cm. This higher average height of girls can be attributed to the fact that there were no

girls below the age of 13 whereas the boys comprised age groups from 5 onward. The minimum

value of male Standing Height was 105 cm and maximum was 169 cm. Among females, the

minimum value of Standing Height was142 cm and maximum was 164 cm. The average Knee Joint

Height was 46 cm, Hip joint Height 83 cm, Hip Width 39 cm, Shoulder Width 39 cm, Hip to Head

Height 69 cm and average weight 40 kg of male students. The average Knee Joint Height was

measured as 46 cm, Hip joint Height 87 cm, Hip Width 44 cm, Shoulder Width 39 cm, Hip to Head

Height 70 cm and the mean weight was 47 kg of female students with 4-12 cm variation of different

measure parameters.

The data in detail has been presented in Table 5 below.

9

Table 5: Measurements of Students of Government Boys High School Gunchattar

Age

(In years)

Male

SH KH HH HW SHW Weight HP-Hd Sample Size


5 105 . 28 . 51 . 27 . 28 . 18 . 54 0 1

6 114 . 32 . 56 . 27 . 31 . 20 . 58 0 1

7 111 . 32 . 56 . 28 . 31 . 20 . 55 0 1

8 125 . 36 . 65 . 29 . 33 . 25 . 60 0 1

9 128 8 36 4 69 6 32 3 36 2 24 1 59 2 2

10 132 - 38 - 72 - 33 - 36 - 26 - 61 0 1

11 136 10 40 4 74 9 34 3 36 4 28 5 61 3 9

12 153 9 46 3 85 6 41 11 38 1 38 7 68 5 14

13 162 7 48 3 89 5 41 3 42 3 45 8 73 4 15

14 165 10 48 5 91 4 41 3 42 2 44 11 74 6 4

15 169 8 50 3 90 3 45 2 46 4 57 8 79 5 4

16 168 5 50 2 91 2 43 3 44 3 54 9 76 1 6

Overall 153 17 45 6 83 11 39 7 39 4 40 12 69 8 59

Female

13 164 . 49 . 92 . 51 . 45 . 67 . 72 0 1

14 157 4 46 1 88 5 43 2 39 2 44 4 69 3 4

15 147 . 44 . 80 . 44 . 40 . 44 . 67 0 1

16 163 2 48 0 88 2 46 1 40 3 52 2 75 0.5 3

17 151 . 44 . 85 . 40 . 36 . 39 . 66 0 1

18 142 . 42 . 82 . 39 . 34 . 36 . 61 0 1

19 154 . 46 . 89 . 46 . 42 . 51 . 79 0 1

Overall 156 7 46 2 87 4 44 3 39 3 47 8 70 4 12

Notes: M – Mean; SD – Standard Deviation.

2.5 Government Girls Middle School Gunchattar

The data presented in Table 14 shows that the average Standing Height of the female students was

147 cm with 10 cm SD, Knee Joint Height 43 cm with 4 SD, mean Hip Joint Height 80 cm with 6cm

deviation from mean, average Hip Width 40 cm with 4 cm dispersion, average Shoulder Width 35

cm with 3 cm SD and mean Hip to Head Height was 67 cm with 6 cm variation. The average weight

of the student was 38 kg with 9 kg dispersion from center. The minimum weight of the female

student was 18 kg and maximum weight 54 kg with respect to age.

The data in detail is presented in Table 6.

10

Table 6: Measurements of Students of Government Girls Middle School Gunchattar

Age (In

years)

Female

Sample Size SH KH HH HW SHW Weight HP-Hd


5 105 . 28 . 51 . 27 . 28 . 18 . 44 - 1

6 114 . 32 . 56 . 27 . 31 . 20 . 54 - 1

7 111 . 32 . 56 . 28 . 31 . 20 . 52 - 1

8 125 . 36 . 65 . 29 . 33 . 25 . 56 - 1

9 132 - 38 - 73 - 33 - 34 - 37 - 55 - 1

10 137 2 39 2 77 5 35 1 35 3 28 2 62 2 4

11 141 5 41 1 78 3 37 2 31 1 31 3 63 2 2

12 144 8 43 3 79 7 36 3 32 3 33 4 66 2 7

13 150 6 45 2 81 4 40 4 35 3 39 8 69 3 17

14 151 4 45 2 81 2 41 2 37 3 41 5 70 3 9

15 153 4 45 2 81 2 42 1 35 3 43 3 71 2 7

16 160 4 47 1 85 1 45 3 38 3 53 7 75 2 4

17 161 - 49 1 86 - 45 - 38 - 54 - 70 0 1

18 155 4 46 1 83 2 43 1 38 1 45 1 73 2 2

Overall 147 10 43 4 80 6 40 4 35 3 38 9 67 6 58


2.6 Government Boys Middle School Bandi Tanolian

Data in Table 15 shows that the mean Standing Height of students (all males) was 146 cm knee joint

height 43 cm, Hip joint Height 81 cm, Hip Width 38 cm, Shoulder Width 36 cm, Hip to Head Height

65 cm and mean weight was 38 kg of male students.


11

Table 7: Measurements of Students of Government Boys Middle School Bandi Tanolian

Age (In

years)

Male

SH KH HH HW SHW Weight Hp-Hd Sample Size


5 - - - - - - - - - - - - - -

6 107 5 31 1 57 4 28 2 29 2 18 0 50 1 2

7 - - - - - - - - - - - - - - -

8 127 1 37 1 69 2 33 0 33 1 26 1 59 1 2

9 131 4 36 5 71 3 33 1 31 1 28 3 60 1 5

10 140 6 41 3 78 6 35 3 32 2 31 5 61 2 7

11 - - - - - - - - - - - - - -

12 - - - - - - - - - - - - - - -

13 152 8 43 2 86 6 40 4 35 2 42 7 65 2 6

14 160 7 48 2 89 3 42 4 41 4 47 6 71 4 6

15 159 11 48 3 90 9 40 3 42 5 47 9 70 4 5

16 175 5 51 1 95 2 47 1 45 1 58 9 80 2 2

Overall 146 18 43 6 81 11 38 5 36 6 38 12 65 7 35


2.7 Cumulative Analysis - All Six Boys and Girls Schools

As per data in Table 16, the average Standing Height of male students was 148 cm and that of

female 141 cm with 18 cm and 16 cm Standard Deviation respectively. The minimum value of Male

Standing Height was 102 cm and maximum 174 cm. Minimum value of female Standing Height

was 103 cm and maximum value 158 cm. The average Knee Joint Height was 44 cm, Hip joint

Height 81 cm, Hip Width 38 cm, Shoulder Width 38 cm, Hip to Head Height 67 cm and average

weight of male students was 38 kg. Among females the average Knee Joint Height was 41 cm, Hip

joint Height 77 cm, Hip Width 38 cm, Shoulder Width 34 cm, Hip to Head Height 64 cm and the

mean weight 37 kg of female students with 4-16 cm variation of different measure parameters with

respect to the age of female students.

The data in detail is in Table 8 below.

12

Table 8: Cumulative Measurements by Age

Age S.H K.H H.H H.W SH.W Weight Hp-Hd Sample

Size M SD M SD M SD M SD M SD M SD M SD

MALES:

5 102 4 27 2 51 1 26 1 26 3 17 2 51 3 2

6 115 8 32 3 60 4 29 2 32 3 20 4 55 5 11

7 124 10 35 3 65 7 30 3 33 3 22 3 58 4 9

Avg. age 113.7 7.3 31.3 2.7 58.7 4 28.3 2 30.3 3 19.7 3 54.1 4 7.3 Average

8 127 10 38 2 68 7 33 3 33 1 26 5 59 4 7

9 131 5 37 4 71 3 34 2 33 2 28 3 60 2 9

10 132 8 38 3 72 6 33 3 34 3 26 5 60 2 27

11 135 10 40 3 75 7 34 2 37 6 28 5 60 6 19

Average 131.25 8.25 38.25 3 71.5 5.75 33.5 2.5 34.25 3 27 4.5 59.8 3.5 15.5 Average

12 147 12 43 4 82 7 38 9 37 2 36 8 66 5 27

13 153 13 46 4 84 8 38 4 39 3 41 8 70 6 41

14 156 10 46 4 87 6 40 4 40 3 43 8 70 5 26

15 162 10 48 3 90 5 41 3 41 4 48 8 72 6 52

Average 154.5 11.25 45.75 3.75 85.75 6.5 39.25 5 39.25 3 42 8 69.5 5.5 36.5 Average

16 167 7 49 2 91 3 43 2 44 2 53 7 75 4 19

17 166 5 49 2 90 4 43 2 43 2 51 4 76 2 7

18 174 5 51 1 93 4 46 1 45 1 58 0 45 1 2

Average 169 5.7 49.7 1.7 91.3 3.7 44 1.7 44 1.7 54 3.7 65.3 2.3 9.3 Average

Overall 148 18 44 6 81 11 38 6 38 5 38 12 67 8 258

FEMALES:

5 103 6 30 2 54 4 26 6 29 3 31 15 47 3 6

6 112 4 31 1 58 2 31 3 27 2 50 10 53 3 10

7 112 6 31 3 59 5 30 1 28 2 35 20 52 4 10

Average 109 5.3 30.7 2 57 3.7 29 3.3 28 2.3 38.7 15 50.7 3.3 8.7 Average

8 122 9 36 3 66 5 30 5 30 3 24 9 57 5 15

9 125 6 36 3 68 4 34 3 31 3 24 4 57 4 12

10 133 6 38 3 73 5 34 3 32 3 26 4 60 5 13

11 133 10 38 4 72 6 33 4 33 2 27 5 60 5 22

Average 128.25 7.75 37 3.25 69.75 5 32.75 3.75 31.5 2.75 25.25 5.5 58.5 4.8 15.5 Average

12 141 7 42 3 77 5 36 3 33 2 32 5 64 3 29

13 150 6 44 2 82 5 40 4 36 3 40 8 67 4 45

14 153 7 45 3 83 6 42 3 37 3 43 7 69 4 36

15 153 5 44 2 83 4 43 3 37 3 45 6 70 3 27

Average 149.25 6.25 43.75 2.5 81.25 5 40.25 3.25 35.75 2.75 40 6.5 67.5 3.5 34.25 Average

16 158 5 46 2 86 3 44 2 38 3 49 6 73 3 14

17 155 6 46 3 89 6 42 2 37 1 42 4 68 2 2

18 151 8 45 3 82 2 42 2 37 3 42 5 69 6 3

19 154 . 46 . 89 . 46 . 42 . 51 . 74 . 1

Average 154.5 6.33 45.75 2.67 86.5 3.67 43.5 2 38.5 2.33 46 5 71 2.8 5 Average

Overall 141 16 41 6 77 10 38 6 34 4 37 11 64 7 245


13

3. Overall Distribution of Ages in Each Grade

Statistics in Table 9 below show that age of around 85 per cent students of Nursery class was

between 5-7 years. The age of all students of Prep class was between 5-8 years. The age of

approximately 95 per cent students lay between 7-10 years. In class two, age of 84 per cent students

fell between 9-11 years. The ages of around 96 per cent students of class three were between 9-12

years. The age of above 90 per cent student of fourth class was in between 9-12 years. Most of the

5th Class students fell between 10-14 years age. The age of around 68 per cent students of 6

th class,

77 per cent students of class 7 and 84 per cent of 8th class were between 13-15 years. The age range

of 91per cent students of 9th Class and 97 per cent students of 10

th were in between 14-18 years.

Table 9: Overall Percentage Distribution of Ages in Each Grade

Age Nursery Prep 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th Overall

%

5 10.7 38.5 1.60%

6 57.1 23.1 5.9 4.20%

7 17.9 23.1 32.4 3.80%

8 7.1 15.4 44.1 10 4.40%

9 7.1 8.8 26.7 11.5 11.1 2.4 4.20%

10 8.8 46.7 30.8 25 14.3 8.00%

11 10 50 11.1 31 12.7 8.20%

12 3.3 3.8 41.7 21.4 20.6 17.6 6.4 11.10%

13 3.3 11.9 42.9 45.6 23.1 8.9 17.10%

14 3.8 2.8 14.3 11.1 25 26.9 13.3 7 12.30%

15 8.3 4.8 12.7 5.9 33.3 57.8 25 15.70%

16 4.4 7.7 15.6 42.5 6.60%

17 1.5 2.2 17.5 1.80%

18 2.6 2.2 5 1.00%

19 2.5 0.20%

Overall

% 100 100 100 100 100 100 100 100 100 100 100 100 100%

Sample 28 13 34 30 26 36 42 63 68 78 45 40 503

3.1 Male Students Percentage Distribution of ages in Each Grade

Data presented in Table 10 show that, the age of approximate 80-90 per cent male students of

primary section (Nursary-5th) were between 6-14 years, around 85-95 per cent male students of

Middle Section (6th-8

th) were between 12-15 years and 86-9 per cent male students of secondary

section (9th-10

th) were between 15-17 years.

14

Table 10: Distribution of Male Students by Age in Each Grade

Age

Pre-Primary Primary Lower Secondary

(Middle) Secondary

Overall

% Nur

sery Prep 1st 2

nd 3rd 4th 5th 6th 7

th 8th 9th 10th

5 8.30 50.0 0.80

6 83.30 6.7 4.30

7 60. 3.50

8 50.0 26.7 12.5 2.70

9 8.30 18.8 14.3 13.3 4.2 3.50

10 6.7 62.5 57.1 26.7 16.7 10.50

11 6.3 21.4 13.3 33.3 16.1 7.40

12 46.7 8.3 19.4 28.1 6.8 10.50

13 16.7 32.3 40.6 27.3 6.9 15.90

14 7.1 16.7 12.9 21.9 20.5 3.4 10.10

15 4.20 19.4 3.1 40.9 75.9 16.7 20.20

16 6.3 4.5 13.8 45.8 7.40

17 29.2 2.70

18 8.3 0.80

Overall

% 100 100. 100 100 100 100 100 100 100 100 100 100 100

Sample 12 2 15 16 14 15 24 31 32 44 29 24 258

3.2 Female Students Percentage Distribution of ages in Each Grade

According to the results in Table 11 the age of approximately 70-90 per cent female students of

primary section (Nursary-5th) ranged between 6-12 years, around 87-95 per cent female students of

Middle Section (6th-8

th) were between 12-15 years and 87-94 per cent female students of secondary

section (9th-10

th) were between 15-17 years.

15

Table 11: Distribution of Female Students by age in Each Grade

Age

Pre-Primary Primary

Lower Secondary

(Middle) Secondary Overall

% Nursery Prep 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

5 12.5 36.4 2.40

6 37.5 27.3 5.3 4.10

7 31.3 27.3 10.5 4.1

8 12.5 9.1 57.9 7.1 6.1

9 6.3 15.8 35.7 8.3 9.5 4.9

10 10.5 28.6 23.8 11.1 5.3

11 14.3 83.3 9.50 27.8 9.4 9.

12 7.1 8.3 38.1 38.9 21.9 8.3 5.9 11.8

13 7.1 5.6 53.1 50 17.6 12.5 18.4

14 4.8 11.1 9.4 27.8 35.3 31.3 18.8 14.7

15 14.3 5.6 6.3 8.3 23.5 25 37.5 11

16 2.8 11.8 18.8 37.5 5.7

17 2.8 6.3 0.8

18 5.9 6.3 1.2

19 6.3 0.4

Overall

% 100 100 100 100 100 100 100 100 100 100 100 100 100

Sample 16 11 19 14 12 21 18 32 36 34 16 16 245

16

4. Recommendations for Furniture Design

The following are the recommendations based on the above analysis.

The average standing heights of boys and girls given in Table 12 should be considered:

Table No. 12: Standard Height

Size Class Age Standing Height (cm)

Mean Boys Girls

Size-A Pre-Primary

5 107 111 103

6 113 114 112

7 118 124 112

Size-B Primary

8 124 127 122

9 128 131 125

10 132 132 133

11 134 135 133

Size-C Lower secondary

(Middle)

12 144 147 141

13 151 153 150

14 154 156 153

15 159 162 153

Size-D Secondary

16 163 167 158

17 164 166 155

18 160 174 151

Size-E Adults 19 154 . 154

Based on the range of Standing Heights (SH) of the students i.e. the Mean Standing Height and the

Standard Deviation of males and females students and age group was calculated to design furniture

as per physical measurements. The number was adjusted by calculating average measurements at

certain age groups (refer to Table no. 16). It will be helpful in deciding what size of furniture should

be ordered. The Table number 18 & 19 shows the overall percentage distribution of ages (male and

female students) in each grade, which will be helpful in determining the quantity of furniture.

On the basis of the above average Standing Height, the following 4 sizes are proposed to suit the

largest number of students while keeping the number of furniture sizes to a minimum.

Size A: For classes: Pre Primary

Average Age: 5-7 years

Average SH: 113.23 cm

Size B: For classes: Primary



17

Size C: For classes: Secondary



Size D: For classes: Higher Secondary



Following the guidelines the children of aged 5-18 were divided into four major age groups by

calculating average of Mean and Standard Deviation.

Boys Girls Group I: Age 5-7 113(SD) 7(M) 109(SD) 5(M)

Group II: Age 8-11 131(SD) 8(M) 128(SD) 7(M)

Group III: Age 12-15 154(SD) 11(M) 149(SD) 6(M)

Group IV: Age 16-18 169(SD) 5.7(M) 154(SD) 6(M)

Another considerable aspect, which should be of interest to the architect/engineer in the design of

furniture, is the “fitting” e.g., fitting into a chair or fitting knees under a table. The furniture (table

and chair) must be available in a sufficient range of sizes to suit practically all the students. To

achieve this, it is necessary to adjust the Mean Standing Heights, given in Table 16 with + 2 (plus

minus twice SD) Standard Deviation, to fit + 90 per cent of the age group. This formula has been

derived from UNESCO standard1 for Indonesia primary and secondary schools.

1 Anthropometric Data for Students in Primary and Secondary Schools (I-XII) in Indonesia (1974) by G.J.A. Van’t Loo,

Associate Expert in Educational Facilities

18

5. Challenges and Adjustments

During the implementation of the study at the field level ABES team had faced certain challenges as

mentioned below:

5.1 NOC from Department of Education

Just after signing the project contract, ABES coordinated with the concerned authorities for getting

the NOC. It took considerable time to obtain NOC.

5.2 Time Constraints

Three weeks duration for completing this study was found to be highly insufficient for designing

tools, conducting rigorous fieldwork, compilation and analysis of the data.

5.3 Purchase of Equipment

Vendor took more than expected time in delivery of required equipment.

19

6. Conclusion

The study concluded and came up with categorization of four Age Groups for the design dimension:

age (5-7), age (8-11), age (12-15), and age (16-18). Since the physical environment greatly affects

students’ learning capability, appropriate sized furniture tables and chairs should be designed in

relation to the body sizes of students. The said survey was conducted to obtain the body

measurements of sampled school children from pre-primary to secondary level as a guideline for the

architects to design classroom furniture.

*****

20

Annexure 1

UNESCO - ABES Pre Primary (Nursery to Prep Class)

District UC Village

Name of School Name of contact person PH #

Name of Data Collectors

Date of Data Collection

S.H=Standing Hight, K.H=Knee joint hight, H.H=Hip joint hight, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip to

Head hight

S.N. Name

Father’s

Name Class Gender Disability Age Hight(cm) Weight

(Kg)

M F S.H K.H H.H

H.

W

SH.

W

Hp-

Hd

21

Annexure 2

UNESCO ABES Class (1 - 4 )

District UC Village

Name of School



S.H=Standing Hight, K.H=Knee joint hight, H.H=Hip joint hight, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip to

Head hight

S.N. Name

Father’s

Name Class Gender Disability Age Hight(Cm) Weight

(Kg)

M F S.H K.H H.H H.W SH.W Hp-Hd

22

Annexure 3

UNESCO - ABES Class (5 - 8)

District UC Village

Name of School Name of contact person PH#



S.H=Standing Height, K.H=Knee joint height, H.H=Hip joint height, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip

to Head height

S.N. Name

Father’s

Name Class Gander Disability Age Height (Cm) Weight

(Kg)

M F S.H

K.

H

H.

H

H.

W

SH.

W

Hp

-Hd

23

Annexure 4

UNESCO - ABES Class (9 - 10)

District UC Village

Name of

School Name of contact person PH#



S.H=Standing Height, K.H=Knee joint height, H.H=Hip joint height, SH.W=Shoulder Width, H.W=Hip width, Hp-Hd=Hip

to Head height

S.N. Name

Father’s

Name Class Gender Disability Age Height (Cm) Weight

(Kg)

M F S.H

K.

H

H.

H

H.

W

SH.

W

Hp-

Hd

24

Annexure 5

Designs and Specifications for School Desks, Benches

and Chair

for

UNESCO Supported Schools

in

Muzaffarabad and Hattian Bala Districts

Based on

Pilot Anthropometric Study

in

Muzaffarabad and Hattian Bala Districts of Azad Jammu & Kashmir

May 2010

Annex D

The Government of Azad Jammu and Kashmir and UNESCO gratefully acknowledges the

support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu

Dhabi for development of the standards.

1

A. Design and Specifications of Bench & Chairs

bah

bbh

bl

bh bh

bbh

bd

bah

Back face of the Bench Side face of the Bench

88°

Back View Side View

Front view Back view

2

Chair (C0) for Pre-school Students

Chair C0

ch = 280 cl = 280 cd = 280

cbh = 500 cbl = 280 bh = 140

Side view Back view

3

Details of Bench and Chair

S. N. Description of Furniture

Dimension in mm

Bh bl bd bbh bah

1 Bench type B1 330 1200 300 580 170

2 Bench type B2 380 1200 340 640 170

3 Bench type B3 420 1200 380 720 200

Ch cl / cbl cd cbh bh 4 Chair type C0 for Pre-

Schools

280 280 280 500 140

All the supporting vertical and horizontal members are 25mm X 25mm MS / cold rolled IIL

Karachi powder coated black color texture square pipes of thickness 1.2mm. The top board

for the bench is 17mm green colored (as per UNESCO requirement). The back of the bench

is of 12mm MDF green colored board and should be inclined to 2o slope. Dimension "bh";

"bl"; "bd"; "bbh" and "bah" represents height of bench, length of bench; depth of bench;

back height of bench and height of the back rest respectively. 25X25mm MS square pipes

parallel to the width of the bench are to be placed in the central portion of the bench at

sitting level and back rest.

4

B. Design and Specifications of Desk

dhds

dl

df

Footrest 100mm wide 17mm MDF

Shelf 12mm MDF

��

��

ddTop 17mm MDF

Front View

Side View

Front view Back view

5

Details of Desk

S.No.

Description of Furniture

Dimension in mm

dh dl dd ds df

1 Desk type D0 500 1800 750 - -

2 Desk type D1 610 1200 400 400 100

3 Desk type D2 690 1200 400 480 100

4 Desk type D3 760 1200 400 520 100

All the supporting vertical and horizontal members are 25mm X 25mm MS / cold rolled IIL

Karachi powder coated black colour texture square pipes of thickness 1.2mm. The top

board and the shelf are of 17mm green coloured MDF board (as per UNESCO

requirement). The foot rest is of 12mm MDF board supported on 1.2mm thick 25X25mm

MS / cold rolled IIL Karachi steel. The front and back of the desk should have a height

difference of 15 to 25mm (the dimension "dh" represents the front height). Dimension "ds";

"df"; "dl" and "dd" represents height of shelf, height of foot rest; length of the desk and

width of the desk respectively. 25X25mm square pipes parallel to the width of the desk are

to be placed at the central portion of the desk at top, shelf level and footrest rest level in

addition to the above members.

Gap for books: for D1 = 130mm; for D2 = 130mm; for D3 = 160mm

6

C. Basis of Furniture Design:

Classroom furniture design has been done taking the following into consideration:

1 Findings of pilot anthropometric study in 6 schools of Muzzaffarabad and Hattian

Bala Districts of State of Azad Jammu and Kashmir.

2 The following four age groups with mean standing height (SD) along with standard

deviation in centimeters as recommended in the anthropometric study:

Age Range Boys St. Dev. Girls St. Dev.

cm. cm. cm. cm.

a. Group I: 5 – 7 113 7 109 5

b. Group II: 8 – 11 131 8 128 7

c. Group III: 12 – 15 154 11 149 6

d. Group IV: 16 – 18 169 5.7 154 6

3. It is not possible to build furniture as per individual child’s measurement. Therefore

the mean standard height (SD) with +/- 1.5 times the standard deviation is considered

for the design of furniture in order to fit the maximum number of the age group.

4. The height of the underneath of the desk / table should be such that it fits the knees

under the table. The anthropometric study reports the ratio of knee height and

standing height as around 0.31 which seems reasonable. The clearance between the

knee and the underneath of the desk is considered as 21 centimeter.

5. The height of the top portion of the desk / table should be such that one can easily rest

his/her arms in the horizontal position in sitting posture (sitting work height). The

coefficient which defines this height with respect to the standing height is considered

as 0.44 (refer BS EN 1729 for further information).

6. The height of the bench / chair should be such that it avoids the pressure at the

underside of the lower thigh. The coefficient considered for this purpose is 0.25 (BS

EN 1729) with respect to the standing height.

7. Another important context specific factor is the desire of administrators and teachers

to create space for bags under the desk. The maximum space of 130 to 160 mm could

be provided ensuring the standard space for knees with clearance (ds) and desk height

(dh). However, the space should be secondary to the comfort and safety of the

students.

8. The table below shows the details of different heights considered:

Age Range 5 – 7 years 8 – 11 years 12 – 15 years 16 – 18 years

S D Range 103-123 119-143 138-170 160-178

Desk height 50 cm. 61 cm. 69 cm. 76 cm.

Bench Height 28 cm. 33 cm. 38cm. 42 cm.

1 Ideally it should have been 5 cm. but in order to create more space for book bag, it has been lowered to 2 cm.

7

Note: The designs and specifications may not be applicable across AJK because of localized

nature of the anthropometric study. More in-depth anthropometric study covering

different geographic and ethnicity factors within AJK would result in amendment in

the Standard Deviation Range established now. However, it should be noted that the

76 cm is the maximum desk height size used for 14-18 age group in BS EN 1729 so

the change, if any, will be within the minimum and the maximum heights.

******

Annex E

Rehabilitation of Education System in the Earthquake Affected Areas of

Pakistan Administered Azad Jammu & Kashmir, 570-PAK-1001

POST-TRAINING STUDY

TO

CHECK THE LEVEL OF CHANGE

IN

HEAD TEACHERS’ PRACTICES

Study Report

June 2010

ii

Acknowledgement

Directorate of Education Extension and United Nations Educational, Scientific and Cultural

Organization are grateful to all the head teachers/principals, teachers and those who offered

their valuable time and participated in the study. This study would not have been possible

without their cooperation.

iii

Department of Education, Government of Azad Jammu and Kahsmir and UNESCO

gratefully acknowledge the financial support of the Zayed Bin Sultan Al Nahayan Charitable

and Humanitarian Foundation, United Arab Emirates.

iv

Table of Content

Acronyms .................................................................................................................................. vi

Executive Summary ................................................................................................................... 1

1. Background .......................................................................................................................... 2

2. Objectives ............................................................................................................................ 2

3. Methodology ........................................................................................................................ 2

3.1 Sampling ........................................................................................................................ 2

3.2 Data Collection Process ................................................................................................. 3

3.3 Ethical Considerations ................................................................................................... 3

4. Data Analysis and Findings ................................................................................................. 4

4.1 Learning Level ............................................................................................................... 4

4.2 Understanding of the Content ........................................................................................ 4

4.3 School Management Skills ............................................................................................ 5

4.4 Head Teachers’ Understanding of their Roles and Responsibilities .............................. 5

4.5 Application of New Knowledge and Skills ................................................................... 6

5. Recommendations .............................................................................................................. 10

6. Conclusion ......................................................................................................................... 11

References ................................................................................................................................ 13

Annexes…...………………………………………………………………………………… 14

Annex 1: Interview Questionnaire for Head Teachers

Annex 2: Guiding Questions for Focused Group Discussion with the Teachers

Annex 3: Guskey’s Five Critical Levels of Professional Development Evaluation

Framework

v

TABLES

Table 1 Schools Selected for the Study

Table 2 Level of Understanding of the Content

Table 3 Teachers’ Self-rating of their Management Skills

Table 4 Meetings held in each of the sampled schools

Table 5 School Details

vi

Acronyms


GBHS Government Boys High School

GGHS Government Girls High School

GBMS Government Boys Middle School

GGMS Government Girls Middle School

GBHSS Government Boys Higher Secondary School

KPK Khyber Pakhtoonkhwa

SDP School Development Plan

SMC School Management Committee

UNESCO United Nations Educational, Scientific, and Cultural Organization

1

Executive Summary

Within the framework of project: Rehabilitation of Education System in the Earthquake

Affected Areas of Pakistan Administrated Azad Jammu & Kashmir, 570-PAK-1001,

UNESCO initiated development of head teachers’ leadership and management capacity in the

project and cluster middle and secondary schools. In 2009, a study was conducted to assess

the needs of the head teachers (HTs) and available training materials developed by different

organizations were reviewed. Based on the findings a generic training module was developed

and tested in a workshop with education officials in Mirpur AJ&K. 18 HTs from middle and

secondary schools of Muzaffarabad, Hattian Bala districts of AJK and Abbottabad district of

KPK were trained in 2009.

A post-training study was conducted to check the level of changes in the head teachers’

management practices after attending the training. The study followed qualitative approach

supplemented with selected evaluation frameworks to assess the training impact on the head

teachers’ management practices.

Selection of schools for the study was made through stratified random sampling. The

sampling criteria included geographical location, school gender and school level. Data were

collected through structured interviews, and focused group discussions. Training materials

and report of HTs training during 2009 were also analyzed.

All HTs found the training useful and relevant to their job. Majority (70%) of them felt that

the training methodology and explanation of the complex topics were excellent. The training

had developed managerial and leadership skills in the areas covered by the training. Notably

a number of HTs had initiated improvement in their work style and school environment.

The study highlighted the importance of such kind of training and the need to strengthen it

with the following actions:

1. Follow up support and refresher course should be organized;

2. As most HTs are involved in teaching and providing academic support to teachers, a

generic training on pedagogy should also be included in the training manual; and

3. Strengthening of design and delivery of contents on school monitoring, resource

mobilization and planning.

2

1. Background

Countless literature and studies recommend that efficiency and effectiveness of the head of

the school is directly linked with the school effectiveness and progress as well as educational

development in the school catchment area. School improvement efforts largely depend on

the level of motivation, interest, commitment and competencies of the HTs. Acknowledging

the fact, the Department of Education, Government of Azad Jammu and Kashmir and

UNESCO initiated leadership and management training for the HTs of 18 UNESCO Project

and cluster middle and secondary schools. The training focused on development of effective

leadership and management skills with the intention to develop HTs as the lead actors in the

school improvement process.

A post-training study was planned to assess the impact of the training that had been provided

to develop the skills of HTs for effective leadership and school management to bring

educational changes in their schools and community. The training had focused on capacity

building for:

a. improving quality of teaching-learning processes and management,

b. formulation of School Development Plan and devising tools to monitor the progress,

c. reflective practice as a tool for improving leadership and management practices,

d. leading and managing educational changes, and

e. environmental education and promotion of health and hygiene education in schools.

2. Objectives

The main objective of the sample study was to ascertain changes in the HT’s management

practices and their impact on the school performance. Besides, the findings/feedback would

provide basis for the revision of HTs’ training module.

3. Methodology

The arrays of questions formulated for this study required multiple approaches for collecting

and verifying information and for capturing the perceptions that exist. Several evaluation

approaches such as Kirkpatrick (1994) four levels and Guskey (2002) five levels for

evaluating training programme have been reviewed. Guskey (2002) five levels of evaluation

framework (see Annex 2) includes: (1) Participants’ reactions, (2) participants learning (3)

Organization’s support and change; (4) participants use of new knowledge and skills, and (5)

students learning outcome. This method was partially used and supplemented with others

approach such as Armstrong (1996) evaluation scheme and works of Unger, Zita & Rutter,

Anthea (1997). Structured interviews and Focused Group Discussions methods were used to

collect requisite information.

3.1 Sampling

Out of 18 schools whose HTs had received training in leadership and management in

2009 the following 10 schools from Hattian Bala and Muzaffarabad districts of AJK and

Abbottabad district of KPK were selected for this study. The criteria used for sampling

3

included level of school, geographical location and school gender. The list of sample

schools is given in Table 1.

Table1: Schools Selected for the Study

S.N. Districts Schools Head teachers 1 Hattian Bala GGHS Sharian Asifa Habib 2 Hattian Bala GBHS Sharian Amir Ullah Bhatti 3 Muzaffarabad GBHS Gunchattar Khawaja Rafiq Ahmed 4 Muzaffarabad GBHS Miani Bandi S. Riaz Ahmed Gillani 5 Muzaffarabad GGMS Lumnian Saima Zahoor 6 Muzaffarabad GGMS Noorpur Nakran Saira Bibi 7 Muzaffarabad GBHS Noorpur Nakran Abdul Waheed 8 Muzaffarabad GGHS Nalochi Tasneem Wani 9 Abbottabad GBCMHS Moolia Ijaz Ahmed Abassi 10 Muzaffarabad GBMS Pagal Bandi Mansoor Ahmed

3.2 Data Collection Process

3.2.1 Research Instrument

A set of questions in the form of Interviewing Questionnaire was used to ascertain

relevant information from the HTs. The interview questionnaire is in Annex 1. For

verification of information provided by the HTs, Focus Group Discussions were held with

the school teachers. The set of questions for FGD are in Annex 2.

3.2.2 The Sampled Schools

The 10 government schools out of the 18 schools, whose HTs had attended training on

leadership and management in 2009, were selected for the study. The sample schools

ranged from middle, secondary to higher secondary level. The roles of the HTs vary

according to the school levels. The HTs of selected schools had attended the leadership

and management training in 2009.

3.2.3 Data Collection

Data were collected through 10 semi-structured interviews, 16 classroom observations

and analytical review of 14 documents including HTs training module, report of HTs

training conducted in 2009 and attendance registers at schools. Head teachers/ Principals

those who had attended the training were interviewed and observed during performing

their jobs. Group discussions were held with the teachers in order to verify the claims

made by the HTs. The interviews were recorded through running notes. After every

interview and school visit reflective memos (Maxwell, 1996) and notes were written to

record what had been said and what was happening on ground.

3.3 Ethical Considerations

The respondents were assured that this study is not intended to appraise individual’s

performances neither it will pose threat to disclose any personal information. The

research participants were guaranteed that their names will not be published or disclosed

without their consent.

4

4. Data Analysis and Findings

The study findings are categorized on the basis of the research questions and the evaluation

framework used for this study. The findings are discussed below in detail.

4.1 Learning Level

The HTs were asked to rate their level of learning from the training. Majority (70%) of

the respondents rated the learning ‘Excellent’ while 30% rated very good. They

expressed their satisfaction about the structure of the training and instructional strategies

used. They reported that the contents of the training were exciting and relevant to their

need. Training facilitation and facilitators’ knowledge and command on the content were

appreciated. Most of the HTs confirmed that they had learnt a lot from the training

sessions and had applied the knowledge and skills in their day to day school management.

The training had brought positive changes in the attitudes of the HTs. Majority (70%) of

them were reflective, problem solver and eager to enhance their leadership abilities. They

reported that the training with particular focus on management and administrative issue

was highly relevant to their roles and responsibilities. It served as an eye opener to the

HTs’ to rethink their current practices as school heads.

Three (30%) HTs commented that the training was theoretical and difficult to relate to

their practices.

4.2 Understanding of the Content

The respondent HTs were asked to rate their level of understanding of the training

contents. 50 to 80% rated community linkages, staff development, school health and

hygiene, environmental education and conflict resolution ‘Excellent”. The understanding

of School Development Plan, reflective practice, change process, resource management,

financial management, school management, and monitoring and evaluation were rated

‘Good’. 40% of HTs rated environmental education, reflective practice average while

10% rated educational leadership, change process and SDP average. Details are given in

Table 2.

Table 2: Level of Understanding of the Content

Understanding of content Excellent

%

Very Good

%

Good

%

Average

%

Low%

Educational leadership 20 40 30 10 0

Monitoring and evaluation 0 0 60 40 0

School Management 20 0 60 20 0

Financial management 10 10 80 0 0

Resources management 0 0 70 30 0

Change process 0 0 90 10 0

Conflict resolution 50 10 40 0 0

Reflective practice 0 0 60 40 0

Environmental education 50 0 10 40 0

Community linkages 80 20 0 0 0

School Health and hygiene 60 40 0 0 0

5

School Development

Planning (SDP)

0 0 90 10 0

Staff development 60 40 0 0 0

4.3 School Management Skills

The study explored the level of management skills gained from the training by asking the

head teachers to conduct a self-assessment on 9 skills. The responses are presented in

Table 3 below.

80% of the head teachers reported that their school management skills are now very good

where as 90% found their conflict resolution skills very good. Likewise, 90%, rated their

leadership as “good” after the training. And, 20, 30 and 40% HTs rated their staff

management skill as excellent, very good and good respectively. All respondents rated

their time management skills as average and overwhelming majority (90%) rated

mentoring skill as average. 90% HTs rated level of their planning and resource

mobilization skills as low. Similarly 60% judged their monitoring skills as low.

Table 3: Teachers’ self rating of their management skills

Skills Excellent Very

Good Good Average Low

Leadership 0 10 90 0 0

Monitoring 0 0 0 40 60

School Management 0 80 10 10 0

Staff Management 20 30 40 10 0

Resources Mobilization 0 0 0 10 90

Time management 0 0 0 100 0

Conflict resolution 0 90 10 0 0

Planning 0 0 0 10 90

Mentoring 0 10 0 90 0

4.4 Head Teachers’ Understanding of their Roles and Responsibilities

Head teachers have to perform multiple tasks such as financial management, staff

management, recruitment of support staff, material resources management, and

monitoring and reporting teachers’ performance. The training had helped them

understand their leadership responsibilities better. Most of the HTs reported that they

were now more confident while enacting their roles as a school head. For example, one

of the HTs in the Government Boys High School said:

“The training enabled me to perform the administrative responsibilities more efficiently. I

was rigidly following some basic administrative tasks but after this training I

comprehended my leadership role and it broadened my vision of school leadership.” (Interview date: 18 May 2010).

In group discussions the school teachers confirmed that the head teachers have introduced

better management practices. They reported that head teachers are now taking initiative,

providing support to the teachers, and solving problems. From the interviews with head

6

GBHSS Langarpura, UNESCO staff

Muhammad Riaz interviewing the school

head teacher. 21 May 2010

teachers and verification discussions with teachers it became evident that the training

indeed brought significant improvement in improving the HTs’ understanding of their

role as well as leadership and management practices.

4.5 Application of New Knowledge and Skills

Interviews with the HTs and discussions with teachers revealed major shifts in

management practices and their impact on the school performance. 60% of the HTs (6)

listed their success stories and efforts to improve the schools as reported in the following

themes.

4.5.1 Management Practices

Interviews and focus group discussions revealed significant changes in management

practices. There were concrete evidences of shift from centralized to democratic style of

management. It was noticed that in 2 of the schools the staff were teamed up and

working toward achieving the common goal. Teachers were willingly shouldering

additional responsibilities of looking after school discipline, co-curricular activities,

admission and examinations. Teachers’ initiatives were encouraged and supplemented in

the said 2 schools. For example, in one of the high schools teachers have voluntarily

taken charge of library, looking after school assets and laboratories. This collaboration

had reduced management burden on the HTs and increased teachers’ involvement in

school management, resulting in better HT-Teachers relation and good team spirit

resulting effective management.

Three (30%) of them had introduced participatory management practices that the teachers

were involved in the process of decision making. Now there is a realization that

management is not about controlling but it is all about facilitating and sharing

responsibilities, and encouraging initiatives, to attain the shared goals.

About 30% of HTs however were not able to develop the culture of teamwork and

effectively manage the schools due to the reasons that they were posted to the remote

schools, far away from their homes, which resulted in frequent absenteeism. The teachers

mentioned that these HTs often remained absent and reached late in the schools which

had adversely affected the schools working. This finding indicates that beside capacity

building of HTs, other factors like posting at convenient schools to the possible extent

and effective monitoring are needed to ensure enhanced performance.

4.5.2 Staff Development

In the HTs training various modes of trainings and

possibility of school based training were

introduced. 40% HTs had introduced school based

staff development initiatives in their schools.

These HTs were mindful about the importance of

teachers’ professional development and allowed all

their 6 senior and junior teachers from the schools

to attend trainings and workshops at the cluster

level. Four (40%) of the HTs informed that they

were providing academic support to their teachers

7

by observing lessons and providing feedbacks for improvement. In this case a formal log

book was maintained to record the teaching process. Based on the observation/findings a

short training session is arranged with the help of the expert teachers and subject

specialists. Recognition of the importance of teachers’ professional development in the 4

schools (40%) is an important achievement of the training. For example Principal of

Langar Pura Higher Secondary school said, “After the training I realized the possibility of

in-house training, we have the human resources and library facility. My teachers sit

together plan lessons, conduct workshop and discuss handling difficult topics on weekly

basis.” (Interview May 21, 2010)

Except at two schools (20%), staff meetings were held in all others schools to discuss

academic issues such as teaching and learning problems. Frequency of such meetings

reported in different schools is presented in Table 4. In two out of the 10 schools the HTs

involved the subject specialists to support the junior teachers in their subject specific

matters. One of them mentioned that the expert teachers from the cluster schools were

also requested to assist the teachers on the subject specific content. The study revealed

that while all the HTs had realized the importance of teachers training and 40% had made

some effort to introduce collaborative learning mechanism in the school. However,

during the study no workshops were taking place in any of the sampled school on the day

of visit to verify the claims made.

Table 4: Meetings held in the sampled schools

Schools Number of meetings

held from January

2010 to May 2010

GGHS Sharian 1

GBHS Sharian 3

GBHS Gunchattar 2

GBHS Miani Bandi 5

GGMS Lumnian 0

GGMS Noorpur Nakran 1

GBHS Noorpur Nakran 4

GGHS Nalochi 2

GBCHS Moolia 3

GBMS Pagal Bandi 0

4.5.3 Monitoring and Evaluation

Government schools suffer from weak monitoring and supervision system and practice.

Traditional supervision system that district government and head teachers pursue has

many deficiencies in terms of its quality and relevancy. Training need analysis carried

out before the training identified that there was no formal monitoring and evaluation

mechanism in place, in any of the sampled schools. Teachers are working in isolations

and do not follow the school regulation. The training also focused on introducing

strategies to monitor teaching and learning in the schools.

8

Maintaining log book

According to the HTs, after the training 40% schools had introduced monitoring of

teaching and learning process. Some informal

methods have been initiated to monitor routine

activities of teachers in the classroom. Few of the

schools (20%) have introduced logbook which was

maintained by the teachers after each lessons and

reported to the head teachers. They have also

involved students to monitor routine activities taking

place in the classroom and report to the HTs. Staff

meeting is also part of the monitoring process. For

example, in 80% of the schools regular weekly,

biweekly and monthly staff meetings were being

held. In these meetings the teachers report their

teaching progress and discuss emerging issues in

students learning. In one of the sampled school

annual review meeting was also initiated to discuss

students’ performance in the annual examination.

Two HTs from high schools claimed that introduction of regular monitoring and

supervision had reduced students’ absenteeism and increased teachers’ interest in their

teaching. However, still there is a need to standardize the internal supervision and

monitoring system in all the sampled schools to bring effectiveness and accountability.

This gap can be addressed in the forthcoming follow up training of HTs. School

Management Committee’s (SMC) role is crucial to assist HTs in regular monitoring.

4.5.4 School Development Plan and Level of Implementation

The head teachers were trained to plan school improvement programs. The result has

been encouraging as 60% HTs have initiated improvement projects. The improvement

projects undertaken by them are toilet construction, purchasing furniture, installing water

pipeline, and/or constructing boundary wall. Most of the projects and plans were

concentrating on improving schools’ physical environment. Apart from the physical

improvement, 30% HTs had initiated to address several issues pertaining to quality,

enrolment and absenteeism. For example, one of the HTs reported “we have successfully

increased our school enrolment by introducing English medium instruction and

developing linkages with the parents and families. This initiative has attracted the parents

to send their children to the school” (Interview May 15, 2010).

On the whole 80% the HTs have taken certain initiatives at the school level depending on

the demands and needs of the school. The government schools are highly centralized and

have little space for the HTs to make decisions at the school level. Therefore mobilizing

resources from the Department of Education for the developmental project is almost

impossible. One of the HTs had to say, “HTs having political backing can influence the

officials at the helm of affairs in the education department and get resources for their

school, It is very difficult for any head teachers having no backing to get support from

the department. All resources are allocated on favoritism and political bases.”

(Interview May 19, 2010)

It was however noted that there is need for additional training in resource mobilization

and management to save and generate resources for school improvement.

9

Improvement in school environment by

planting of shrubs and trees at Boys High

School Langarpura, Muzaffarabad

4.5.5 Linkages with the Local Community

Study confirms that all the sampled schools had established and mobilized School

Management Committee in their schools. There are patterns of meetings jointly held by

the school staff with the SMCs on emerging issues in the school. Community is engaged

and assisting the schools to resolve the school building land dispute, temporary building

arrangement, and supervision of construction work. As per the rules the HTs are

Secretaries of the SMCs, therefore they were convening meetings on need bases. The

head teachers have realized the important role of the local community and parents in the

school improvement process. “Community is important resources for the school, and this

resource is sustainable if effectively mobilized” mentioned one of the HTs.

4.5.6. School Physical Environment

The head teachers (80%) mentioned in their

interview that they have learnt how to mobilize

resources to improve the physical environment

of their schools. All the sampled schools lack

basic facilities and insufficient permanent

classrooms to accommodate the students.

School buildings were demolished during the

earthquake and the government is still waiting

for external support. Almost 60% of the HTs

had concentrated to improve the school

physical environment. Most of the classes were

operating in tents or in the open sky. In four

sample schools the head teachers with the

assistance of SMCs had made some temporary

arrangements in terms of shelters and acquired

tents from the education department. Two

schools were shifted to the buildings of the local community members. Temporary

arrangements for drinking water, tents/shelters, and temporary washrooms have been

GBHS Gunchattar, HT constructed shelter

with community support GBHS Miani Bandi, the HT borrowed tents

(seen on left) as shelters for the school

10

made at schools. In two schools the HTs initiated plantations and vegetations in the

school environs.

Table 5: School Details

S. N. Name of School Teachers Students Building and other Basic Facilities

(e.g. toilet, water, electricity etc) M F B G

1 GGHS Sharian 1 10 0 230 Building construction in progress.

Currently housed in tents; toilet,

clean drinking water and electricity

are not available

2 GBHS Sharian 21 0 328 0 Building under construction.

Washrooms, electricity and drinking

water available

3 GBHS Gunchattar 16 0 190 25 Housed in shelters. Basic facilities

mostly not available

4 GBHS Miani Bandi 31 0 260 0 Housed in shelters and tents. Basic

facilities like washrooms, electricity,

telephone are available

5 GGMS Lumnian 0 8 0 150 Housed in unroofed building. Basic

facilities mostly not available

6 GGMS Khilla 0 8 65 16 Building under construction.

Currently housed in damaged

building. Basic facilities mostly not

available

7 GBHS Noorpur Nakran 18 0 296 120 Newly constructed building, basic

facilities available

8 GGHS Nalochi 0 12 96 24 Newly constructed building, basic


9 GBHSS Langarpura 23 0 340 0 Newly constructed building, basic


10 GBMS Pagal Bandi 8 0 82 20 Housed in tents. Basic facilities

mostly not available

Detailed information about the sample schools is given in Table 5. It illustrates gender

wise distribution of the students and teachers present in the sample schools and facilities

available. Data also revealed that some of these schools were enjoying new building

facilities, whereas majority of the schools lacked basic infrastructure such as building,

furniture, electricity, washrooms and clean drinking water as presented in the Table 5.

5. Recommendations

5.1 Monitoring and follow-up

Monitoring and follow-up helps in identifying implementation problem of the training

and helps in remedial measure to improve the performance. Therefore it should be

integral part of the training to provide continuous support and ensure effective

implementation. The study recommends for developing a proper mechanism of follow-up

training to HTs head teachers. For this the Government of AJK has to provide required

logistical and financial support to DEE staff and District Education Officers.

5.2 Linking theory into practices

11

The training needs to focus more on practical skills to enhance the skills for monitoring,

conflict resolutions, management and academic leadership. It is imperative to develop a

small scale action research at their school level to implement their learning and record its

impact.

5.3 Training phases

One off training activity cannot be very effective. Follow up training are essential to

address the learning gaps and improve the application of the new skills. Instead of

providing one 12 days training, the training can be divided into two phases (6 days each)

by providing time gap for HTs to implement their new learning. After the gap a follow-

up training to exchange experience and acquire advance skills can be organized. For

example:

1. Basic leadership and management training (6 days)

2. Follow up and support (at least 2 follow up visits to each school)

3. Advance level of leadership and management training (6 days)

5.4 Experience sharing

The study revealed that some HTs had successfully implemented improvement projects,

and displayed exemplary practices in management without requiring additional monetary

resources. Such achievements should be documented and shared with other HTs.

5.5 Organizational support

HTs require departmental support and recognition in order to materialize school based

initiatives. Therefore education officers responsible for these schools in their districts

should be involved in the professional development trainings and should encourage HTs

for implementation of the learnings. Besides, the Education Department may introduce

an incentive scheme to recognize and reward the HTs and schools for exempalary

initiatives/performance without depending upon government provided resources only.

5.6 Content of the training

Planning, monitoring and resource mobilization contents of the training need to be

strengthened in design and delivery.

The study findings suggest that most of the HTs are involved in teaching and providing

academic support to their teachers. As such inclusions of new technologies of teaching-

learning such as ICT need to be included as an important component of training.

School Improvement Booklet used by UNESCO-WFP Joint Project may be provided to

all schools as a reference material for head teachers to undertake school improvement

activitteis.

6. Conclusion

12

The study revealed that most of the head teachers were satisfied with the training content and

design and benefitted from the training. They felt that the training enhanced their

understanding on school management and developed skills of administration. The study

reconfirmed that head teachers if trained and motivated can improve school management with

or without additional resources.

All the head teachers were enthusiastic about their school development and had initiated

several developmental projects. Most of them were successful in mobilizing community

resources while the others were still waiting for external support. There was a feeling that

they did not get any professional support or material from the Department. Follow-up

support after the training was not done to facilitate implementation of the new learning. Most

of the schools still do not have basic facilities such as school building, toilet facilities, water,

electricity and furniture; therefore all the head teachers were preoccupied with these issues to

be addressed. The head teachers require more assistance in developing an effective school

improvement plan and measurable developmental plan to achieve this agenda. Future

training should focus on developing skills of the head teachers in effective headship to

broaden their vision of effective schools.

HT’s punctuality and regular presence is a must for improvement in school management.

Appropriate policy for suitable posting of head teacher and monitoring by education officials

are needed.

The study has put forwards some recommendations to modify the head teachers training

module to make it more relevant, effective and productive. The training should be in cycle

rather then just one shot activity. Moreover training content should include; introducing

effective monitoring and follow-up mechanism, linking theory into practice, sharing

experiences and involving the education department in the training process.

******

13

References

1. Armstrong, A (1996), The Value of Evaluating Training and Staff Development,

Evaluation News Vol 5, Nos, pp58-62.

2. Guskey, T.R (2002), Does it Make Difference? Evaluating Professional Development and

Educational Leadership.

3. Kirkpatrick, DL (1975), Evaluating Training programme: ASTD Journal.

4. Kirkpatrick, DL (1998), Evaluating Training Programme: The four levels 2nd Edition,

Berrett Koehler Publishers, San Francisco.

5. Maxwell, J.A (1996), Qualitative Research Design - An Integrative Approach, Sage,

Thousand Oaks.

6. Nickols, F (1999), Evaluating Training: There is no cookbook approach.

7. Unger, Zita and Rutter, Anthea (1997), Strategic Training Evaluation, paper presented to

the Australasian Evaluation Society, Annual Conference

1

Annex 1

INTERVIEW QUESTIONNAIRE FOR HEAD TEACHERS

(Note: All responses should be restricted to UNESCO/DEE Leadership and Management training)

1. General Information

1.1. Name of the school: __________________________________________________

1.2. Level of school:

1.3. Gender of School (Please tick any one box)

1.4. Name of the Head Teacher: _____________________________________________

1.5.Participated in the “Leadership and management training” organized by DEE and

UNESCO.

1.5 Enrolment of the school

1.6 Information about the school building (describe the condition)

________________________________________________________________________

________________________________________________________________________

1.6.1 Basic facilities of the school

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Rate your learning from the training. (Please tick any of the boxes)

If your answer is ‘Excellent’ or ‘Very good’ please specify why?

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Higher Secondary High Middle

Girls School Boys School Co-education

Yes No

Boys Girls

Maximum

Learning

Excellent Very Good Good Average Low No

Learning

2

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3. Rate the level of your understanding of the training contents by using the following rating

scales

Content Knowledge Rating Comments

1 2 3 4 5

Educational leadership

Monitoring and evaluation

School Management

Financial management

Resources management

Change process

Conflict resolution

Reflective practice

Environmental education

Community linkages

School Health and hygiene

Planning

Staff development

4. Skills developed from the training

Please rate the level of skills obtained from the leadership and management training by using

the following rating scale

Content Rate Comments

1 2 3 4 5

Leadership

Monitoring

School Management

Staff Management

Resources Mobilization

Time management

Conflict resolution

Planning

Mentoring

5. What school management strategy have you learnt from the head teachers training

conducted by DEE and UNESCO?

1= Excellent 2=Very Good 3= Good 4= Average 5= Low

1= Excellent 2=Very Good 3= Good 4= Average 5= Low

3

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6. How different you are managing your school after attending the training?

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7. What improvement plan did you initiate in your school?

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8. What challenges did you face while implementing the improvement plan?

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9. What mechanism is in place to monitor the school?

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9. What are the strategies adopted to involve parents/community in the school?

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10. In your view what contents are required to address in the coming refresher course.

4

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11. What challenges did you face while implementing your learning from the training?

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12. How did you address these challenges?

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5

Annex 2

Guiding Questions for Focused Group Discussion with the Teachers

1. How different is the head teacher after attending the training?

2. What improvement initiatives he/she has been taken in the school?

3. Are you involved in the decision making process?

4. Do you have professional development opportunity in the school? If yes what type of

opportunities?

5. Do you get academic support from your head teacher? If yes what type of support?

6. Are you satisfied with the management style of your head teacher? If yes why?

1

Annex 3

GUSKEY’S FIVE CRITICAL LEVELS OF PROFESSIONAL DEVELOPMENT EVALUATION FRAMEWORK

Evaluation Level Typical questions

addressed

Typical information

gathering method

What is measured or

assessed?

Who will information be

used

1. Participants reaction Questions regarding feeling

about the training

Questionnaire

Focus group discussion

Interview

Initial satisfaction with

experiences

To improve training delivery

and design

2. Participants learning Did the head teachers acquire

the intended knowledge and

skills

Questionnaire

Interview

New knowledge

Skills of head teachers

To improve training content

and organization

3. Organization support

and change

What was the impact on the

organization

Did it affect organizational

climate ?

Was implementation

advocated and supported ?

School record

Minutes from meeting

Questionnaire

Focus group discussion

Interview

The organization’s

advocacy, support,

accommodations, facilitation

and recognition

To document and improve

organizational support

4. Participants’ use of new

knowledge or skills

Did the head teachers

effectively applied the new

knowledge and skills

Structured interview with the

head teachers and teachers

Participants reflection

Direct observation

Degree and quality of

information

To document and improve

the implementation of

programme content

Annex F

TRAINING MODULE

For

TRAINING Of

SCHOOL MANAGEMENT COMMITTEES Of

SECONDARY SCHOOLS

In

AZAD JUMMU AND KASHMIR

UNESCO Islamabad

February 2010

The Government of Azad Jammu and Kashmir gratefully acknowledges the support of

Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu Dhabi for

their support through UNESCO Project 570-PAK-1001.

Table of Contents

1. INTRODUCTION .......................................................................................................... 1

2. CAPACITY BUILDING OF SMCS .............................................................................. 1

3. INTRODUCTION TO THE MANUAL ......................................................................... 2

3.1. HOW TO USE THIS MANUAL ........................................................................... 2

4. OBJECTIVES OF THE WORKSHOP ........................................................................... 2

5. DAILY SESSIONS ......................................................................................................... 3

6. INAUGURAL SESSION................................................................................................ 4

6.1. PROCEEDINGS OF THE WORKSHOP .............................................................. 4

6.2. THEME 1: SMC FUNCTIONS AND PROCEDURES ........................................ 6

6.3. THEME 2: GENDER AND EDUCATION .......................................................... 8

6.4. THEME 4: SCHOOL DEVELOPMENT PLAN ................................................ 11

6.5. THEME 5: RESOURCE MOBILIZATION AND RECORD KEEPING ........... 13

REFERENCE MATERIAL FOR TRAINING FACILITATORS ............................. 15

a. SMC Policy for Secondary Schools

b. Gender and Education

c. School Development

d. Resource Mobilization

e. SMC Record Keeping

1

1. Introduction

UNESCO is supporting the Government of AJK to rebuild an improved education system

in the earthquake-affected areas. The Rehabilitation of the Education System in

Earthquake-affected Areas of Pakistan is a follow-up project that was initiated with the

generous support of the Zayed Bin Sultan Al Nahayan Charitable and Humanitarian

Foundation of the United Arab Emirates. The project aims to provide a safer and better

environment to selected middle and secondary schools affected by the earthquake

October 2005. In this project, UNESCO in partnership with the Government of AJK,

planned a number of activities including construction of 4 middle and secondary school

buildings and soft component; professional development of head teachers,

establishment/reactivation of 20 SMCs and training of all 140 SMC members.

2. Capacity Building of SMCs

Parents are key partners and are vital for improved operations of a school. Current

research on parents’ role in schools has made it abundantly clear that parents, if properly

organized, can substantially contribute to the wellbeing of a school. This realization led

to the development of organized community and parent bodies, commonly known as

School Management Committees or Parent Teacher Associations, which hereunder will

be referred to as SMCs. The ultimate objective of an SMC is to ensure more effective

education in a school by reiterating and reinforcing the message that education is a shared

responsibility of both the school and the home.

Having realized the importance of the better partnership between schools and families,

the education department of the Government of AJK established a number of SMCs at

the primary and middle level in collaboration with various (I)NGOs. A comprehensive

capacity building program - including training modules and developing master trainers -

has also been undertaken for the effective functioning of the SMCs. However, there

always existed a need to replicate this model at the secondary school level.

UNESCO took the initiative to address the gap of SMCs’ presence at the secondary level

as well as to implement the recommendation of policy regarding enhancing the leadership

skills of the head teacher. This training module will develop a cadre of master trainers

who will further train the SMC members at the secondary level. A six day pilot workshop

was organized in collaboration with Directorate of Education Extension Muzaffarabad to

improve the module. The design and contents of the module have been improved using

recommendations drawn from the pilot workshop and harmonized with the

recommendation of the National Education Policy.

To advance the initiative 140 SMC members out of 20 SMCs are being trained in a three-

day training workshop. This manual presents a clear guideline for the educators and

mobilizers to lead the training sessions. This manual is further be modified by using the

feedbacks from the SMC trainings.

2

3. Introduction to the Manual

This manual has been designed considering the needs of SMC members in the school

management. The objective is to strengthen management skills of SMC members and

develop their capacity to carry out key duties and responsibilities as stated in the draft

SMC Policy.

3.1 How to Use This Manual

Training facilitators need to carefully read this handbook and prepare for the training

sessions.

3.1.1 Session Plan

These explain the objectives, a tentative timeframe for the sessions and guidance for the

activities. The trainer needs to familiarizes themselves with the training contents and be

creative and flexible in adapting the activities according to the situation.

3.1.2 Materials Required

In addition to the necessary basic materials indicated in the manual for running of this

course, each session requires a list of items to be prepared before the session.

3.1.3 Activities

Activities are designed to be undertaken as they are written. All instructions are provided

in the tables. There is also a methodology guide to be followed to implement the

activities. Again it is reiterated that the trainer needs to be creative and flexible, and well

informed to make these activities meaningful.

4. Objectives of the Workshop

• To develop better understanding of SMC formation procedures and functional

process.

• To develop the capacities of SMC members to fully enact their roles and

responsibilities in a gender sensitive manner.

• To facilitate the development of a measurable school development plan to be

executed in their respective schools.

• To help explore ways of resources mobilization and effective utilization of the

resources.

3

5. Daily Sessions

Day-1

Session contents Key Learning Points Timing

Opening session • Objectives of the workshop

• Setting ground rules

• Ascertain expectations of the participants

9:00-10:30

Purpose of SMC,

SMC structure,

formation and

procedures

• SMC’s crucial role in school

• Standard procedures of SMC formation

• Functional processes: structure, roles and

responsibilities of SMCs

10:30-15:00

Day-2

Gender and

Education

• Gender issues in the school

• Awareness about girls’ education

• Methods of developing gender responsive

school

9:00-11:30

School

Development

Plan, and

monitoring

• School Development Plan

• Identify school needs through SWOT

• Developing monitoring indicators and

benchmarks to assess the progress

• SMC involvement in school monitoring

11:30-15:00

Day-3

Resource

Mobilization and

record keeping

• Importance of resource mobilization

• Mobilization and utilization of resources

• Record Keeping

• Follow-up, final discussion and end of the

workshop

• Evaluation of the workshop

10:30-15:00

4

Day 1

6. Inaugural Session

One of the senior government officials will be invited for the inauguration of the

workshop followed by elaboration of the overall objectives of the workshop.

Objectives of the session

• To develop ownership of the whole approach of SMCs among the policy and decision

makers.

• To develop a conducive environment for the implementation of SMCs’ concept.

• To seek institutional support for SMCs from relevant key stakeholders.

• To ensure the replication of the model across the board.

S. N. Activity Time (hrs) Duration (minutes)

1 Registration of the participants 9:00 30

2 Seating 9:30 5

3 Welcome address 9:35 10

4 Introduction of the workshop 9:45 10

5 Sessions 9:45 310

6 Closing remarks by the chief guest1 14:55 5

6.1 Proceedings of the Workshop

6.1.1 Opening of the workshop

The participants will be seated and the facilitator(s) will formally start the session by

asking any one of the participants for TILAWAT.

6.1.2 Introduction of participants

The participants will be asked to pair-up and share their name, qualification, areas of

interest and two positive and negative attributes with each other. The participants will be

given three minutes and then will be asked to introduce their partner one by one, with the

information mentioned above. This results in an informal and more conducive

environment for learning.

1 Time is flexible for closing.

5

6.1.3 Setting codes of conduct for the workshop

Codes of conduct for the workshop will be developed involving the participants. The

facilitator will intervene where required.

6.1.4 Workshop content

The facilitator will briefly introduce the workshop content to the participants in order to

stimulate their interest and prepare them for sharing their expertise.

(The entire session will take 30 minutes.)

6.1.5 SMCs’ introduction

Introduction, background and current status of the SMCs (10:00 – 10:30)

6

Module 1 Day 1

6.2 Theme 1: SMC Functions and Procedures

Focus content:

• Importance of SMC involvement in schools?

• Structure of the SMC

• Functions of the SMC

Objectives:

By the end of the session the participants will be able to:

• Understand the main aim of SMC in school

• Understand standard procedure of SMC functions

• Agree on duties and responsibilities of the SMC members

Resources: charts, markers, white board, and tape

S.N. Activities

Methodology Time &

Duration

1. Introductory activity:

Why is community involvement

necessary in schools?

The facilitator will lead the

discussion reiterating that people

have traditions of working

together for common cause and

participating in social events.

Why not make another tradition

of participating in our children’s

education and building better

schools?

The participants will list various

forms of participation in social

gatherings in AJ&K public context,

for example participating in social

activities such as funeral

ceremonies, wedding ceremonies,

village events, or any other

examples of community services.

Once the list is prepared the

facilitator will sum up the discussion

on “why do not come together for

our children’s education”.

10:00-10:30

2. Purpose of SMC involvement

in schools

Developing a common

understanding about the

objectives of SMC formation

and involvement in schools.

Link SMC involvement with

school effectiveness and

improvement.

Group Discussion.

The facilitator will pose question

“Why should SMC involvement be

in schools?” Participants will be

given time to think individually.

Facilitator will elicit all the

responses on the white board and

summarize with his/her input to

emphasize the importance of SMC

involvement.

10:30-11:00

Tea Break (11:00-11:30)

3. Structure and procedure of the Brainstorm about the structure of 13:00-12:30

7

2 Selecting appropriate candidate for the SMC board by considering self motivated, broader representation,

activeness and relevant.

SMC

Participants will develop SMC

structure at the secondary school

level.

They will compare and share

proposed model structures of

SMCs as stated in the draft

policy

SMC. Facilitator will present the

proposed structure of SMC in High

schools as proposed in the policy

framework. The participants will

discuss and give their input where

improvement is necessary. Discuss

female representation in the school

SMC.

4. Roles and Responsibilities of

SMC

In break-out groups, the

participants will propose roles

and responsibilities of SMC

executive board members.

Group Work:

Participants will propose roles and

responsibilities of the SMC

executive board. All the groups

should be encouraged to come up

with roles and responsibilities and

share it with the whole group.

Facilitator will assist in explaining

and clarifying unclear points.

Finally the facilitator will share the

proposed roles and responsibilities

as proposed in the SMC policy

framework.

12:30-13:00

Lunch Break (13:00-13:30)

5. Procedure of election or

selection of SMC members

Facilitator will assist the

participants to consider

important points2 while selecting

SMC members.

The participants will work in groups

and discus the selection procedure

of SMC members. All the groups

should be encouraged to come up

with some standard criteria for

selection. Facilitator will assist in

explaining and clarifying unclear

points

13:30-15:00

6. SMC working procedure

Develop common understanding

of the role of SMC members

Each of the participants will get

a copy of SMC Policy

Working procedure

The training participants will work

in groups and propose the working

standards of the SMC members.

Consolidate all the points and

finalize some with the consent of the

participants.

Facilitator will provide the SMC

standards procedure mentioned in

the policy.

8

Module 2 Day 2

6.3 Theme 2: Gender and Education

Focus:

• Understanding Gender in Education.

• Understanding what a gender responsive school is?

• Develop an action plan to address gender gap at the school level.

Objective:

By the end of this session, the participants will:

• Have increased sensitivity to gender issues and need for gender balance in education

• Be aware of gender disparities and access to education at the school and community level.

• Learn to build gender responsive schools.

Resources: multimedia, sheets, markers, white board, board marker

S.N. Activities Methodology Time &

Duration 1. Days of girls and boys:

List out the daily chores of both

girls and boys. What can boys

and girls do and what cannot?

Understanding Gender and

Sex:

At the end of the session the

facilitator will guide the

participants to come up with a

shared definition of gender.

Group Work:

Participants will work in two groups

and list routine activities of girls and

boys. One group will focus on the

activities of boys while the other

group will focus on the activities of

girls. The group will further

comparatively analyze what tasks

are not interchangeable due to

biological differences.

The facilitator will write the

statement “boys and girls are equal

and can equally share

responsibilities – how to integrate

this agenda into our education,” and

seek feedback from the participants.

The male participants will give their

reflection on the stereotypes related

to girls’ and boys’ education. Ask

the participants to discuss the

importance of girl’s education in the

community.

9:00-9:30

9

2. What are the hurdles in

responding to girls’ education

needs in AJ&K schools and

how to create gender responsive

schools?

Group Work:

Participants will work in groups and

discuss the issues related to girls’

education.

9:30-10:00

3. Develop Action Plan to

address gender gap at the

school level

• How to encourage parents to

send their girl child to

school

• Encourage more female

representations in SMC

board.

In their respective school groups,

participants will develop a

responsive programme that bridges

the gender gap. The facilitator will

assist the participants in developing

a concert plan, to be integrated in

the School Development Plan in the

next session.

10:00-10:30

Tea break (10:30-11:00)

11

Module 3

Day 3

6.4 Theme 4: School Development Plan

Focus Contents:

• What is a School Development Plan (SDP)?

• Process of develop School Development Plans.

• Role of SMC in School Development Plan.

• Conduct SWOT analysis and develop Action Plans

• Developing benchmarks and monitoring indicators.

Objectives:

By the end of the session the participants will:

• Become acquainted with the School Development Plan process.

• Identify the needs of their schools.

• Possess “hands-on” experience in developing school development plan.

S.N. Activities

Methodology Time &

Duration

1. Introduction

What is a school development

plan? The facilitator will ask the

participants to share their

experiences of schools,

categorize them as effective or

ineffective and brainstorm factors

attributing to effective schools.

The facilitator will summarize

their responses on the flip chart.

Teaching and learning strategy:

individual brainstorming with

facilitator’s input and guidance.

11:00-11:30

2. Why school development?

Participants will discuss the

significance of School

Development Plan. Session

methodology will be;

Think, pair-up into small groups,

and share ideas, followed by

facilitator’s input and shared

literature.

Facilitator will pose a question; do

we need a school development plan

or just follow the school routines?

Participants will give their views

and facilitator will consolidate

them.

Discussion based on their beliefs on

school development,

Share literature and provide inputs.

11:30-12:00

12

3. Designing School Development

Plan (SDP)

Identify school needs through

SWOT analysis.

Share School Improvement

Booklet (SIB) with the

participants.

Facilitator will present steps of

SDP

• The participants in groups with

the help of head teachers will

identify their school needs

through SWOT analysis

technique and develop actions

to address the gaps (Use the

Annex-SDP worksheet).

• Participants will display their

SDP and each group will read

others’ plan

12:00-13:00

Lunch Break (13:00-13:30)

4. Monitoring of SDP progress

Define monitoring and links to

monitoring school progress.

How to monitor?

Facilitator will elicit ideas about the

term “monitoring” and link it with

school progress monitoring. The

participants will work in pairs and

find ways of school monitoring

13:30-14:00

5. Developing monitoring

indicators

Facilitate the participants to

develop monitoring

indicators/benchmarks to

improve fund’s monitoring and

reporting.

Methodology

The participants will work out what

to monitor. They will produce a list

of indicators in line with the SDP

and discuss one-by-one with the

whole group. Each group will

receive feedback to improve their

monitoring indicators. Also

identify means of verification

14:00-15:00

13

Module 3 Day 3

6.5 Theme 5: Resource Mobilization and Record keeping

Contents:

• Identification of resources

• Mobilizing local resources

• Ways of record keeping

• Important records of SMC

Objectives:

By the end of the session the participants are expected to:

• Have insight on the importance of resources mobilization.

• Have knowledge about the availability of local resources and how to harness them.

• Gain knowledge about keeping record of their resources

Resources: Flip charts, white sheets, markers, white board, board marker.

S.N. Activities Methodology Time &

Duration

1. Warm up activity; “money makes the mare go”

Debate

Facilitator will ask the participants

to speak for and against the saying.

Some will speak strongly in the

favor of the connotation saying that

money is inevitably required for

doing anything. While others will

support the notion of strong will,

determination and aspirations being

as important.

11:00-13:00 2. What are the available

resources at the local level?

The participants will focus on

the question to find out available

resources at the local level.

In groups participants will map out

the available resources around the

school, and at the locality. They can

use pictorial depiction to locate the

resources. Facilitator will give

his/her input. Furthermore he/she

will educate the participants about

the kinds of resource and funding.

1. Local funding sources

2. External funding sources

How to mobilize these resources.

Lunch Break (13:00 – 13:30)

14

3. What is record keeping –

Introduction

Facilitator will explore the

participants understanding about

how to document and keep

records of the SMC activities

Brainstorming:

Facilitator will elicit the

participants’ idea on record keeping.

Participants in groups will discuss

and list out, some important records,

record of SMC members

13:30-14:00

4. Hands on practices on some

SMC related records and

documentation

In their respective school groups the

participants will practice filling up

ledger book for financial record,

comparative analysis of quotations,

records of SMC members, village

educational profile and recording

meeting decisions. 14:00-14:45 5. Keeping records of SMC

Meetings

After the first session exercise the

facilitator will provide some

practical guidance on how to

maintain records of

A. Records of meetings/decisions

B. Model of expenses

6. Reflection session-

What have you learned from this

session

A quick review of the three days

learning. Facilitator will recap the

three days sessions and clarify if any

points are not clear.

14:45-15:00

7. Evaluation of the workshop Keep sometime to the evaluation

of the workshop from the

participants

10 Minutes

15

Reference Material for Training Facilitators

16

SMC Policy for the Secondary Schools

1. FORMATION OF SMCs

a. Every school in AJK must have a functional SMC as mentioned in the National Education

Policy 2009

b. The Secretary of Education will write a letter to the concerned officials for initiating the

SMC establishment in schools.

c. A general meeting of parents, guardians, teaching staff and head teacher will be called by

responsible DEO or his/her representative in school premises.

d. DEO or his/her representative will chair the meeting.

e. Members for SMCs would be selected from amongst participants by show of hands and

majority.

f. SMC will hold its first meeting within one week of the committee’s formation, in which the

chair would be selected by show of hands. In case of more than one candidate, secret voting

will take place

g. The DEO or his/her representative will send minutes of the first meeting to the concerned

governmental authorities with a request for notification.

h. After receiving the request to form an SMC the DEO will arrange notification by concerned

authorities within two weeks.

MEMBERSHIP SIZE

The total number of SMC members should be no more than15 and no less than 10 in secondary

schools, while in middle and primary schools the maximum number of members will be 7.

a. The membership ratio should be 60% parents and other parties and 40% teaching staff.

However in a primary school with a very small number of teachers, this ratio may be

modified.

In middle and primary schools, committee membership will be a minimum of 7 and maximum

10 members.

b. Female representation in male SMCs and vice versa will be ensured.

2. POTENTIAL MEMBERS

a. Parents/guardians.

17

b. Head teachers of the school.

c. Teaching staff of the school.

d. People from the local community committed to community development and who possess

special skills.

e. Religious leaders.

f. Committee can nominate a maximum of two members with a special skill-set, if required to

facilitate the SMC’s activities.

3. MEMBERSHIP TERMINATION

a. A member resigns by written notice to the SMC chairman and the resignation is accepted.

b. A member is involved in misconduct, embezzlement, or otherwise unethical or unlawful

activities.

c. A member is absent from three consecutive meetings of the Committee without prior

notification.

d. A member becomes too ill or unwell to take responsibility for the tasks/activities assigned by

the SMCs.

e. In case the member is deceased.

4. TERMINATION NOTICE

a. The terminated member would be informed through a written notice properly signed by the

chairman.

5. THE CHAIRPERSON

b. The chairperson would be from the parents or a social worker, who can ideally read and

write, has good character and leadership skills.

c. The chairperson would be selected by show of hands by simple majority in the first SMC

meeting. In case of more than one candidate, secret voting will take place.

6. TERMINATION OF THE CHAIRPERSON

a. The SMC will terminate the Chairperson with a two-third majority vote if:

b. He/She is unable to discharge duties on ground of bad health or any other reason.

c. He/She is absent from three consecutive meetings without a genuine reason or without

18

notification.

d. He/She is involved in an unethical, unlawful act, embezzlement or convicted by any court

thereof.

7. ELECTION OF THE CHAIRPERSON

a. Election of the Chairperson will take place:

b. In the first meeting of the SMC with a simple majority.

c. In the case of his/her death, resignation or termination the new chairman will be selected

within two weeks time.

8. TENURE FOR THE CHAIRPERSON

a. The tenure for the Chairperson will be for two years.

b. He/She can continue to serve for another two years if elected.

c. A Chairperson cannot serve for more than two consecutive terms. However he/she can be re-

elected after two years after their last term. .

9. RESPONSIBILITIES OF THE CHAIRMAN

a. He/She would manage all SMC affairs including finances with the help of the Secretary and

other members.

b. He/She provides leadership to the committee, approves the agenda for meetings and manages

meetings by following the agenda.

c. He/She would ensure democratic norms in meetings by allowing all members to speak and

building consensus for decision making.

d. He/She would play an impartial role in conflict management.

e. He/She would maintain good relations with the Government and Non-Governmental

Organizations, particularly with the Department of Education, the head teacher, teaching staff

and parents.

f. He/She would develop the annual report with the assistance of the Secretary.

g. He/She would ensure updating all records including finances of the SMCs and report to the

SMCs.

10. SECRETARY

19

a. The head teacher of each member school would act as Ex–officio Secretary of the SMC.

11. TENURE AND TERMINATION OF SECRETARY

a. Contrary to the chairperson’s tenure, the secretary will work until the time of his/her transfer.

In this case the new head teacher will assume the role of secretary.

b. In case of change/transfer of the secretary, the department will assign the job to another

teaching staff until the arrival of the new head teacher.

c. The same criteria will be applied for the secretary’s transfer or replacement.

12. SECRETARY’S RESPONSIBILITIES

a. Ensure effective communication and liaise between SMCs, schools and the Department of

Education.

b. Pass on and communicate all incoming and outgoing letters to concerned persons.

c. Prepare the agenda and record minutes for all meetings in consultation with the chairperson.

d. Send meeting circulars/notices to SMC members and parents as required.

e. Prepare progress reports, annual work plans and any other reports as assigned in consultation

with the chairperson.

f. Keep records of SMC activities including meeting attendance and finance.

g. Make arrangements for meetings and other events for SMCs.

13. MEETINGS

a. The Committee can decide the number of times it needs to meet to carry out its work but the

minimum number is four per academic year.

b. The quorum for a meeting will be 50% of all members.

c. All Members may attend any meetings of the Committee unless circumstances under the

clause (14. g) apply.

d. All meetings are announced with one week’s written notice to members.

e. The notice would specify the date, time, location and the agenda.

f. All meetings will be chaired by the Chairperson of the Committee. In case of his/her absence

the Secretary will chair the meeting.

20

g. The Chair with a 50% majority of the members can for legitimate reasons exclude any

members/person from attending a meeting. The said member should be given prior notice in

writing with the reasons for exclusion.

h. Decisions will be taken by a simple majority of members at a meeting.

i. Circulars of SMC meetings may be sent electronically, by hand, by post, or by any suitable

means of communication to the members.

14. PROGRESS REPORT

a. The SMCs would develop annual work plans and school improvement plans and will submit

them to the DEO.

b. The SMCs would regularly assess their progress and develop quarterly progress reports.

c. The head teacher would share quarterly progress reports with the Education Department.

15. MONITORING AND EVALUATION

a. A participatory monitoring and evaluation framework will be developed and implemented by

the Government of AJK to ensure the efficient performance of SMCs and effectively

institutionalize their objectives.

b. M & E team would be comprised by key stakeholders including members of the education

department.

c. The M & E report will be shared with the concerned SMC for developing consensus on the

key recommendations.

16. RESPONSIBILITIES OF SMCs

a. Establish a strong parent/school partnership for developing a conducive environment for

effective teaching and learning in schools.

b. Utilize resources more effectively and mobilize more human, material and financial

resources:

• Improve the infrastructure of the school.

• Maximize children’s enrollment and reduce drop out rates.

• Initiate steps to enroll children out of school.

• Work to manage staff absenteeism with the help of the head teacher.

• Identify, support and reward deserving students.

• Foster awareness and educate parents on their role in the education of their children.

• Assist head teachers and teaching staff in devising school admission policies.

21

• Support school staff in maintaining good discipline in schools.

• Facilitate co-curricular activities, debates, tournaments and quiz competitions in schools

• Recommend long and short term training programs for building capacity of teaching staff

based on school’s needs.

17. FORMATION OF SUB-COMMITTEES (If required)

a. The SMCs can form sub-committees if required to accomplish a specific task.

b. The sub-committees will be for a specific time period.

c. The SMC would develop TORs for the functioning of sub-committees.

d. The sub-committee would cease to exist after submission of its task report.

e. The sub-committee would report back to the SMC on progress of its assigned task.

18. FINANCES

a. A joint account will be opened in a schedule bank. Where bank branches are not available,

the account may be opened in the nearest post office.

b. The Chairperson and Secretary will be the joint signatories.

c. The Secretary will maintain and update all financial records.

d. The secretary will present financial status in quarterly SMCs meetings.

19. GOVERNMENT BUDGET ALLOCATIONS FOR SMCS

a. The Government will consider budget allocations to SMCs for achieving the objectives more

effectively.

b. In case of budget allocations by the government, the SMCs in consultation with the

department will develop a fund utilization mechanism.

20. CAPACITY BUILDING OF SMCS

a. The department will develop a comprehensive capacity building program for the SMC

members.

b. The department will collaborate with Non-Governmental Organizations for implementation

of capacity building programs for SMCs.

22

*****

23

GENDER AND EDUCATION

Gender is the differences between men and women or boys and girls which are socially

rather than biologically determined. The conceptual distinction between sex and gender is a

useful analytic tool to clarify the term.

Sex is connected with biology, whereas the gender identity of men and women in any given society is socially and psychologically (and that means also historically and culturally) determined. Biological and physical conditions lead to the determination of male or female sex. To determine gender, however, social and cultural perceptions of masculine and feminine traits and roles must be taken into account. Gender is learnt through a process of socialization and through the culture of particular society concerned.

Gender based inequality in education

According to Geeta Sharma, “in South Asia, women have only half as many years of schooling

as men”. Until nations are able to address this issue of gender inequality and resolve it, the

vicious cycle of poverty will continue to pervade. This is because poverty leads to and

aggravates gender discrimination – it is in the poorer sections and nations that instances of

gender biases and inequality are more evident.

Current measures of education quality underplay the significance of gender equality as an aspect

of quality. In reviewing economic and gender indicators together with education indicators for

South Asia, no consistent pattern emerges. The paper presents the Gender Equality in Education

Index (GEEI) (2006)– a measure developed to draw on existing data sources to consider gender

equality in education in more dimensions than simply enrolments. The GEEI for the countries in

South Asia for which there is data shows that gains were made over the 1990s in all countries

except Pakistan. However, to reach a GEEI score consonant with achieving the gender and

education MDGs will require sustaining the huge mobilization of the previous decade and in

many countries increasing this. The assessment of GEEI gives some indication of the size of the

task and the levels of mobilization needed.

And yet, by the same logic, gender discrimination hinders development. So while denial of basic

rights (be it education, employment or health care for women) is detrimental to women, this

denial, ultimately also harms the society, the nations at large too, by hampering development.

Eliminate gender disparity in primary and secondary education by 2005 and to all levels of

education no later than 2015. Millennium Development Goal 2)

In this context, recent statistics on Pakistan’s education indicators show that the literacy rates as

well as gender parity indices would hopefully meet the MDGs by 2015 if current intensive

efforts are continued with enhanced commitment and inputs towards these objectives. For

instance, various types of resources and efforts e.g., expanding primary education through both

formal as well as non-formal means; through public as well as private sectors; improving quality

of education; involving community participation and other possible strategies, need to be

implemented in an effective manner.

24

Literacy Rate of 10+ years

0

10

20

30

40

50

60

70

80

90

100

Benchmark 2004/05 MTDF 2010 MDG 2015

Percen

t

TotalMaleFemalePoly. (Total)

Youth Literacy (15-24 years)

0

20

40

60

80

100

120

Benchmark 2004 /05 MTDF 2010 MDG 2015

TotalMaleFemalePoly. (Total)

The trends in primary enrolment, literacy rates and gender parity index which need to be

followed to meet MDGs by 2015 pose a significant challenge. Following graphs reveal the

situation in the country in relation to the MDGs.

Literacy

25

Gender Parity Index

0.00

0.20

0.40

0.60

0.80

1.00

1.20

Benchmark 2004/05 MTDF 2010 MDG 2015

Perc

en

tPrimarySecondaryPoly. (Primary)Poly. (Secondary)

Gender Parity Index

It is noted that Pakistan, where female portion of the population is 51%, there is need to include

this in the overall development of the country. The girl’s education thus plays vital role in the

development of the country. One of the most decisive barriers in the girl’s education is the

behavioral change, where parents and community needs to realize the importance of girl’s

education. This can be traced back in the teachings of Holy Quran and Hadya. The first ever

verses of Holy Quran reveals the importance of Education and seeking of knowledge (Education)

is the duty of every Muslim man and women.

SMCs can contribute a marvelous role in this connection. Having regular meetings at the schools

and a live connection with the parents, particularly who do not send their girl child to the school

is important. SMCs need to find out the actual factors related to every single household where

girls are not enrolled and should seek solutions. Social pressure and support may change the

situation in the villages and we can enroll 100% of the school going age children particularly

girls.

*****

26

SCHOOL DEVELOPMENT

“School development is a strategy for educational change that enhances student outcomes as

well as strengthening the school’s capacity for managing change.” (Hopkins, 1996) while

“School improvement is a systematic, sustained effort aimed at change in learning conditions and

other related internal conditions in a school with the ultimate aim of accomplishing educational

goals more effectively.” (Hopkins, 1996)

Successful School Development Plan entails

• Shared goals.

• Responsibility for success.

• Collegiality.

• A belief in continuous improvement.

• Lifelong learning for children and adults.

• Risk taking as an essential part of growth.

• Mutual support.

• Mutual respect.

• Openness.

• Celebration and humor. (Stoll and Fink 1996)

Key Factors In School Development

• Quality of leadership.

• Managing change in the culture of the school.

• Focus on teaching and learning.

• Systematic professional development of staff.

Characteristics of a good school

• Fully equipped with resources.

• Professionally trained and committed teachers.

• Close relationships with parents and community.

• Child- centered teaching and learning.

• Enriched curriculum based on the local environment.

• Focus on holistic development of children.

• Encourage co-curricular activities.

• Prepare students as self-directed and life-long learners.

• Prepare students as problem solvers.

27

• Aim for one hundred percent success.

• All students and teachers feel valued and accepted in school i.e. provide an unbiased

environment.

What is School Development Plan?

School development planning determines where the school is going over the next year or more

and how it is going to get there. Typically, the process is school-wide, or focused on needs and

demands. SDP can be used to determine mission, vision, value, goals, objectives, roles and

responsibilities, timelines, etc.

SDP planning is a management tool. As with any management tool, it is used for one purpose only: to help an organization do a better job - to focus its energy, to ensure that members of the organization are working toward the same goals, to assess and adjust the organization's direction in response to a changing environment. In short, strategic planning is a disciplined effort to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it docs it, with a focus on the future. (Adapted from Bryson's Strategic Planning in Public and Nonprofit Organizations) A word by word dissection of this definition provides the key elements that underlie the meaning and success of a strategic planning process: The process is strategic because it involves preparing the best way to respond to the circumstances of the organization's environment, whether or not its circumstances are known in advance; nonprofits often must respond to dynamic and even hostile environments. Being strategic means being clear about the organization's objectives, being aware of the organization's resources, and incorporating both into being consciously responsive to a dynamic environment.

Basic Overview of Various SDP Planning Models

There is no one perfect SDP model for each organization. Each organization ends up developing its own nature and model of strategic planning, often by selecting a model and modifying it as they go along in developing their own planning process. Here we have one model of SDP to have a guideline while planning our own.

Basic SDP Model

This very basic process is typically followed by organizations that are extremely small, busy, and

have not done much strategic planning before. The process might be implemented in year one of the nonprofit to get a sense of how planning is conducted, and then embellished in later years

with more planning phases and activities to ensure well-rounded direction for the nonprofit.

Planning is usually carried out by top-level management. The basic strategic planning process

includes:

a. Identify your purpose (mission statement) this is the statement(s) that describes why your organization exists, i.e., its basic purpose. The statement should describe what client needs are intended to be met and with what services, the type of communities are sometimes mentioned.

28

The top-level management should develop and agree on the mission statement. The statements will change somewhat over the years.

b. Select the goals your organization must reach If it is to accomplish your mission - Goals is general statements about what you need to accomplish to meet your purpose, or mission, and address major issues facing the organization.

c. Identify specific approaches or strategies that must be implemented to reach each goal- The

strategies are often what change the most as the organization eventually conducts more robust

strategic planning, particularly by more closely examining the external and internal

environments of the organization.

d. Identify specific action plans or implement each strategy - These are the specific activities that each major function (for example, department, etc.) must undertake to ensure it is effectively implementing each strategy. Objectives should be clearly worded to the extent that people can assess if the objectives have been met or not. Ideally, the top management develops specific committees that each have a work plan, or set of objectives.

e. Monitor and update the plan - Planners regularly reflect on the extent to which the goals are being met and whether action plans are being implemented. Perhaps the most important indicator of success of the organization is positive feedback from the members and community.

Developing Monitoring Indicators

a. What is monitoring indicators

Performance indicators are measures of project impacts, outcomes, outputs and inputs that are

monitored during development plan to assess the progress. Indicators organize information in a

way that clarifies the project relationship between outcome, output, and input and help to identify

problems along the way that can impede the achievement of the development plan.

b. How to develop monitoring indicators

Performance indicators must be based on the unique objectives of individual school development

plan - any set of performance indicators should also be based on an underlying logical

framework that links project objectives with project components and their respective inputs,

activities and outputs at different implementation stages.

• Set proper and SMART objectives

• Define indicators of success

• Identify key activity clusters

• Identify means of verifications

• Define resources required

29

*****

30

RESOURCE MOBILIZATION

Resource Mobilization

How can an SMC raise the income needed to carry out its mission? Where are the required

resources? How do you sustain your SMCs and work? These are the key questions confronting

organizations when they consider how to maintain their work and strengthen organizational

sustainability. Developing a plan or strategy for resource mobilization can lead to creative efforts

in using your own local assets to gain support for your schools. Multiple sources of funding can

increase your independence and flexibility to implement programs and reduce reliance on

external funding. With increased competition for scarce grant resources, thinking of and creating

options for new, diverse, and multiple funding streams will help your schools / SMCs manage its

plans. This brief starts with aspects to consider prior to mobilizing resources. The tips on

resource mobilization first discuss what your school can do locally before soliciting external

sources for funding.

Pre-Requisite for Fundraising

Before you start fundraising, you should lay the foundation to have a compelling reason for

donors to give. A plan that weighs your options and emphasizes your dedication can help save

time and effort and have a better chance of success. Some of the key elements that will

strengthen your case include: a clear sense and commitment to your vision and mission -- who

you are, where you are going, and how your mission relates to the communities served. These

could include:

a. Promising program / SDPs that will yield results.

b. Evidence of past accomplishments.

c. Effective management and leadership by your SMC members and community who will

ensure the accountability and transparency of the organization.

d. Financial systems that will safeguard the resources raised, including adequate financial

controls that demonstrate good management and builds trust, as well as maintaining a solid

reputation, credibility, and positive image.

e. Mutual respect and knowledge sharing between the SMC and the community it benefits, as

well as other stakeholders.

f. The ability to attract, create, and sustain new resources, especially based in the local

community.

Current Situation

Fundraising requires knowledge of the current situation of the area, including the available

donors in the area and government departments. There are community members who may donate

in cash or kind for improvement of the schools. Moreover, SMC can reach to the local MLAs /

MPAs to allocate government grants for the areas where there is need to establish new schools.

District level Zakat departments and individuals may be utilized for fund raising for school.

31

Community Assets

Each community has a unique set of assets upon which to build its future. The first step in a

fundraising strategy is to identify and inventory the range of financial and non-financial

resources of the individuals, community (including NGOs, groups, and associations), and local

institutions (including local government agencies). Non-financial resources include skills, talents

(such as handicrafts), and capacities.

Focusing on the community’s assets could help to localize your fundraising and engage local

citizens to invest in their own future and create a sense of hope, control, and ownership.

Knowing one another’s assets could also help to build relationships among local residents,

associations, and institutions.

Volunteers

Volunteers can provide great resources and benefits to your SMC / schools. Volunteering is

generally done by choice, without monetary reward (apart from expenses), and benefits the

community. To recruit and keep your volunteers, you need to understand the motivations and

expectations of a volunteer. People give their time because they get something out of the service

they provide. For example, a young person may gain skills or experience to apply for future

opportunities.

Individual Donors

Your school can raise funds from individuals and present or past beneficiaries who donate their

money and time. Individual solicitations require unique approaches depending on the person’s

interests, motivations, and ability to give. For example, professionals can give regular, moderate

amounts and may consider membership fees. The general public may want to give loose change

at public collection boxes or buy a ticket for a special event.

Develop a list of potential individual donors who can give substantial sums starts with

understanding what motivates them to give. It is important to recognize the motivations and

incentives of the prospects so that you can tailor how you ask for a donation.

For donors to keep giving, it is critical to ensure that you continue to meet their expectations and

continue to educate and inspire them about your cause. Depending on the donor, this may be a

report with photos describing your achievements and how the funds were used. Treat your

donors with respect and honor their commitment by using their donations appropriately. Your

strongest supporters are those who you have already convinced to give once. Transparency and

integrity are the key factors to gain and retain the confidence and trust of donors to fund your

school / SDP.

Positive Reputation

Your reputation or the way others view your school / SMC and work is built by many years of

credible results and relationships that make a difference to your community and by processes that

32

are transparent to the public and accountable to your stakeholders. A positive image can help

donors feel confident about supporting your school. Your image is based on the effectiveness of

your programs, commitment, member’s credibility, and relationships with the community and

other stakeholders.

In addition to being a solid SMC, you will need effective communication tools to share your

SMC’s results and strategies or “messages.” Your message should not only share what you are

doing, but also educate the public about the issues you care about. It should also demonstrate the

value you are adding to society. Your message should be targeted towards your audience and

clarify your distinct niche.

Your SMC will need to tailor your method of communication to your situation and budget. Some

types of communications tools are: annual reports, brochures, newsletters, public bulletin boards,

media coverage, advertising on community radio stations, and public or special events launching

your new programme.

*****

33

SMC Record Keeping

Important records of SMC in the school are:

• Management records of SMC i.e. records of meetings, decisions

• Information of governmental and Non-governmental organizations

• Records of letters (outgoing and incomings)

• SMC members profile

• Village complete profile

• School profile and records of properties

• Records of School Developmental Plan and activities implemented

• Records of teachers, students and SMC registration and attendance

• Log book

• Stock register

• Data of disable children living in the village

• Information about out of school children

Model of SMC profile

S/N Name Father’s

Name Position Address

Joining

Date

Reason of

leaving Signature

1

2

3

Model of village profile

S/N Name of house

lord

Number of school

going children

Number of children

not going to school Reason of not

going to

school Girls Boys Girls Boys

1

2

Model of comparative analysis of quotations

S/N Items Kashmir book

depot

Muslim Books Roshan General

order supplies

1 Map of world 5 Rs per item 6 Rs per item 4 Rs per Item

2 Chalk Box 7 Rs per box 5 Rs per box 6 Rs per box

3 Markers 24 Rs per dozen 28 Rs per

dozen

29 Rs per dozen

Model of attendance of labour/carpenter

S/N Name of

carpenter

20/5/10 21/5/10 22/5/10 Total

days

Rate Total

rate

sig

34

1 Noor Din P P P 3 500 1500

2 Ghulam P - P 2 200 400

Model of expenditure of funds

Boys/Girls High School___________________ District______________

S/N Details of payments Rs

1 Payment to Muslim Dept voucher number ______ 750 Rs/

2 Payment to Rustam general store V-No______ 47/Rs

3 Payment details to labour as per attendance sheet 1500/Rs

******

35

References

1. Geeta Sharma, Ed. Measuring Gender Inequality in Education in South Asia. www.

learningchannel.org

2. Hopkins D (1996) “Educational Innovation: generic lessons learned from (a)

regional practice in in International Learning on education reform: towards

more effective ways of cooperation (Eds.) Thijs A., Feiter L., & Van der Akker J.

Dutch expertise consortium for international development of education

3. National Education Policy 2009, Pakistan.

4. Stoll, L. and Fink, D. (1996) Changing Our Schools: Linking School

Effectiveness and School Improvement. . Buckingham: Open University Press.

5. United Nation Girls Education Initiatives [UNGEI]. http://www.ungei.org

http://www.learningchannel.org

http://www.learningchannel.org

http://www.ungei.org

36

Evaluation of the SMC workshop

Date: __________________________________

Rating Scale: 1. Poor, 2. below average, 3. Satisfactory, 4. Good, 5, .Very good

S/N Evaluation Checkpoint 1 2 3 4 5

1

Training venue is as per need and enough

space is available for participants.

2

Training material was relevant.

3

Training contents were useful for SMC work

in the school.

4

Facilitator was able to handle the subject.

5

Facilitation was up to the standard

6

After the training the SMC members

increased their understanding

Remarks: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________

School Development Plan 2010-2011

Priority

No.

Areas of

Development Rationale Planned Activities

Timescale (Start &

Finish) Responsibility

To be

carried

out by

Fund Required

1

2

3

4

Annex G

SITUATION ANALYSIS

Teacher Education and Professional

Development

STATE OF AZAD JAMMU & KASHMIR

Department of Education, Government of Azad Jammu and Kashmir

April 2010

Annex H

The Government of Azad Jammu and Kashmir and UNESCO gratefully acknowledges the support of Zayed Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu Dhabi for this study.

Acknowledgements

The study was conceived and developed as a part of UNESCO’s technical assistance to the

Government of Azad Jammu and Kashmir under 570-PAK-1001: Rehabilitation of the

Education System in Earthquake Affected Areas of Pakistan, with an aim to strengthen the

teacher education and in-service training.

The Government of Azad Jammu and Kashmir and UNESCO acknowledges the efforts of the

following individuals and many others who have contributed directly and indirectly to this

study.

• Ms. Nisar Akhter Malik, Director, Department of Education Extension, AJK

• Mr. Asghar Ali Abbasi, Subject Specialist, Department of Education Extension, AJK

• Mr. Syed Bashir Hussain Bukhari, Deputy Director Training, Department of Education

Extension, AJK

• Mr. Zahoor Ahmed Khan, Director, Department of Education Management

Information System, AJK

• Mr. Raja Moh’d Naseer, Subject Specialist, Government Elementary College, AJK

• Mr. Ghulam Murtaza Bokhari, Asst. Director, Secondary Education, Directorate of

Curriculum Research and Development, AJK

• Ms. Tahira Mughal, Subject Specialist, Government Elementary College, AJK

• Mr. Abdul Afghani, Coordinator, KEAC, AJK

• Ms. Rakshinda Nadeem, DPI Elementary Schools, AJK

• Dr Syed Nisar Hussain Hamdani, Dean of Faculty of Arts, Univ. of AJK

• Mr. Maqbool Abbasi, Director Planning (Education), P & D Education, AJK

• Mr. Javed Khawaja, Senior Specialist, Department of Curriculum Research and

Development, AJK

• Mr. Raja Qadir, Sr. Subject Specialist and RISE Coordinator, Department of Education

Extension, AJK

Consultant Randy Hatfield played a vital role in this study. His personal and professional

commitments are highly appreciated. Last but not least, this report would not have been

possible without the personal contributions of Ms. Shanza Khan.

Preface

Since the devastating earthquake of 2005, a number of organizations/NGOs have supported

the AJK Government with both hardware and software components to rebuilding the

education sector in the earthquake affected districts. At the forefront of the software

support has been teacher education and rightly so. It was very important to give teachers

the skills to manage their own stress at the same time providing them with skills to manage

their classrooms often in makeshift accommodations. While appreciated, these programs

were provided to teachers primarily in earthquake-affected districts, while other districts in

AJK have been neglected. Five years later, the AJK government is mindful that a

comprehensive action plan for teacher education is needed to coordinate pre-service and

in-service delivery across all ten districts. To assist the Government of AJK, UNESCO is

providing technical support for taking the action planning process forward. A situation

analysis on existing teacher education and training institutions, programs, facilities, and

funding with reference to the situation in AJK is presented under this cover. To support the

development of a process and this document, a working group was notified by the Secretary

of Education (Schools) for teacher education and training policy formulation. The following

members have made substantial contributions:

AJK Teacher Education Policy Working Group Members:

1. Ms. Rakshinda Nadeem, DPI Elementary Schools

2. Ms. Nisar Akhtar Malik, Director DEE

3. Mr. Maqbool Abbasi, Director Planning (Education)

4. Mr. Syed Bashir Hussain Bukhari, Deputy Director Training DEE

5. Dr Syed Nisar Hussain Hamdani, Dean of Faculty of Arts, Univ. of AJK

6. Mr. Zahoor Ahmed Khan, EMIS Director

7. Mr. Abdul Afghani, Coordinator KEAC

8. Mr. Asghar Ali Abbasi, Subject Specialist

9. Mr. Raja Moh’d Naseer, Elementary College Subject Specialist

10. Mr. Ghulam Murtaza Bokhari, Asst. Director, Secondary Education

11. Ms. Tahira Mughal, Subject Specialist, Elementary College

12. Mr. Javed Khawaja, Subject Specialist DCRD

13. Mr. Raja Qadir, Sr. Subject Specialist KEAC

UNESCO’s Earthquake Response Programme was launched to support the Government in its

efforts to rehabilitate the education system better, in the earthquake affected areas of

Pakistan Administered State of Azad Jammu and Kashmir (AJK) and North-West Frontier

Province. A follow up project “Rehabilitation of the Education System in Earthquake-

affected Areas of PAK” is being implemented with generous support from Zayed Bin Sultan

Al Nahayan Charitable and Humanitarian Foundation, United Arab Emirates. One of the

objectives of the follow-up project is “to strengthen teacher training policy and practices of

the Department of Education” and the support is to be applied across all of AJK.

This document represents the beginning of a “process” that intends to strengthen the

Education Secretariat to coordinate and streamline teacher education in general and in-

service teacher education in particular. An understanding of the past will support the AJK

Government’s efforts in future strategic planning for the sector.

Contents

Foreward.................................................................................................. Error! Bookmark not defined.

List of Acronyms ...................................................................................................................................................... i

Introduction ............................................................................................................................................................. 1

Section I: Status of the Education Sector ............................................................................................. 2

Section II: Institutional Structures & Management Practices ..................................................... 6

Policy ....................................................................................................................................................................... 6

Institutional & Functional Management ................................................................................................ 9

Section III: Teacher Education & Professional Development ................................................ 13

(A) Pre-Service Education ......................................................................................................................... 13

(B) In-Service Education ............................................................................................................................ 14

Section IV: Governance Issues .............................................................................................................. 18

Governance & Institutional Setting ....................................................................................................... 18

Donor Coordination Issues ....................................................................................................................... 19

Section V: Policy Gaps with Regard to Teacher Education &

Professional Development ............................................................................................................................. 20

Lack of Overarching Framework ............................................................................................................ 20

Curriculum Considerations ....................................................................................................................... 21

Gaps Related to Institutional & Management System .................................................................. 22

Coordination & Harmonization ............................................................................................................... 24

Gaps Related to Training ............................................................................................................................ 25

Monitoring & Evaluation ............................................................................................................................ 26

Bibliography .......................................................................................................................................................... 27

Annex A: Education Statistics of AJK ......................................................................................................... 30

Annex B: Organization Charts ....................................................................................................................... 29

Annex C: Major In-Service Training Programs ..................................................................................... 31

i

List of Acronyms

AEOs Assistant Education Officers

AEPAM Academy of Education Planning and Development

AJK Azad Jammu & Kashmir

B.Ed (Hons) Bachelor of Education Honors

CT Certificate in Teaching

DCRD The Directorate of Curriculum and Research Development



DEOs District Education Officers

EMIS Educational Management Information System

ERP Earthquake Response Programme

GCEs Government Colleges of Education

GCET Government College of Elementary Training

GER Gross Enrolment Rate

HEC Higher Education Commission

ICT Information & Communication Technology

KEAC Kashmir Education Assessment Centre

M.Ed Masters of Education

M&E Monitoring & Evaluation

MSTs Middle School Teachers

MTs Master Trainers

NEC National Education Census

NGOs Non Government Organizations

PDC Professional Development Centre

PTC Primary Teaching Certificate

SMCs School Management Committees

SST Secondary School Teachers

TEVT Technical Education and Vocational Training

UAJK University of Azad Jammu & Kashmir

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF The United Nations Children's Fund

USAID United States Agency for International Development

Situational Analysis: Teacher Education and Professional Development

1

Introduction

Evidence suggests that prior to the devastating earthquake on 8th

October 2005 Azad

Jammu & Kashmir (AJK) was faring better against the Pakistani average in terms of

educational indicators and outcomes. The commitment of the AJK Government to the

education sector, reflected in budget allocations, led to the improvement of education

indices such as the enrolment, and literacy rates as well as teacher-pupil, access and equity

ratios. However, even if the standards in some districts were higher compared to elsewhere

in Pakistan the quality of education was recognized as poor. Low levels of teacher

competence, lack of classroom based support for teachers, poor quality of textbooks and

learning materials, lack of systems to assess student learning outcomes, uneven monitoring,

and weak sector governance and management contributed to this phenomena. The goal of

universal education was yet to be fully achieved and low participation rates, especially for

females, still had to be fully addressed. In addition, AJK lacked a coherent policy for teacher

education. The pre-service teacher training was outmoded and heavily theoretical with a

significant gap between the curriculum taught to teachers and that taught in schools.

Moreover, in-service training was sporadic and inadequate, exacerbated by a lack of

experienced and qualified teachers and an inadequate development budget.

The 2005 earthquake worsened the challenges faced by the State. The infrastructure of the

sector, both physically and in terms of personnel, was fragmented. Overall, the impact of

the earthquake negated some of the positive gains made in this area.

The AJK Government lacks a Teacher Education Action Plan to help frame national policy for the

State, de facto adopting the benchmarks established by the Pakistan Government. To assist the

Government of AJK in the development of a comprehensive action plan, this report

undertakes a situation analysis on existing teacher education and training institutions. The

methodology of this study consisted of both primary and secondary data collection.

Interviews were held with key stakeholders as well as policy working group discussions in

Muzaffarabad that included senior education officials from the Education Department in

AJK.

The report is organized as follows: Section I provides an overview of the education sector in

AJK with a focus on teachers. In section II the management and institutional mechanisms of

teacher education are explored. Section III discusses the prevailing pre-service and in-

service teacher training system in AJK while the governance issues plaguing the sector are

explored in section IV. In section V the policy gaps with regard to teacher education and

professional development are presented.


2

Section I: Status of the Education Sector

Historically, the Government of AJK has placed substantial emphasis on the development of

its education sector. As a result, the region was significantly ahead of other parts of Pakistan

with regard to school enrolment and participation rates, especially at the primary level.

Since 1970, the network of educational institutions had grown rapidly. Significant

investments were made in both urban and rural areas. The State’s literacy rate had

increased from 15 percent in 1972 to 62 percent in 2006.1 Although low in absolute terms, it

is significantly higher than the national average in Pakistan of 53 percent. In recent years,

the private sector had also started to emerge with a number of NGOs both under the formal

as well as the non-formal system.

The devastating earthquake in 2005 caused extensive damage to the education system. Out

of a total of eight districts, the four districts of Muzaffarabad, Bagh, Poonch and Neelum

valley were considerably damaged. The worst affected population group were school-going

children and educational facilities. Out of the 3,239 educational facilities, which existed in

these four districts prior to the earthquake, 83 percent were damaged (See Table 1).

Approximately 4,863 students and 279 teachers died when their schools collapsed on them

(See Table 2). Other government institutional structures such as the Directorate of

Education Extension (DEE), Teachers Training Colleges and Secretariat buildings were also

completely devastated. The civil servants responsible for the education’s system planning

and management have themselves suffered the losses of their family members, colleagues,

homes and offices.2 The damage to the physical infrastructure of the education system

alone is estimated at Rs. 19.9 billion.3

Table 1: No. of Educational Institutions Damaged by Earthquake

Level No. of Institutions

before Earthquake

No. of Institutions

Damaged due to

Earthquake

% Damaged

Primary 2,243 1,852 83

Middle 591 498 84

High 325 273 84

Colleges 81 68 87

Total 3,239 2,691 83

Source: Directorate of EMIS, Government of AJK, FY 2007/08.

Table 2: No. of Casualties/Injuries of Teachers & Students due to Earthquake

District No. of Teachers

Killed

No. of Teachers

Injured

No. of

Students

Killed

No. of

Students

Injured

Neelum 1 31 41 35

Muzaffarabad 197 208 3,142 1,344

Bagh 78 147 1,634 1,003

Poonch 3 65 46 97

Total 279 451 4,863 2,497

1 www.pmajk.gov.pk/education_department.asp. Accessed on 3-12-2010. 2 ABES Teacher Empowerment Centre. 2006 3 Asian Development Bank and World Bank, 2005 as cited in Kirk, 2008.

http://www.pmajk.gov.pk/education_department.asp


3


With the assistance of the international community, the process of ‘building back better’

was initiated. According to the AJK Education Statistics 2008-2009, the region is slowly

recovering. Currently, there are 6,075 government educational institutions in AJK of which

5,945 are schools with the remaining comprised of colleges (See Annex A).4 The vast

majority of government institutions are primary schools followed by mosque schools. Unlike

Pakistan, most of the institutions are located in the rural areas and only 5.4 percent located

in the urban regions (compared to 49 percent in Pakistan). Of these institutions,

approximately 124 are considered non-functional. The highest number of non-functional

schools is situated in Mirpur where 38 out of 616 institutions have been classified in this

category. The gender gap in educational infrastructure is narrow: the distribution of male

and female institutions is 54 percent and 46 percent, respectively.

The above-mentioned figures mask the fact that the educational infrastructure, to a great

degree is operating in a makeshift environment post the earthquake and is in disarray.

Approximately 44 percent of all government institutions lack buildings, with the schools

functioning in tents or open to the elements. Basic facilities are in short supply. Of all public

sector institutions, 75 percent lack boundary walls, 51 percent lack drinking water, 67

percent are functioning without electricity while 56 percent lack student latrines (See Table

3). Essential supplies such as teaching materials, blackboards and textbooks are also not

available in the majority of the schools.

Table 3: District Wise No. of Govt. Institutions without Basic Facilities FY 2008-09

Sr. District

Without Boundary Wall

Without Drinking Water

Without Electricity

Without Student latrine

Without Teacher Latrine

Without Building

1 Bagh 830 470 735 473 541 768

2 Bhimber 384 278 321 428 251 83

3 Kotli 545 458 466 481 339 83

4 Mirpur 124 140 101 222 109 74

5 Muzaffarabad 1200 643 1114 666 831 1125

6 Neelum 265 64 252 66 129 100

7 Poonch 762 661 694 693 601 479

8 Sudhnuti 446 387 405 395 287 34

Total 4556 3101 4088 3424 3088 2746


While AJK has a higher than average enrolment and attendance for students compared to

most of Pakistan, it is not 100 percent and there is a distinct difference between the

attendance rates in urban and rural schools.5 In 2005-06, Gross Enrolment Rate (GER) for

Early Childhood Education was 92 percent with 60 percent of teachers trained in this area.6

In 2007, male participation rate at the primary level was 72 percent while female

participation rate was 67 percent.7 Middle school participation rate declined to a 45 percent

average while a mere 24 percent of children attended high school. Data on completion rates

4 In 1947, only 290 educational institutions existed in the area. 5 Department of Education, Government of Azad Jammu and Kashmir. 2007 b. 6 Ministry of Education, 2008.

7 Government of AJK as cited in Kirk, 2008


4

is scant but a World Bank study that followed two cohorts from grade 1 to grade 5 between

1999 to 2003 found that completion rates averaged 79 percent.8

School fees are minimal but anecdotal evidence suggests that the opportunity cost of

attending school for some is too high in comparison to the quality of education offered.9

The number of students having to repeat the school year is significantly high. The repetition

rate in AJK by Grade 1 in primary education was 3.6 percent in 2005-06 compared to the

Pakistan average of 2.3 percent. However, survival rates to Grade 5 were higher at 94

percent in AJK compared to 72 percent in Pakistan in the same year.10

In 2007-08, out of a

total of 570,806 students enrolled in all government educational institutions, 16,774

students had to repeat the year. The number of repeaters may well be linked with the

number of disabled (4,554) and orphaned (16,359) students enrolled. The gender gap in

enrolment is also nominal with an average of 51.5 percent male and 48.5 percent female

enrolment, respectively. Enrolment in technical and vocational training programs is

generally low. In 2005-06, GER in TEVT at secondary level was 2 percent in AJK against 2.9

percent overall in Pakistan.11

However, the enrolment of females in TEVT overall is much

higher at 65 percent compared to Pakistan’s 38 percent.

AJK has a teaching workforce of 31,090 teachers of which 88.43 percent are based in rural

areas. The composition of staff strength varies across districts. The gender disparity in the

teaching force is greater with 60 percent of the teachers being males. However, female

education participation, both for students and teachers is better as compared to the

Pakistani average. In recent years, women in AJK have become more active in the social and

economic arena. The migration of men to other parts of Pakistan for work has resulted in

women becoming more visible and mobile in their communities and adopting decision-

making roles.12

Approximately 36 percent of teachers are based in high schools while another 24 percent

and 18 percent are teaching in middle and primary schools, respectively. Vacant teaching

posts are in general much lower in AJK as against the rest of Pakistan. In 2006, vacant

teaching posts at the primary, middle and secondary levels was about 2 percent at each

level as against the Pakistani average of approximately 6 percent.13

Overall the total student

teacher ratio in the entire educational institutions is 20 as against the Pakistani average of

33. Although pre-service and in-service education does not have a direct causal relationship to

enrolment and attendance, increasing the quality of education offered through professional

development should motivate students’ retention. Table 4 depicts a district-wise disaggregation

of the number of teachers by designation.

8 World Bank, 2004. 9 Department of Education, Government of Azad Jammu and Kashmir. 2007 b. 10 Ministry of Education, 2008.

11 Ibid.

12 Kirk, 2008. 13 Lynd, 2007.


5

Table 3: District Wise Number of Teachers by Designation

Designation Bagh Bhimber Kotli Mirpur Muzaffarabad Neelum Poonch Sudhnuti

Tota

l

Primary Teacher 2106 1334 2524 1460 3122 635 2120 1158 14459

Junior Teacher (Gen) 715 453 744 488 893 152 716 323 4484

Junior Teacher (Sc) 148 93 126 82 169 22 97 61 798

Junior Teacher (Tech) 123 88 121 91 174 31 124 52 804

Senior Teacher (SC/Bio) 540 329 544 385 677 117 490 233 3315

Senior Teacher (Tech) 22 14 14 24 63 6 25 8 176

Senior Teacher (Computer) 5 13 2 9 14 5 10 7 65

Head Master/Mistress 108 68 108 82 136 28 98 48 676

Subject Specialist 57 20 30 20 63 5 56 6 257

Principal 28 17 33 22 31 7 28 12 257

Demonstrator 3 3 2 8

Chief Instructor Comm 1 1

Senior Instructor Comm 3 1 2 4 4 1 1 2 18

Junior Instructor

Comm 4 1 2 4 1 2 1 16

Lecturer 202 100 237 169 191 52 182 105 1238

Assistant Professor 22 31 32 71 52 2 39 21 270

Associate Professor 4 5 10 31 31 11 4 96

Professor 2 2

PET 58 39 73 50 77 14 71 30 412

DPE 13 8 22 19 15 3 12 11 103

Computer Instructor 4 23 39 31 16 15 11 11 150

Imam Masjid 168 151 206 108 325 34 143 45 1180

Band Master 1 1 1 2 2 1 3 11

Qari 69 51 89 62 91 19 81 38 500

Arabic Teacher 82 64 112 74 114 22 95 40 603

Total 4681 3038 5269 3428 6521 1227 4612 2314 31090


In recent years, the size of the private sector has expanded. According to the National

Education Census 2005-06, there are around 2,364 private institutions with a teaching staff

of 17,424 in AJK although less than 200 of these are registered by the government. About 35

percent of all students are enrolled in the private basic sector as against 65 percent in the

public sector.14

There are only four privately run institutions that offer teacher training:

• Sir Syed Colledge of Education – Kotli

• Khan Muhammad Khan College of Education – Bhimber

• Islami College of Education – Sudnoti

• Neelum College of Education – District Neelum

14 Ibid.


6

Section II: Institutional Structures & Management

Practices

Policy

In Pakistan, teachers have been placed at the apex of the education quality agenda. From

the 1959 Education Commission, to the National Education Policy 1998-2010 to the 2007

White Paper “the teacher is considered the most crucial factor in implementing all

educational reforms at the grass-roots level.” The 2009 National Education Policy aims at

compulsory education up to the Matric level as well as raising the quality of education.

These objectives are to be attained via enhanced teacher education and training and by

enforcing certain quality standards. Pakistan has made considerable advancement by the

launching of the: (i) National Professional Standards for Teachers, and (ii) Accreditation

Standards for Educational Degrees/Diploma Programs.

In addition, many provincial sector education reforms initiatives have been undertaken

such as the Punjab Education Sector Reform Programme and the Sindh and NWFP Five

Year Education Sector Plans. Considerable literature has been generated on analysis of

teachers and their professional development since the 1990s. The AJK Government lacks its

own Teacher Education Action Plan to help frame national policy for the State, defacto

adopting the benchmarks established by the Pakistan Government.

Historically, when the 1972-80 Pakistan Education Policy mandated to create a Curriculum

Wing in the Ministry of Education with the responsibility to develop national curricula and

approve textbooks, the Directorate of Curriculum and Research Development (DCRD) was also

established in AJK and the Directorate of Education and Extension (DEE) to train the teachers as

per the new scheme of studies and curricula. More recently, the Kashmir Education and

Assessment Centre (KEAC) has been established as envisaged in the 1998 Education Policy to

evaluate and access the educational achievements as per curriculum objectives.15

Beginning in

1983 with the establishment of the DCRD, AJK has developed textbooks for Classes I to VIII for

its schools.

Some policies, however, have remained on paper but not implemented. For instance, the AJK

Government had regulations and policies regarding the establishment of School Management

Committees (SMCs). However, the structure and role of SMCs were not integrated into the

education system with no department responsible for SMC issues.16

The RISE program,

sponsored by USAID has had exclusive success in three districts in resuscitating SMC support to

schools in the earthquake--affected districts of Bagh, Poonch and Muzaffarabad.

Under the World Bank sponsored Northern Education Project, several other policy reform

initiatives were undertaken such as teacher appointments being mapped to schools rather than

15 According to KEAC, all primary school teachers were trained and integrated curriculum/teacher’ guides were

developed for Science, Languages, Social Sciences and Islamic Studies under the 1994 Primary Education

Curriculum Reform Project. 16 Kirk, 2008.


7

to teacher training colleges and teachers and other education staff being required to remain at a

posting for a minimum of two years before being considered for transfer.17

Prior to the earthquake, the key challenges faced by the AJK Government included early

student dropouts related to poverty.18 Early dropouts were a result of in-school factors

such as unattractive/unfriendly environments and irrelevant curriculum as well as

geographical factors such as scattered population, long distances of schools from home, poor

communication facilities, and extreme weather conditions which also resulted in high

absenteeism. At this time, the Government planed response was to: (i) increase primary

enrolment, especially of females too achieve gender equality, (ii) reduce dropouts through

provision of new schools, with a focus on girl schools and the rehabilitation of existing schools,

(iii) appointment of teachers on need basis and (iv) providing incentives to female teachers.

Post the 2005 earthquake, AJK’s needs and priorities have changed and the region is

committed to ‘building back better’. The Government of AJK has a twofold mission19:

• Access and equity in education of the state (universal access to basic education

i.e. functional literacy)

• Quality of education

The region is also making strides to adopt Pakistan’s 2009 Education Policy20 (See Box 1),

which entails major changes in its current education system, including: (i) teaching Science

and Mathematics (Grade VI – VIII) in English medium of instruction; (ii) introduction of English as

a compulsory subject in all primary government schools; (iii) teaching Computer Science,

Geography and History in Grade VI – VIII and (iv) ensuring that all the future teachers in

AJK are to be qualified at B.Ed Honors level by 2018.21

Box 1: Pakistan’s 2009 National Education Policy – QUALITY

1. Teacher training arrangements, accreditation and certification procedures shall be standardized and

institutionalized.

2. Teacher education curriculum shall be adjusted to the needs of the school curriculum and scheme of

studies. The curriculum shall include training for student–centered teaching and curricular competencies.

3. A separate cadre of specialized teacher trainers shall be developed.

4. Governments shall take steps to ensure that teacher recruitment; professional development, promotions

and postings are based on merit alone.

5. All teachers shall have opportunities for professional development through a program organized on a

three years cyclic basis. Promotions shall be linked to such professional development.

6. Institutionalized and standardized in-service teacher training regime shall be established in those

provinces where it has not already been done so.

7. In-service training shall cover a wide range of areas: pedagogy; content knowledge; best teaching

practices; testing and assessment; multi-grade teaching, monitoring and evaluation; and programs to cater

to the emerging needs like training in languages and ICT.

8. Training needs shall be assessed on the basis of research and training programs be devised accordingly.

9. The teaching workforce shall be managed on a truly professional basis.

10. Governments shall draw upon resources from the private sector through public–private partnerships,

especially in the areas of teacher education and professional development programs.

17 World Bank, 2004.

18 ABES Teacher Empowerment Centre, 2006.

19 Education Department, Government of Azad Jammu & Kashmir. 2009 20 Inferred from Strategic Planning Documents and donor reports.

21 Hamdani, 2009


8

The Policy recognizes that the quality of education cannot be advanced unless the teachers are equipped,

motivated and accorded appropriate professional recognition. The government therefore intends to improve

teacher education quality and efficiency by revitalizing teacher education programs through structural and

curricular changes and improved management of teacher training institutions by providing better facilities and

improving career prospects and continuous in-service education and professional development.

In order to adopt and embrace the 2009 National Education Policy, AJK needs to define a

specific, yet simple and cost efficient comprehensive Action Plan in order to frame and

prioritize national education policy. An action plan and strategy will help AJK to plan for

and achieve its goals. With regard to teacher education policy more specifically, a paradigm

shift will be required in teacher education curriculum in order to meet the needs of the

revised student curriculum of 2006. Historically, teachers in government primary schools

were inducted as long as they met the Urdu medium requirements. Significant changes will

have to be made for teacher education and professional development if AJK intends to

implement the above-mentioned objectives. Moreover, a significant need exists for the

rationalization of existing degree and diploma programs if the professional standard for

teachers intends to be implemented.

AJK Specific Plans

A series of documents have been prepared in consecutive years after the earthquake to help

frame AJK specific policy and actions particularly for teacher education and professional

development:

1. Proposal for Up-gradation of Education Extension Centre into Directorate of Staff

Development. August 2006.

2. Strategic Framework for Teacher In-service Training Azad, Jammu & Kashmir

2007-2012. Presentation Draft 2007.

3. Action Plan for In-service Training DEE/DCRD 2007 and Projected Action Plan 2008.

Presentation Draft.

4. Up-Gradation of Existing Education Extension Centre into Professional

Development Centre and Strengthening of Government Colleges of Education for

Elementary Teachers/Government Colleges of Education. PC-I. May 2009.

Two of the plans place more emphasis on institutional roles and the remaining plans place

considerable emphasis on in-service teacher education policy reforms.

The latest plan was drafted in the form of a PC-I in May 2009 for the ‘Up-Gradation of

Existing Education Extension Centre into Professional Development Centre and

Strengthening of Government Colleges of Education for Elementary Teachers/Government

Colleges of Education.’ The program description component of the PC-I is an example of the

AJK Government’s consideration of the 2009 Education Policy. The document uses the NEP as a

guiding principle and objectives have been set accordingly.22

For instance:

22 Education Department, Government of Azad Jammu & Kashmir. 2009.


9

• The plan recommends that subject specialists of GCEs and GCETs should be trained to

further train primary, middle and high school teachers in interactive teaching methodology

and contents as per teaching demands of the revised curriculum that includes the teaching

of English as subject from Grade-I, teaching of Science and Mathematics in English medium

instruction from Grade VI – VIII, and teaching Computer Science in grade VI - VIII on latest

trends in pedagogy, and classroom action research

• Also, the plan suggest that Secondary School Teachers (SST), Middle School Junior Teachers

(JTs), and Primary School Junior Elementary Teachers (JETs) will be directly trained in

clusters as per the new curricula in the following areas using English as a medium of

instruction: subject/content matter; interactive teaching pedagogy; school-based evaluation

and assessment; and use of ICT (grade VI – VIII).

These plans represent considerable thinking and brainstorming within the Education Secretariat,

to date, on what should be done to improve teacher education and professional development.

Unfortunately, none of these plans have been budgeted or taken forward for implementation.

The primary focus on teacher education, however, highlights it as a priority area and a

starting place to begin to reform the education sector.

Institutional & Functional Management

The Government of AJK defines its administrative area as a semi-autonomous state within

Pakistan. The State has a parliamentary government with the President as the Head of State and

the Prime Minister as the Chief Executive. Parliament comprises of 48 members of which 40 are

directly elected. The State is divided into the two divisions of Muzaffarabad and Mirpur and now

ten administrative districts. AJK has its own constitution and a centralized administrative

structure of commissioners and deputy commissioners. The AJK Government is not devolved

along the same lines as the provinces in Pakistan.

With regard to the education sector, the Education Secretary is the overall administrative head

and is directly responsible to the Minister. He is also responsible for all policy issues such as

budgetary considerations, program development, and coordination with Pakistani and

international partners. A team of senior education officers in the Secretariat, Additional

Secretaries, Deputy Secretaries and other support staff assist the Secretary. The Education

Secretariat under the Director Public Instructions, Elementary, Secondary, Colleges, Curriculum,

and Director (planning) undertake the educational activities. They are supported by a large team

of field-based district and sub-district staff (See Annex B).

It was widely acknowledged that prior to the earthquake one of the reasons that education

quality was poor was that due to the geographical remoteness of the areas and limited

resources and capacity, educational authorities were unable to extend the required inputs to

ensure quality teaching and learning. Regular contact with local education officers was scarce.

Opportunities for teachers to update their skills were similarly limited. Monitoring and

supervision visits or alternative feedback systems were almost non-existent.

In the aftermath of the earthquake, training needs assessments conducted by UNESCO Pakistan

determined that staff lacked the necessary skills in planning, budgeting and supervision,


10

management and monitoring.23

Managers also identified a wide range of pre-existing training

needs related to access, quality, leadership and management apart from that related to the

direct effects of the earthquake.

The roles of the educational officers for the most part are complex, over-whelming and in some

aspects contradictory. At present, both District Education Officers (DEOs) and Assistant

Education Officers (AEOs) lack written job descriptions or duty statements. However, it is

generally agreed by the DEOs and AEOs that their roles include:

Table 4: Responsibilities of Education Officers

DEOs

1) Maintain a budget for schools in the district, manage

proposals made by schools, monitor expenditures,

and supervise salary disbursement and disbursement

of other finances;

2) Prepare and maintain staff lists for the purposes of

seniority, promotion, transfers and leave. Complete

annual confidential reports for all teachers in the

district. Maintain all service books and personnel files;

3) Keep administrative records for offices, organize

distribution of staff, furniture, equipment and teacher

accommodation;

4) Identify suitable areas for new schools and complete

all necessary forms. Identify schools for upgrading

and expansion (classrooms and playgrounds), compile

lists for repairs, inspection of construction and

completion of buildings;

5) Inspect govt. primary schools for a minimum of 12

days per month – and evaluate students and teachers’

work, check co-curricular activities, supervise and

evaluate the work of AEOs, meet with SMCs and

parents and take remedial action to solve grievances

and problems;

6) Responsible for literacy centres and non-formal

education;

7) Responsible for in-service training of teachers and

head-teachers;

8) Develop programs for community awareness and

ensure that SMCs are formed and meet regularly.

Distribute funds to SMCs and monitor expenditures;

9) Make efforts to meet the goals of EFA regarding

access and enrolment of out-of-school children and

quality of education.

AEOs

1) Supervise and inspect schools under jurisdiction

50% of each month;

2) Evaluate students’, teachers and head-teacher’s

performance;

3) Check attendance records and administrative

records for finances, stocks, SMCs enrolment and

attendance of students;

4) Suggest remedies and solutions for drop out and

failure of students;

5) Recommend staff development where necessary;

6) Prepare lists of untrained teachers;

7) Act as master trainers;

8) Provide academic support to head-teachers and

teachers;

9) Acquire and distribute teaching/learning materials.

Give demonstration lessons as required;

10) Maintain service personnel files and lists. Propose

transfers and leave applications. Write annual

confidential reports for all head-teachers;

11) Assist in proposals for development of new school

construction (site selection, feasibility reports,

expansion, playgrounds etc.);

12) Process financial dealings for teachers and schools

including salaries and utilities;

13) Assist in the processing of registration of private

schools. Inspect private schools regarding

registration and quality;

14) Ensure that SMCs are functioning and make

payments to them as per regulations.

Source: Department of Education, Government of Azad Jammu and Kashmir. 2007 b.

Assistant Education Officers (AEOs) for instance are expected to have both an inspectoral

function with regard to teachers and schools as well as an advisory function.24

AEOs are

mandated with the task of supporting teachers who have participated in in-service training with

the implementation of the newly learnt skills. The task requires that teachers be open about the

extent of their learning. However, given the fact that the AEOs are supposed to determine the

23 Bethke, 2006 cited in Kirk, 2008.

24 Department of Education, Government of Azad Jammu and Kashmir. 2007 b.


11

teachers’ competence, it is rare for teachers to discuss their weaknesses. This contradiction in

roles requires resolution so that training courses developed can be made more effective. With

such an extensive list of duties coupled with a supervisory role of 40-50 schools, justice to all

components of their tasks is extremely difficult. The presence of contradictory roles compounds

the challenge. In addition, given that the AEOs are also mandated to act as master-trainers, the

amount of training currently underway as well as planned requires their almost constant

attendance.

Both DEOs and AEOs have a priority with regard to in-service training. However, the critical issue

appears to be insufficient personnel and an overwhelming list of duties. While in-service training

can increase effectiveness the issue of staff shortage will remain: with a projection of 250

visiting days in an academic year (as these officers are required to make one planned and four

surprise visits in a year) – this is already more than the number of days in the academic year.25

The assumption is that an entire day is required to visit one school, which appears to be a

reasonable one if the entire tasks for school visits are carried out professionally. As such, no

time remains for undertaking any other duties or serving as trainers.

The Directorate of Curriculum and Research Development (DCRD) of AJK is the controlling body

of all the Elementary Colleges of Education in the State (See Figure 4 below). The Directorate is

responsible for the monitoring and supervision of both pre-service and in-service teacher

education. However, the placement of staff in GCETs is carried out by the Education

Department. The majority of the GCET staff members are not trained as teacher educators but

have served as teachers in secondary schools and then have been promoted as headmasters in

the schools. These headmasters in B-17 and above can be posted as instructors and subject

specialists in GCETs/DEE/DCRD.

In the public sector, there are currently two Government Colleges of Education (GCEs), ten

Government Colleges of Education for Elementary Teachers (GCETs) and one Agro Technical

College in Muzaffarabad that offer pre-service and in-service teacher training (See Table 6). The

GCEs prepare secondary school teachers while the GCETs prepare primary (PTCs) and

elementary (JTs) schoolteachers for grades I-V and grades VI-VIII respectively.26

In-service

training courses are offered under the auspices of the EEC. The districts of Sudhnoti, Bhimber

and Neelum lack any teacher training facilities. In the private sector, three training institutes

exist of which the Sir Syed College of Education Kotli offers an M.Ed.

Table 5: Public Sector Teacher Training Institutions in AJK

Sr. Location GCETs GCEs

Male Female Total Male Female Total

1 Muzaffarabad 1 1 2 Nil Nil Nil

2 Bagh 1 1 2 Nil 1 1

3 Rawalakot 1 1 2 Nil Nil Nil

4 Kotli 1 1 2 Nil Nil Nil

5 Mirpur 1 1 2 1 Nil 1

6 Sudhnoti Nil Nil Nil Nil Nil Nil

7 Bhimber Nil Nil Nil Nil Nil Nil

25 Ibid. 26 Education Department, Government of Azad Jammu & Kashmir. 2009.


12

Sr. Location GCETs GCEs

Male Female Total Male Female Total

8 Neelum Nil Nil Nil Nil Nil Nil

TOTAL 5 5 10 1 1 2

Source: Education Department, Government of Azad Jammu & Kashmir. 2009.

The Department of Education at Faculty of Arts, University of AJK for the first time has

initiated a 4-year B. Ed program in 2009 according to the new HEC policy and Accreditation

Standards.27

Figure 4: Structure of Teacher Education in AJK

Source: Education Department, Government of AJK, 2009.

27 Hamdani, 2009.


13

Section III: Teacher Education & Professional

Development

Similar to Pakistan, teacher education and professional development in AJK is organized along

the lines of pre-service and in-service training. This section describes service delivery of teacher

education in both pre-service and in-service in AJK.

(A) Pre-Service Education

Pre-service teacher education is a pre-requisite for an individual to become a teacher in the

public sector educational institutions. Training institutions that administer pre-service education

do so with the purpose of preparing prospective teachers for employment in the Education

Department subsequent to the completion of their training. The Department of Education has

imposed a recruiting ban on those that have not acquired a certificate in teaching (PTC or CT) or

a degree in teacher education (B.Ed or M.Ed).28

Historically, the training institutions offered PTC

and CT certificates to primary and elementary school teachers, respectively. The GCEs prepare

teachers for secondary schools by awarding them bachelor degrees in education (B.Ed).29

The

duration of these teacher-training programs (PTC, CT and B.Ed) range from 36-45 weeks, one of

the lowest in the world as against 12+4 years in the US, 12+3 years in the UK, 13+4 years in

Germany, and 12+5 years in Japan.

Closer to home, even in Pakistan there are various types of pre-service teacher education

programs that are offered to prepare teachers for different levels of education. In AJK, only

a few such programs are presently being offered as outlined in Table 7 below.

Table 6: Availability of Different Educational Programs in AJK

Title of Program Duration Level/grades for

which prepared

Availability in AJK or UAJK

Certificate (PTC) 10+1 Primary Teacher Now abolished

Certificate of Teaching

(CT)

12+1 Junior Teacher Available in elementary colleges, AIOU

and private Colleges

B.Ed 14+1 Senior Teacher Available in college of education AIOU

and UAJK as private

Diploma in Education 12 + 1 ½ Available in elementary colleges

Oriental Teaching Available in elementary colleges

Drawing Available in elementary colleges

CT. Technical 12+1 Junior Available in Agro Technical college of AJK

B.S.Ed 12+3 Secondary Available in college of Education

B.Sc (Hons) in 12+4 Not available

M.A Education 14+2 Secondary and HS Not available

M.Ed B.Ed+1 Secondary and HS Available in elementary colleges, AIOU

and UAJK as private and GCE Afzalpur

M. Phil Master in Edu

+ 2 year

Higher, Education

Teacher Training

Not available

Ph. D. Not available


29 Ibid.


14

Short courses on

Advanced

Teaching Skills

Not available

Source: Hamdani, 2009.

The programs of PTC (10+1 year) and CT (12+1 Year) have recently been abolished in

elementary colleges and educational colleges.30

However, AIOU continues to offer these

programs in AJK. Table 8 highlights the programs that are required in line with the new 2009

Education Policy both during the transition phase as well as by the deadline of 2018:

Table 7: Education Programs Available and Required in AJK in Line with the 2009 Education Policy

Type Available Required in Transition Period After Transition

(2018)

1) Degree BA (Edu) MA (Edu) M. Phil

Edu. Ph.D (Edu) B.Ed (one

year), M.Ed one year)

BA (Edu), MA (Edu), M. Phil Edu,

Ph.D (Edu), M.Ed (one year)

intermediate (10+2), BA./B.Sc

(General education) 12+2,

B.A/B.Sc, Applied education 12+2

BA (Edu), MA

(Edu), M. Phil

Edu., and

intermediate

(10+2)

2) Diploma (DT) PTC CT New 10+1 (CT)

10+2 (DT)

12+1 (CT)

12+2 (DT)

Abolished

3) Specialized

Support Course

None 10+SSC

12+SSC

14+SSC

16+SSC

SSC will continue

till full average

of all teachers

shall

4) Distance AIOU AIOU course shall continue AIOU conditional

with SSX

5) Private Yes Gradually reduce Ban

Source: Hamdani, 2009.

The Education Secretariat, for the first time has initiated a 4-year B. Ed program in line with

the new HEC policy and Accreditation Standards. Prior to this 4-year program, a Diploma in

Education was initiated. From the table above it can be observed that at present no

institution offers a B.Ed 4-Year program with the exception of the UAJK, which has opened

admissions for the year 2009 and has already enrolled twenty students and had started

classes.

(B) In-Service Education

Until pre-service education is entirely reformed in AJK, quality in-service training will be

forced to provide extremely critical remedial support if there is to be an impact on the

quality of learning in schools. The institutions offering in-service training are challenged

with under-trained staff, inadequate materials and few financial resources.

Since its inception in 1981, the DEE has been actively engaged in teacher training.

As is the case with other areas and provinces in Pakistan, in-service teacher education in AJK

has been conducted almost exclusively with external donor technical support and funding.

30 Hamdani, 2009.


15

With the launch of the World Bank’s Northern Education Project (1998-2003) the focus was

on training the educational personnel in the area of elementary education. Over 11,000

primary teachers were trained in the integrated curriculum for class I-III and an additional

11,000 teachers were trained in the subjects of primary mathematics, English, science and

continuous assessment.31

During 2001, 43 Master Trainers were trained who further trained

another 914 headmasters and AEOs. An additional 43 senior education management

personnel were trained. In 2002-03, a presidential program ‘Capacity Building of Education

Field Officers, School Management Committees, Head Teachers and Teachers,’ was

launched in which 317 workshops were held.

The Earthquake Response Programme (ERP) was launched in November 2005. Training and

support to education planners and managers and teacher training constitute two of its four

core areas. The main implementing partners are the DEE, the Education Secretariat and I-

NGOs. Various challenges were faced during implementation including coordination and

communication mechanisms, and overstretched capacity of education officials.

In teacher training, ERP supported the development of a training module ‘Training of

Teachers in Earthquake-affected Areas’ and the in-service training of government teachers

including MTs.32

As part of the capacity building efforts, a generic training of trainer’s

module was also developed to prepare a cadre of Master Trainers (MTs) for rolling-out of

training to government teachers and education managers.

Number of teachers trained under the ERP program (See Annex C):33

• 160 MTs by UNESCO (115 male; 45 female) in Training of Teachers in Earthquake-

affected Areas Training Guide, Workbook, and Resource Book;

• 49 MTs trained by UNESCO (32 male; 17 female) in Generic Training of Trainers and

Education Planning and Management in the Earthquake-affected Areas Trainer’s

Notes & Workbook;

• 11,700 schoolteachers trained with UNICEF support using UNESCO-supported

training material.34

Also, between 2006-10, the USAID supported Revitalizing, Innovating, Strengthening

Education (RISE) Program has conducted training for 10,000 teachers in active training

techniques/methodology

Earlier reports have indicated varying numbers of master trainers nominated to conduct in-

service training in AJK. In 2007 one report claimed that 260 master trainers existed in the

pool.35

Typically, their grade level (indirectly accounting for educational level, professional

qualifications and experience) constitutes the criterion for selection. However, criteria

related to direct training skills and the subject matter itself are absent. Thus, master trainers

31 Directorate of Education Extension, AJK Muzaffarabad, 2006.

32 UNESCO, 2007.

33 Ibid.

34 Figures are disputed as to how many teachers have actually received training. The DEE claim that

approximately 4,000 have been trained in contrast to more than double the figure quoted by UNICEF. Baxter,

2007. 35 Department of Education, Government of Azad Jammu and Kashmir. 2007.


16

receive training from the DEE staff or the organization proposing the training for every

individual in-service training course.

The new education policy envisages that once every five years in service teachers should

have the opportunity to refresh and enhance their learning of subject matter and pedagogy.

Currently there exists an urgent need to enhance the teachers’ skills whenever the curricula

and scheme of studies is revised. Budgetary constraints have limited the DEE’s ability to

update the knowledge of all teachers in service as per the revised curricula.

Regularizing In-service Training Post-Earthquake In AJK

Since the devastating earthquake of 2005, a number of donor agencies, and NGOs

supported the AJK Government with both hardware and software components to rebuilding

the education sector in the earthquake affected districts. At the forefront of the software

support was in-service teacher education. It was very important to give teachers the skills to

manage their own stress at the same time providing them with skills to manage their

classrooms often in makeshift accommodations. These programs were provided to teachers

primarily in earthquake-affected districts of Muzaffarabad, Poonch and and Bagh, while

other districts in AJK have been neglected. Over fifteen international NGOs and other

organizations have been counted as having provided training to in-service teachers in

earthquake-affected areas of AJK:

1. ABES Teacher Education Centre/TEARFUND UK

2. Aga Khan Development Network

3. Asian Development Bank

4. Catholic Relief Services

5. DFID

6. Idara-Taleemi-Agahi (ITA)

7. Mountain Institute for Education Development

8. National Commission for Human Development

9. National Rural Support Program

10. READ Foundation

11. Save the Children (Child First)

12. Social Engineering Consultants

13. UNESCO

14. UNICEF

15. USAID/Revitalizing, Innovating, Strengthening Education Program (RISE)

16. World Food Program

17. World Vision

Under the Earthquake Reconstruction and Rehabilitation Authority (ERRA) for AJK a

State Earthquake Reconstruction and Rehabilitation Authority (SERRA) was established

to coordinate both soft and hardware component for rehabilitating the region. When

contacted for this study, neither ERRA nor SERRA had any formal records of all external

agencies that had supported the Education Secretariat with in-service teacher

education. Also, DEE does not have a complete library of modules and training materials

that had been prepared for teachers in the affected areas. One official at DEE indicated

that often external agencies would approach DEE to seek its support in securing a No


17

Objection Certificate or a Notification of their training while not involving DEE staff in

the development of the courses or training. Other external agencies would decide which

areas of training were to be introduced and then would ask DEE subject specialists to

prepare the modules of training. Most of the training was supply driven with very little

input into supporting DEE with developing its annual in-service plan for all teachers

across all districts in AJK.

DEE has recently corresponded with each of these NGOs and donors to request copies of

all in-service modules and training materials for the DEE library in an effort to begin the

development of an integrated in-service program that can be provided across all ten

districts of AJK (See Appendix C).

Challenges to In-service Teacher Education in AJK

Key issues related to in-service teacher education in AJK have been raised by DEE staff

upon reflection of the external assistance received after the earthquake:

• Programs focused exclusively on 3 earthquake affected districts and primary

school teachers

• Financial and material wastages were experienced. No need-assessments were

conducted. Also, no assessments of training and follow-up have been conducted.

• Duplication of training in the same subject areas and districts

• No integration of training into an integrated program to be delivered by DEE on

an ongoing basis.

• Database is required to profile teachers and track their training

• Modes of training should be reconsidered. Workshops are not the only method of

training that can be considered. Mentoring, cluster based support, school days,

peer coaching are a few other methods that DEE should consider.

• Elementary Colleges should be used for in-service delivery

• More assessments should be conducted both in terms of baseline and

assessments of training through teacher observations, etc.

• More training on multi-grade should be delivered

• Content knowledge should be balanced with pedagogy training. Both areas

should be aligned with changing curriculum requirements.

These issues are explained in greater detail in the following sections.


18

Section IV: Governance Issues

Governance & Institutional Setting

AJK appears to be faring better with regard to the education sector on average compared to

the rest of Pakistan. However, several of the educational indicators mask significant

problems faced by the State in delivering quality education. Often this challenge can be

traced to the State’s teacher training and professional development system and the

governance issue plaguing it.

For instance’s AJK comparatively low student-teacher ratio suggests a higher level of quality

learning. However, it should be noted that the ratios are State averages camouflaging not

only low ratios in some districts but also not accounting for the fact that in many areas

teachers exist merely ‘on the books’. Evidence suggests that a significant number of two-

teacher schools are in effect one-teacher schools in practice due to informal arrangements

between the educators of dividing the teaching load between them.36

Thus, many teachers

end up working only half time.

Even assuming that the figures are accurate, literature indicates that teachers continue to

rely on didactic methodology, with rote-memorization and passive learning routines. In such

cases, the low student-teacher ratios are of no consequence because even though the

numbers allow for meaningful interaction, students are being taught as if there more of

them in a given class.

Apart from the widespread practice of sharing the teaching load, approximately 16 percent

of the schools in AJK are designated single-teacher schools. By extension, mutli-grade

teaching techniques have been recommended in such schools but evidence suggests that

only a few teachers are engaging in such practice.

An additional systematic challenge is the practice of employing master trainers from the

ranks of practicing teachers – a problem may well linked to the vast array of duties tasked to

the AEOs. In-service training ends up extracting these teachers from their schools and

teaching duties and in the present situation with numerous in-service training taking place,

the practice is negatively impacting the learning process.

Another important issue is that while the Government of AJK invests more in the education

sector on average compared to Pakistan, closer examination reveals that a very small

percentage of the funds are allocated towards the development sector, including

construction of schools, and even recurring operations and maintenance activities. Funds for

research and teacher education are practically non-existent. In 2008-2009, recurrent

expenditures alone took up 91 percent of the total budget. Approximately Rs. 180,000 of

funds are channeled towards in-service training activities but the figures vary from year to

year. To support a teaching force of approximately 30,000 teachers, this budget is

significantly inadequate for effective annual training.

36 Idara-e-Taleem-o-Aagahi. 2008.


19

Table 8: Budget Allocation in 2008-2009

Nature of Budget Rs. Million %

Recurring

i. Salary

ii. Non-Salary

Sub-Total

5029.744

818.796

5848.540

78

13

91

Developmental 640.00 9

Grand Total 6488.540 100


Donor Coordination Issues

As indicated earlier, subsequent to the earthquake a vast number of donors and NGOs

pledged their support to AJK’s education system, which has often translated into some

aspect of teacher training. Although a lot of this support is transmitted via the training

institutions, liaison and coordination among these courses is still in the process of being

formalized. Sponsored by UNICEF, a notified steering committee on Teacher Education has

been suggested comprising of representatives of all the concerned education institutions.37

The key objective of the Committee is to ensure that there are no gaps or overlaps in the

training being extended by the donors and NGOs.

Apart from the Committee’s mandate, a basic level of coordination and ownership is lacking.

All in-service course design and planning should be managed by the DEE even if outsourced

to partner training institutions to ensure that when multiple courses of similar content are

offered they choose the most appropriate one. The capacity of DEE should be strengthened

to be more than a post office for the training. DEE should take the responsibility of merging

components from various courses to develop one that is the most relevant.

Subsequent to the earthquake, significant overlap existed with regard to training especially

in the four areas of: (i) psycho-social support, (ii) subject mastery in English, Mathematics

and Science, (iii) modern pedagogy, and (iv) SMC training.38

Each agency is presently

operating its own teacher-training program. The DEE/DCRD should analyze these courses in

order to adopt a streamlined annual planning process. Apart from the waste of financial,

time and human resources, the quality of learning can be adversely impacted by both

confusion amongst teachers. Moreover, an assessment of these courses ought to take place

with regard to their effectiveness.

37 DPI Elementary, DPI Secondary, Directors of the training Institutions and headed by the Additional Secretary. 38 Department of Education, Government of Azad Jammu and Kashmir. 2007 b.


20

Section V: Policy Gaps with Regard to Teacher Education

& Professional Development

Literature underscores a dismal picture of teacher education and its impact on student

learning outcomes in Pakistan.39

Evidence depicts a similar picture in AJK. Public sector

teachers are observed to be performing poorly in subject competencies. Academic

qualifications have been seen to have a greater positive influence on student performance

as compared to their professional training. Moreover, students from public institutions have

been found to be out-performed by their private sector counterparts at the primary and

middle levels.

The key policy gaps with regard to teacher education and professional development are

outlined below:

Lack of Overarching Framework

The Government of AJK lacks a cohesive pre- and in-service teacher education policy

framework. In the last few years various proposals have been put forth on singular aspects

of teacher education such as updating the EEC into a professional development centre and

draft frameworks for improving in-service training as discussed earlier. Not only have these

individual proposals not been approved, an overarching and holistic framework that

considers teacher professional development has not been developed. Such a policy is

necessary if the policy gaps in institutional and structural management, coordination, M&E,

linkages between pre- and in-service training amongst other issues are to be addressed in a

coherent manner.

An area that has not received much attention in the literature on AJK is the lack of a

performance-based incentive system. In many countries, the performance of teachers is

linked with salaries and incentives with remuneration raised in tandem with an increase in

qualifications/training. The Government of Pakistan has recommended to all provinces and

territories to revise their pay and pension schemes. A Pay and Pension Commission has been

tasked to review such recommendations with regard to the Health and Education Ministries,

the Judiciary and the Police Departments.

Incentives should be extended to those teachers especially in the transition period, which

cannot join the new B.Ed (Hons.) program yet require an improvement in their teaching

skills. Issues such as the compatibility of the PTC/CT and future of these Certificate holders

in terms of incentives during the transition period also need to be considered.

In addition, policy pronouncements that have been made ought to be publicized more

widely. For instance, it is not widely known that the Government of Pakistan has recently

announced that a B.Ed (Hons.)/B.Sc. Ed (Hons) degree holder shall be entitled to BPS-17 in

39 Idara-e-Taleem-o-Aagahi. 2008.


21

AJK, which should have the effect of attracting more candidates towards this profession.40

This proposal should be notified and rationalized in AJK.

As stated before, a shortage of funding and technical expertise has also resulted in ad hoc

planning by the various educational institutions. The DEE for instance plans its activities

based on external grants as they become available.

Curriculum Considerations

Related to the provision and delivery of training against a broader policy framework, AJK

lacks a formal process for curriculum review. The State’s elementary curriculum was

developed in 1998 and has not been revised to date. The manuscript adopted from Punjab

almost two decades ago has still not been computer typed and edited.41

The 1998-2010

National Education Policy proposed that teachers should be extended the opportunity of

updating their knowledge of subject matter and pedagogy at least once in five years during

service. In the event of a curriculum revision, teachers need to adapt to the changes in order

to teach the new subject and concepts in an efficient manner.

The national curriculum has recently been revised and it is a stated goal in AJK to focus on

subject mastery in mathematics, science and English.42

To date the textbooks and other

teaching/learning materials have not been upgraded in line with these revisions. The

changes outlined in the new Education Policy have significant implications for teacher

training with regard to the new curriculum. For instance, the paradigm shift in the scheme

of studies for teaching needs to be accounted for. The recent focus on adopting an ICT

policy also has significant implications as no clear plan is being considered to equip in-

service IT subject teachers with sufficient ICT skills and pedagogy and no pre-service training

on the subject.43

While computer education has been established as a subject area for schools the pre-service

teacher training programs have not been adjusted in tandem. Teachers currently in-service

require extra coaching, continuous guidance and orientation to meet these challenges. No

change in the curricula can be meaningfully implemented unless the existing stocks of

teachers undertake a refresher course to understand the changes in the revised scheme of

studies and curricula. In-service training acquires even more importance when the policy of

teaching of science and mathematics using English as medium of instruction from Grades I-

XII is considered.44

Currently, there is no provision of training teachers in the use of English

as a medium of instruction against the present day need articulated in the revised 2009

Education Policy.

An additional dilemma related to the curriculum is the disconnect between the various in-

service training provided and the curriculum taught in schools. The examination assessment

system relies on the didactic approach and on rote memorization. The textbooks and

40 Where a BPS-17 post in temporarily unavailable, B.Ed/BS.Ed (Hons) degree holders would be given at least

BPS-12 plus 4 advance increments.

41 Hamdani, 2009.

42 Department of Education, Government of Azad Jammu and Kashmir. 2007 b. 43 UNESCO and Department of Education, AJK.



22

curriculum are over-crowded with content and the students have little choice but to

memorize if they are to do well in their exams. Almost all needs assessments undertaken

highlight the fact that teachers have a very narrow view of curriculum and see it only with

reference to textbooks.45

The emphasis of pre and in-service courses are on learning theory rather than integrating it

with practice. The quality of textbooks in teacher education is also poor. The learning

materials neither fully relate to real educational environment nor inspire and motivate the

prospective teachers for further studies. There is no fixed mechanism to make teacher

guides and supplementary materials available for working teachers. Overall, the curricula

and scheme of studies for teacher education is conservative and has become obsolete. An

additional gap in the curricula is that it has no subject as per current and future

requirements for sectarian and religious harmony thereby leaving almost no role of teachers

in resolving day-to-day socio-religious conflicts in society.

The curriculum also does not account for the fact that similar to Pakistan, AJK suffers from a

chronic shortage of teachers by design rather than by default.46

Due to the fact that primary

provision is highest in the public sector, it is common practice that two teachers and two

rooms are allocated for all government schemes for new expenditures and development

programs when opening new schools. The practice has resulted in substantial backlogs of

teacher shortages with two teachers managing six classes and dysfunctional multi-grade

teaching-learning scenarios. The current curriculum ignores the significant need of

addressing multi-grade teaching.

Gaps Related to Institutional & Management System

Policy gaps in this area pertain to infrastructure, management as well as personnel.

Subsequent to the 2005 earthquake, the Education Secretariat’s infrastructure was severely

damaged forcing offices to be housed in tents or semi-permanent structures, which do not

provide a productive working environment. As noted in Section I, a significant number of

schools themselves are operating in the absence of buildings, which teachers find to be a

very disruptive environment. There is a significant shortage of training material and

equipment.

Moreover, the lack of separation of cadres between teachers, managers and trainers has led

to role confusion, low levels of specialization and systematic instability. Job descriptions

need to be made clear, contradictory roles to be sorted out and the realization fostered that

an overwhelming assignment of tasks will prevent the personnel involved from doing justice

to their work. The turnover of staff in both the teaching staff as well as education managers

has historically been high and sufficient incentives should be structured into the system to

retain the trained educational personnel.

45 UNICEF, UNESCO and RISE Institute all quote this lack of understanding of curriculum by teachers and

education personnel 46 Idara-e-Taleem-o-Aagahi. 2008.


23

Teachers appointed in the training institutions should have specific training for doing so.

Currently, staff deployed in the GCETs are not trained as teacher educators; rather they are

initially trained to teach and manage secondary schools. The problem is compounded by a

shortage of funds for the regular and continuous in-service training of teachers as well as

research development initiatives for quality improvement.

There is a mismatch in the volume of work and the capacity of district-level government

departments to manage, implement and monitor educational interventions.47

A large

number of agencies have been operating in the region, which has placed tremendous

burden on government’s time and capacity.

The post-earthquake training courses have created an enormous pressure on the traditional

system of ‘master trainers’. There are two levels to this issue: there are a limited number of

education personnel (generally within the DEE/DCRD) that are considered by outside

agencies as master trainers. As a result, all those involved in in-service training are

nominating this small cadre of people. Given that the volume of in-service training has

increased substantially since the earthquake, some trainers have been completely away

from their teaching post.48

Although on paper, in-service training is implemented by a variety of partners, the

organizations almost always end up using master trainers from the system. Linked to this is

the question of who trains the master trainers. Given the plethora of new courses, master

trainers are being taken through each course (usually for five days) by the staff of the

DEE/DCRD with the result that: (i) the trainees themselves often do not see the links

between courses or that the methodology and techniques are transferable from one course

to another; (ii) the courses are limited to content of the new course and practice sessions.

The methodology is taught only in the context of the particular course so there is no

incentive for the master trainer to transfer skills from one course to another; and (iii) the

DEE/DCRD staff is either training or monitoring training rather than managing the process of

in-service training in its entirety.49

The second problem is almost contradictory – outside the small cadre it is evident that very

few of those designated as master trainers actually have the knowledge and skills to

implement the courses and the methodology of these courses without more specific help.50

To minimize this problem and to strengthen the capacity, UNESCO has developed a generic

Training of Trainers course. This is a multi-level course of which only level one has so far

been piloted. It has been recommended that all those designated as ‘master trainers’ must

participate in this course. This issue has been compounded as in 2006, 263 extra ‘master

trainers’ were trained under the auspices of UNICEF to respond to the need for

implementation of the earthquake response psycho-social course. These master trainers

were chosen based on their geographical location rather than their qualifications or

expertise. These people have also been nominated by UNICEF to be mentors for

47 UNESCO, 2007.

48 Department of Education, Government of Azad Jammu and Kashmir. 2007.

49 Department of Education, AJK, 2007 a. 50 This paragraph has been extracted from: Department of Education, Government of Azad Jammu and Kashmir.

2007 b.


24

implementation, as this will relieve the pressure of travel and level of continuous support

required by the teachers, which the AEOs cannot respond to adequately. However, as these

people themselves have been exposed to a minimum of training and are generally just

teachers, it is professionally unfair to ask them to fulfill these extra roles asked of them.

Coordination & Harmonization

The coordination mechanisms among the AJK Government, Pakistan Government, donors

and NGOs remain inadequate and complex. There is little two-way coordination of

professional teacher training activities across the federally-administered areas and the

provinces. In addition, there is lack of academic linkages between teacher education

institutions and schools - the concept of measuring teacher training and correlating it with

classroom lesson delivery is practically non-existent. Moreover, there is a virtual absence of

dialogue between public and private sector providers and lack of community involvement in

teacher deployment and performance assessment.

Pre-service and in-service training are often delinked. In-service training is fragmented,

donor-driven, poorly coordinated and not always needs or context based. With specific

regard to teacher training in AJK, most of the NGOs have been channeled through UNICEF.51

While helpful in terms of coordination this is destructive to the perception of ownership

from DEE/DCRD.

Multiple courses are being designed and implemented by different actors.52

Sometimes the

teacher training institutions approve these and sometimes they are implemented without

their knowledge or approval. Even when a particular course is approved, the relevant

officials may only be aware of the logistical modalities such as venue and dates rather than

the detailed content of what is being taught. This means that there are overlaps and gaps in

services provided to teachers and a mismatch of expectations when particular terminology

is used but the interpretation does not match with a different usage. This results in

confusion among teachers and others (including trainers). Multiple interpretations of basic

concepts are common amongst the trainers.

Two serious harmonization issues have been observed. First, while there are some attempts

to build on materials previously developed by different agencies, the process needs to be

more structured and overt – materials actually need to cross-reference with other materials

and demonstrate the linkages between different materials and courses. Currently there is a

danger that participants are treating each course as discrete and separate and so an

essential element of cohesion is being lost.

For example two different in-service courses were held for subject mastery – both under the

auspices of the DEE and both developing materials. While the two courses are both pilot

courses and both supported by the DEE, it is vital that there is an analysis made between the

two so that the lessons learned from each can be incorporated into in-service training for

51 Baxter, 2007. 52 Department of Education, Government of Azad Jammu and Kashmir. 2007.


25

the future. Ultimately only one course should be used as there are insufficient resources to

spend on two similar courses.

A more serious negative consequence however, is that teachers and supervisors will assume

that attendance at one course is equivalent to attendance at another similarly named

course (or course with a similar focus). This will inhibit a universal standard of quality of in-

service.

Second, the logistics of implementation require harmonization.53

The government has

issued guidelines on the level of TA/DA to be paid to each of the levels of education

personnel attending workshops. While the TA/DA paid may be the same, there needs to be

a single harmonized response to the payments and the ‘in-kind’ payments. When one

organization pays more than another, either in cash payments or in additional ‘perks’ to

participants, this creates a backlash for those organizations who pay only what the

government has decreed. A related issue is the harmonization required in the dates and

timing of in-service courses offered. Each organization supporting the training institutions

has its own timetable and commitments to donors, as does the institution itself. Each

training course offered needs to be harmonized in terms of timetables and the use of the

master trainers and teachers targeted.

Gaps Related to Training

Literature highlights several policy gaps with regard to teacher training in AJK. First, there is

a general lack of relevant teacher professional development programs in English-medium

instruction, research, and interactive teaching methods. Most teacher trainers are non-

specialists who are simply senior teachers with little capacity to manage elementary

education requirements and teacher training is heavily focused on the primary level at the

expense of other sub-sectors.

Second, the scaling up of teacher education programs initiated through donor support faces

a number of challenges particularly low systemic and budgetary ownership. To date, the

priority among earthquake affected teachers and education personnel, has been primary

teachers and education managers (head teachers, AEOs and DEOs). However, these groups

have been targeted not only because of needs but because the agencies supporting the in-

service training have particular mandates (UNICEF for primary education and UNESCO for

higher education and education planning and management). However, other target groups

such as early childhood and middle school teachers, subject specialists and teacher trainers

should also be considered. As not all groups can be accommodated simultaneously, a

system of relative needs and prioritization must be agreed.

Third, an element common to all the assessments undertaken with teachers seems to be

that teachers and education personnel know the terminology – the “jargon” of modern

pedagogy.54

This appears to be a function of a didactic training approach where the trainees

are lectured to about interactive techniques, classroom management, school management

and subject mastery. Evidence shows that while teachers think that they use interactive

53Department of Education, Government of Azad Jammu and Kashmir. 2007 b.

54 Ibid.


26

techniques such as games, discussions and activities in fact they do not understand what

these techniques involve and they cannot readily match them to the teaching/learning

situation.

Fourth, there is no institutionalized arrangement for providing regular in-service training.

Many organizations and development projects have been perceived to be developing

training programs on anecdotal evidence rather than a comprehensive training needs

analysis. Teacher absenteeism, defective management lack of supervision and accountability

practices are some of the major issues that need to be appropriately addressed.

Furthermore, there is lack of follow-up refresher and professional development sessions.

Monitoring & Evaluation

Experience shows that in-service courses implemented by NGOs are not adequately

monitored either by the agency funding the in-service training or by the DEE/DCRD. Many

such courses, including some by donor agencies, have no constructive impact on the

teachers. Holding such training can actually end up doing more harm than good for the

following reasons:55

(i) teachers are taken being removed from their classes without a

positive return; (ii) when a training is not deemed to be useful it has repercussions for all

other courses offered; (iii) the general feeling that in-service training is a waste of time is

reinforced when poorly structured in-service courses are implemented; (iv) when courses

are determined to have no impact there are funding repercussions; and (v) the integrity of

the DEE/DCRD is blemished.

The DEE/DCRD should collaborate with KEAC and the EMIS Directorate for overall

monitoring and evaluation of teachers and training programs. This requires logistical

support so that the monitoring can actually occur. There is a level of automatic

monitoring with the courses that are implemented by the DEE/DCRD directly (i.e.

where the funds for roll-out are given to the DEE/DCRD).

55 Hamdani, 2009.


27

Bibliography

ABES Teacher Empowerment Centre. 2006. Need Assessment Study on Basic Education Azad

Jammu & Kashmir: Assessment-Analysis to Action. Study funded by TEARFUND, UK.

Academy of Educational Planning and Management. 2007. Pakistan Education Statistics

2006-07. National Educational Management Information System.

Baxter, Pamela. 2007. Strategic Framework and Action Plan for Inservice Training for

Teachers and Education Personnel in AJK. Consultancy Report prepared for UNICEF/UNESCO.

April.

Department of Education. 2007 a. “Action Plan for Inservice Training DEE/DCRD 2007 and

Projected Action Plan 2008.” Presentation Draft.

Department of Education, Government of Azad Jammu and Kashmir. 2007 b. Strategic

Framework for Teacher Inservice Training Azad, Jammu & Kashmir 2007-2012.

Presentation Draft.

Directorate of Education Extension, AJK Muzaffarabad. 2006. “Proposal for Up-gradation of

Education Extension Centre into Directorate of Staff Development.” August.

Directorate of Educational Management Information System, Government of AJK. Undated.

Education Statistics Azad Jammu & Kashmir 2007-08. Department of Education, USAID and

RISE.

Education Department, Government of Azad Jammu & Kashmir. 2009. Up-Gradation of



Colleges of Education. PC-I. May, 2009.

Hamdani, Syed N. H. 2009. Rationalization of Educational Degree and Diploma Programs in

Azad Jammu & Kashmir. November.

Idara-e-Taleem-o-Aagahi. 2008. Status of Teachers in Pakistan 2008. USAID, UNECSO

and IDA, Lahore.

Kirk, Jackie. 2008. Building back better: post-earthquake responses and educational

challenges in Pakistan. UNESCO and International Institute for Educational Planning. Paris.

Lynd, D. 2007. The Education System in Pakistan: Assessment of the National Education

Census. UNESCO.

Ministry of Education. 2009. National Education Policy. Government of Pakistan. Revised

August 1, 2009.


28

Ministry of Education. 2008. Education For All Mid Decade Assessment Pakistan Country

Report 2008. Government of Pakistan.

National Accreditation Council for Teacher Education. 2009. National Standards for

Accreditation of Teacher Education Programs. August.

Policy and Planning Wing, Ministry of Education. 2009. National Professional Standards for

Teachers in Pakistan. Government of Pakistan. Islamabad.

UNESCO and Department of Education, AJK. 2008. Information and Communication

Technology in Schools in the State of Azad Jammu and Kashmir: Diagnostic Study. October.

World Bank. 2004. Implementation Completion Report of the Northern Education Project.

Report No. 28241-PK.

USAID and Pre-STEP. 2010. Report Analytical Study for Rationalization of Pre-Service Teacher

Education Programs in Pakistan. February.

UNESCO. 2007. Earthquake Response Programme Annual Report 2006.


29


30

Annex A: Education Statistics of AJK

Table 1: District Wise Number of Government Institutions; 2008/09

Sr. District Schools Colleges Total

1 Bagh 844 13 869

2 Bhimber 617 14 631

3 Kotli 1028 27 1055

4 Mirpur 592 18 610

5 Muzaffarabad 1263 19 1282

6 Neelum 275 6 281

7 Poonch 833 18 851

8 Sudhnuti 485 11 496

Total 5945 130 6075

Source: Directorate of EMIS-AJK

Table 2: District Wise Number of Government Institutions

District Wise No of Government Institutions FY 2008-09

Sr. District Urban Rural Total

1 Bagh 25 844 869

2 Bhimber 20 611 631

3 Kotli 40 1015 10155

4 Mirpur 111 499 610


6 Neelum 5 276 281

7 Poonch 23 828 851

8 Sudhunti 26 470 496

Total 331 5744 6075


Table 3: District Wise Enrolment by Sex

District wise Enrolment by Sex FY 2008-09

Sr. District No. of Males

No. of Males

% Males

No. of Females

% Females

1 Bagh 42997 49.27 44268 50.73

2 Bhimber 27550 50.58 26918 49.42

3 Kotli 57716 52.50 52211 47.50

4 Mirpur 27998 46.74 31900 53.26

5 Muzaffarabad 61413 51.19 58560 48.81

6 Neelum 17611 61.99 10799 38.01

7 Poonch 30669 48.34 32772 51.66

8 Sudhnuti 21449 48.61 22679 51.39

Total 287403 50.64 280107 49.36



31

Table 4: District Wise Number of Teachers by Location

District Wise Number of Teachers by Location FY 2008-09

Sr. District

Urban Rural

Total No. % No. %

1 Bagh 381 8.14 4300 91.86 4781

2 Bhimber 205 6.75 2833 93.25 3138

3 Kotli 425 8.07 4844 91.93 5369

4 Mirpur 953 27.8 2475 72.2 3528

5 Muzaffarabad 966 14.81 5555 85.19 6621

6 Neelum 92 7.5 1135 92.5 1327

7 Poonch 371 8.04 4241 91.96 4712

8 sudhnuti 203 8.77 2111 91.23 2414

Total 3596 11.22 27494 86.21 31890

Source: Directorate of Educational Management Information System, Government of AJK.

Table 5: District Wise Number of Teachers by Sex

District Wise Number of Teachers by Sex FY 2008-09

Sr. District

Male Female

Total No % No. %

1 Bagh 2671 57.06 2010 42.94 4781

2 Bhimber 1753 57.7 1285 42.3 3138

3 Kotli 3172 60.2 2097 39.8 5369

4 Mirpur 1832 53.44 1596 46.56 3528

5 Muzaffarabad 4052 62.14 2469 37.86 6621

6 Neelum 831 67.73 396 32.27 1327

7 Poonch 2401 52.06 2211 47.94 4712

8 Sudhnuti 1272 55.06 1040 44.94 2412

Total 17984 56.39 13104 41.09 31888



28

Table 6: District Wise Number of Teachers by Institution Level

Schools Colleges

Sr. District Mosque Primary Middle High Higher

Secondary

Industrial

Schools

Literacy

Centres

Village

Workshops

Non

Formal

Basic

Schools

Intermediate Degree Post

Graduate

Colleges of

Education

Total

1. Bagh 401 659 1,246 1,571 168 103 93 79 12 4332

2. Bhimber 297 432 693 989 105 1 96 115 36 2764

3. Kotli 502 1,050 1,123 1,571 134 1 207 182 48 4818

4. Mirpur 216 491 660 1,370 73 2 1 100 182 68 23 3,186

5. Muzzaffarabad 673 1,184 1,371 2,118 308 2 4 1 155 124 111 6,051

6. Neelum 165 205 245 393 67 44 1119

7. Poonch 314 753 1,064 1,608 220 2 2 124 94 95 4,276

8. Sudhnuti 268 386 590 677 22 1 113 47 55 2,159

Total 2,836 5,160 6,992 10,297 1,030 2 2 11 2 965 881 492 35 28,705

Source: Directorate of Educational Management Information System, Government of AJK (2007/08).


29

Annex B: Organization Charts Education Department (Schools)


30

Organization Chart

Education Department (Colleges)


31

Annex C: Major In-Service Training Programs56

(I) Revitalizing, Innovating, Strengthening Education (RISE)

The RISE Project, funded by USAID is developing a programme of in-service training for

teachers, education managers, and SMC members that serves as a model for in-service

structures, as a pilot for subject mastery and subject specific methodology training and

capacity building for the staff placed in the district offices. In AJK, the courses have been

developed in response to their Rapid Needs Assessment. RISE is piloting their materials with

a commitment to share with other stakeholders. They have also made a commitment to

utilize previously developed materials where possible. With regard to training, RISE has

made the following interventions:

• A total of 7,198 teachers trained in Muzaffarabad, Bagh and Poonch;

• Training of 200 MTs in English, Mathematics and Science with follow-up sessions

conducted;

• Establishment and training of 1,600 SMCs

(II) JICA Disaster Management Programme

This in-service course and accompanying materials is one facet of a larger contribution by

JICA. School construction (earthquake resistant), general teaching and learning materials

and, specifically for disaster management: books for students and teachers and a course

noted for its excellent structure. The learning materials are currently limited in scope. The

number of teachers trained is not available.

(III) CIDA: Debt for Education Conversion – Teacher Training

This is a multi-faceted five-year programme to upgrade teaching qualifications in Pakistan.

The programme in AJK is similar to that in other parts of Pakistan. Pre-service

– Diploma in Education (250)

- B. Ed (500)

Scholarships

In-service training

Head-teachers

Untrained teachers

This is also over 5 years

Training Target Group Subject specialists (40 in earthquake affected areas

– 70 in total)

(IV) USAID

USAID is extending support to teacher education and professional development primarily in

the area of pre-service.

56 This Annex is primarily an extract from the Draft Strategic Framework complimented with information from

other sources.


32

The Pre-service Teacher Education Program (Pre-STEP) was initiated in 2009 as a national

program. An MOU was signed with AJK University and two education colleges through

Academy of Education Development’s sub partners; Massachusetts State University, USA

and the Education Development Center, USA. Pre-Step has investigated the teacher

education needs in AJK along with the rest of Pakistan.

(V) UNICEF

UNICEF’s early recovery and relief project channeled Rs. 566.9 million on the improvement

of primary school education through direct school support and teacher training. This

training support was provided to earthquake-affected teachers as well as newly recruited

teachers (See training summary in Table 7 below).

(VI) UNESCO

UNESCO initiated the Earthquake Response Program in November 2005. The program aimed

at reviving the education process and to assist AJK in building back an education system

even better than before the earthquake. The program's main areas included capacity

building of educational officers, training of new and existing teachers and supplying

immediate educational needs of the institutes. UNESCO provided support to secondary,

tertiary and non-formal education, including technical and vocational education. After the

completion of the earthquake response program in 2008, UNESCO secured additional funds

to continue supporting the Government in rebuilding the education system under the

‘Rehabilitation of Education System in Earthquake Affected Areas’ of AJK. To date UNESCO

has provided approximately Rs. 414.240 million to AJK education of which 34 percent was

spent on teacher training (See training summary in Table 7 below).


33


36

Table 7: Training Summary Of UNICEF/UNESCO Post Earthquake S. # Details of Workshops Funding

Agency

No

. of

Wrk

ps

Number of Senior / Middle Managers /Teachers Trained Gra

nd

To

tal

Neelum MZD Bagh Rawalakot Sidhnoti Kotli Mirpur Bhimber

M F M F M F M F M F M F M F M F

1 Senior Education Managers

Workshops

UNESCO 5 46 29 18 16 15 16

140

2

Psycho Sociol Support Teachers

Training Workshops UNICEF 269 222 119 2259 1364

124

0 859

134

5 1209 8614

3 Training of Trainers (TOT)

Workshops

UNESCO/

UNICEF 8 15 3 71 20 35 17 38 21 220

4 Generic TOTs Workshops UNESCO 2 30 18 48

5 Pilot Middle Educational Managers

Workshops UNESCO 1 12 13 25

6

Sanitation & Hygiene Education

(MTs) Workshops UNICEF 1 11 8 19

7 Sanitation & Hygiene Education

(TOTs) Workshops UNICEF 7 23 21 42 39 22 19 166

8

Experimental Workshops for

Teachers UNICEF 2 30 28 58

9

Child Friendly Learning For Subject

Wise Training (TOT) (English,

Science and Mathematics) UNICEF 2 37 6 22 12 77

10

(TOTs)School Management

Commeeties (SMCs) Training UNICEF 2 31 9 31 1 72

11

TOT workshop for Child Friendly

Learning UNICEF 1 22 2 24

12

TOTs Workshop on Teaching of

English, Science and Maths UNICEF 1 36 4 40

13

Training of Middle Managers /

Ministerial Staff UNICEF 5 23 5 79 7 31 0 145

14

Follow Up Study of Middle

Managers (Meeting) UNICEF 3 7 2 18 1 9 1 38

15

Middle Managers 2nd Module

(Phase-II) UNICEF 5 22 6 75 8 31 0 142

16

Senior Education Managers

(Recovery & Reconstruction) UNESCO 2 - 36 23 59

17

// //

(Monitoring & Evaluation) UNESCO 2 38 21 59

18

// //

(Financial Management) UNESCO 2 29 23 52

19 Refresher Courses of SSHE MTs UNICEF 7 27 17 43 34 25 12 158

20

Refresher Courses of of Primary

Teachers on SSHE (Bagh) UNICEF 10 220 158 378


37

S. # Details of Workshops Funding

Agency

No

. of

Wrk

ps

Number of Senior / Middle Managers /Teachers Trained Gra

nd

To

tal

Neelum MZD Bagh Rawalakot Sidhnoti Kotli Mirpur Bhimber


21

I.T Workshop for Senior Science

Teachers UNICEF 1 14 13 27

22

Exposure Visit to PDCN Gilgit

Northern Areas of Education

Officers UNICEF 19

23

Mentoring workshop for Primary

Teachers (Chitral ) UNICEF 1 19 0 19

24

Refresher Course on Primary

Teachers on SSHE (MZD) UNICEF 20 401 331 732

25 Early Child Hood Training (3-days) UNICEF 1 23 3 26

26 Early Child Hood Trainnig (6-days) UNICEF 1 6 18 24

27

Leadership and Management

Training for Middle and Secondary

School Head Teachers (12-day) UNESCO 1 11 9 20

28

Master Trainers Workshop For

Training of School Management

Committees at Secondary Schools

(6-days) UNESCO 1 15 11 26

TOT Workshop for Teacher Resource

Centres

NRSP /

DFID 4 19 8 55 24 106

Teachers Training at RCs Level

NRSP /

DFID 41 136 121 408 320 985


38

Table 8: Donor-funded Projects for Education Including Teacher Training in AJK Post 2005 Earthquake

Sr Project Donor/ Sponsoring Agency Cost (Pk Rs. Million) Remarks

1 Earthquake Emergency Assistance Project ADB 2006-2010 3660.0 328 Middle Schools

2 Community Infrastructure Services Project World Bank 2006-2010 1080.0 331 Primary Schools

3 Promotion of Primary Education for Girls in AJK

(Phase II)

World Food Program 2006-2010 339.1 248 Schools Food Assistance

4 Protracted Relief & Recovery Operation (PRRO) World Food Program 2005-2006 58.8 Provision of Dates and HEB

5 Multi-sectoral Rehabilitation Project in AJK ADB 2006-2010 340.0 Reconstruction/repair of High Schools

7 UN Early Recovery and Relief Project UNICEF 2005-2009 566.9 Improvement of primary school

education through direct school support

and teacher training

8 Earthquake Response Program UNESCO 2005-2009 414.2 Teacher Training

9 RISE USAID 2007-2010 510.0 Teacher training and direct school

support

10 Pre-Step USAID 2009-2013 255.0 Capacity building of AJK University-

Institute of Education and two Colleges of

Education

Total 7222.1

$ US (Million) 85.0

$ US (Million) Allocated for direct or partially for

teacher training support

20.5

Data Source: Official website of AJK/Gov: http://www.pmajk.gov.pk/history.asp

http://www.pmajk.gov.pk/history.asp

Annex I

IN-SERVICE TEACHER EDUCATION STRATEGY

&

PLAN OF ACTION

PAKISTAN ADMINISTRATED AZAD JAMMU AND

KASHMIR

(2010-2015)

Department of Education, Government of Azad Jammu and Kashmir

April 2010

ii

The Government of Azad Jammu and Kashmir gratefully acknowledges the support of Zayed

Bin Sultan Al Nahayan Charitable and Humanitarian Foundation, Abu Dhabi and UNESCO

for developing In-services Teachers Education Strategy and Action plan.

iii

Acknowledgement

Since the devastating earthquake of 2005, a number of organizations have supported the AJK

Government with both hardware and software components for rebuilding the education sector

in the earthquake affected districts. At the forefront of the software support has been in-

service teacher education and rightly so. It was very important to give in-service teachers the

skills to manage their own stress at the same time providing them with skills to improve their

capacity to manage classrooms often in makeshift accommodations. While appreciated, these

programs were provided to teachers primarily in three earthquake-affected districts, while the

remaining seven districts in AJK have not received the same level of support.

Five years later, the AJK government is mindful that a comprehensive strategy for teacher

education is needed to guide in-service delivery uniformly across all ten districts. To support

the development of this Strategy for In-service Teacher Education and Plan of Action, a

working group was notified by the Secretary of Education (Schools). Subsequent to the

working group notification, a workshop was organized by DEE and supported by UNESCO

(April 14, 2010) to assist the Education Secretariat with developing a vision and selecting and

prioritizing policy statements from the NEP 2009 on teacher education and professional

development. The following members have made substantial contributions to the

development of this strategy document:

Developing Teacher Education Policy and Plans for AJK

One Day Workshop

S.No Name of Participants Designation Department

1

Dr. Syed Nasir Hussain

Hamdani Dean

AJK

University

2 Ms. Nisar Akhter Malik Director DEE

3

Mr. Raja Muhammad Khurashid

Khan

Director Schools

Technical

4 Mr. Zahoor Ahmed Director EMIS

5 Ms. Nigat Rashid Director DCRD

6

Mr. Syed Bashir Hussain

Bukahri Dy. Director DEE

7 Ms. Nasreen Feroz

Assist. Dir. Schools

(Elementary) DPI E

8 Mr. Ghulam Murtaza

Assist. Dir. Schools

(Secondary) DPI S

9 Mr. Abdul Hameed Afgani Coordinator KEAC

10 Mr. Raja M. Naseer Khan Subject Specialist GEC Male

11

Mr. Syed Mumtaz Hussain

Bukahri Subject Specialist DEE

12 Mr. Maqbool Hussain Subject Specialist DEE

13 Mr. Abdul Waheed Subject Specialist KEAC

14 Mr. Khawaja Tariq Shafi Subject Specialist DEE

15 Mr. Javed Iqbal Khawaja Subject Specialist DCRD

16 Mr. Raja Iftikhar Hussain Khan Subject Specialist DCRD

iv

17 Mr. Ashgar Ali Abbasi Subject Specialist DEE

18 Mr. Khadima Karimullah Subject Specialist DEE

19 Ms. humera Zaffar Subject Specialist DEE

20 Ms. Seeda Sultana Subject Specialist DEE

21 Kamran Iftikhar Pre-STEP AED

22 Noor Din Pre-STEP AED

23 Noor Din Pre-STEP EDC

This document represents the beginning of a “process” that intends to strengthen the

Education Secretariat to coordinate and streamline teacher education in general and in-

service teacher education in particular. Dr. Randy Hatfield is gratefully acknowledged for

conducting stakeholder consultations and preparing the strategy and plan of action based on

stakeholder feedback.

v

Table of Contents

Introduction

1

AJK Vision for Teacher Education

2

Policy Actions, Issues and Recommendations

3

Summary of Policy Actions and Implementation Guidelines

11

Donor Support

13

Coordination of Activities and Timing

14

Guiding Principles for

Teacher Education and Professional Development

15

Bibliography

16

Annexure

Annex A: Education Statistics of AJK

Annex B: Organization Charts

Annex C: Major In-Service Training Programs

17

vi

List of Acronyms AEOs Assistant Education Officers

AEPAM Academy of Educational Planning and Management

AJK Azad Jammu & Kashmir

B.Ed (Hons) Bachelor of Education Honors

CT Certificate in Teaching

DCRD Directorate of Curriculum and Research Development



DEOs District Education Officers

EMIS Educational Management Information System

ERP Earthquake Response Programme

GCEs Government Colleges of Education

GCETs Government College of Elementary Training

GER Gross Enrolment Rate

HEC Higher Education Commission

ICT Information & Communication Technology

KEAC Kashmir Education Assessment Centre

M.Ed Masters of Education

M&E Monitoring & Evaluation

MTs Master Trainers

NEC National Education Census

NGOs Non Government Organizations

PDC Professional Development Centre

PTC Primary Teaching Certificate

SMCs School Management Committees

SST Secondary School Teachers

TEVT Technical Education and Vocational Training

UAJK University of Azad Jammu & Kashmir

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations International Children's Emergency Education Fund

USAID United States Agency for International Development

1

Introduction

Strategy refers to a plan of action designed to achieve a particular goal.

The State of Azad Jammu and Kashmir (AJK) is pleased to present this working document

that outlines a strategy for achieving improved teaching and learning across all ten districts.

The Strategy for In-service Teacher Education and Plan of Action is based on regular

consultations of a working group of AJK education officials1. The working group has been

tasked to review teacher education policy in AJK. Upon reflection of progress made five

years after the earthquake, the Education Secretariat is aware that there are still a number of

gaps that have yet to be addressed with regard to teacher education particularly in-service.

However, it also realizes that despite the shortcomings of the system and the limited budget

allocations for in-service delivery there is still much potential in terms of readiness, capability

and energy within existing institutions that can begin right away to move the State into a new

era of rebuilding teacher education programming.

The In-Service Teacher Education Strategy conceptualizes a continuous and systematic

approach of teacher professional development initiatives that, over a period of time, will

gradually and coherently build teacher competencies and teaching skills in modern and

needs-based teaching techniques. An essential part of this is reforming the government in-

service teacher training systems and the development of a professional cadre of teacher

trainers.

The purpose of this document is to present a simple in-service strategy and plan of action for

AJK that is cost efficient and practical and maintains a focus on student achievement and

learning outcomes.

1 Notified (March 26, 2010)

.

2

AJK Vision for Teacher Education As proven globally, “Quality teaching brings children into schools and keeps them there

2”

and so the investment in improving teacher education is essential to achieve AJK’s education

goals.

The vision statement for teacher education in AJK is presented below:

VISION STATEMENT

Teacher Education and Professional Development in AJK to build competent and morally

sound teachers who ensure quality of student learning to cope with the challenges of the

modern world.3

In addition to the vision, six policy statements have been chosen from Pakistan’s National

Education Policy (2009) related to teacher education. AJK education officials identified these

policy actions as the top priority in AJK for the next five years:

• All teachers shall have opportunities for professional development through a

programme organized on a three-year cyclical basis. Progress in career shall be linked

to such professional development.

• In-service training shall cover a wide range of areas: pedagogy and pedagogical

content knowledge; subject content knowledge; testing and assessment practices;

multi-grade teaching, monitoring and evaluation; and programmes to cater to

emerging needs like trainings in languages and ICT.

• In-service teacher training institutions shall emphasize developing the capacity of

teachers and school managers for school development plans, to overcome low

achievement scores.

• Training needs shall be assessed on the basis of research and training programmes.

• Provincial and Area Administrations shall develop effective accountability

mechanisms, including EMIS data on teacher deployment, to control absenteeism and

multiple jobholding.

The identification and adoption of these policy actions are important steps in AJK’s journey

to improving its education system and achieving its vision for education reform. The

following is a presentation of the prioritized policy actions, related issues and constraints and

then recommendations that will guide the Education Secretariat in implementation.

2 UNESCO. Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Institute for Statistics, Montreal, 2006. 3 Vision Statement developed in Workshop on Developing Teacher Education Policy and Plans in AJK, Directorate for Education Extension, Muzaffarabad, AJK (April 14, 2010).

3

Policy Actions, Issues and Recommendations

Public policy can be defined as a series of choices to act or not to act. There is a tendency in

policy debates, however, to focus on inaction based on deficit analyses. Describing what is

not working in education, for instance, is easier than offering action oriented solutions to the

real challenges of public service delivery. Yet if the deficits or challenges are dissected

properly, they are helpful in drafting better policy statements that help to guide improved

implementation.

Post-earthquake, AJK’s education system has been described as having low levels of teacher

competence, lack of classroom based support for teachers, poor quality of textbooks and

learning materials, lack of systems to assess student learning outcomes, uneven monitoring,

and weak sector governance and management contributed to this phenomena.

In addition, AJK lacks a coherent policy for teacher education. The pre-service teacher

training has been outmoded and heavily theoretical with a significant gap between the

curriculum taught to teachers and that taught in schools. Moreover, in-service training has

been sporadic and inadequate, exacerbated by a lack of experienced and qualified teachers

and an inadequate development budget.

The issues concerning teachers and teacher development are at the core of the education

system as teacher’s performance is very much related to the learning achievement of children.

The preparation of the strategy and its use are fundamental steps toward re-structuring the

system on professional lines.

Policy Action 2009

The strategy is organized beginning first with the presentation of selected Policy Actions

from the 2009 National Education Policy for Pakistan. Each policy action statement is

followed by a brief discussion of the major challenges/issues in AJK. Finally, concrete,

practical recommendations are provided that would begin to remedy the issues.

I. Policy Action: In-service training shall cover a wide range of areas: pedagogy and

pedagogical content knowledge; subject content knowledge; testing and assessment

practices; multi-grade teaching, monitoring and evaluation; and programmes to cater

to emerging needs like trainings in languages and ICT.

ISSUE: There is no in-service training cycle for teachers that integrate content and

pedagogy with other emerging needs.

Literature highlights that the emphasis of pre and in-service courses in AJK are on learning

theory rather than integrating it with practice. The quality of textbooks in teacher education is

also poor. The learning materials neither fully relate to real educational environment nor

inspire and motivate the prospective teachers for further studies. There is no fixed mechanism

to make teacher guides and supplementary materials available for working teachers. Overall,

the curricula and scheme of studies for teacher education is conservative and has become

obsolete.

4

Several other policy gaps with regard to teacher training exist in AJK. First, there is a general

lack of relevant teacher professional development programs in English-medium instruction,

research, and interactive teaching methods. Most teacher trainers are non-specialists who are

simply senior teachers with little capacity to manage elementary education requirements and

teacher training is heavily focused on the primary level at the expense of other sub-sectors

and is generally centre-based rather than conducted through mentoring on site at schools.

Finally, an element common to all the assessments undertaken with teachers seems to be that

teachers and education personnel know the terminology – the “jargon” of modern pedagogy.4

This appears to be a function of a didactic training approach where the trainee receives

lectures about interactive techniques, classroom management, school management and

subject mastery. Evidence shows that while teachers think that they use interactive techniques

such as games, discussions and activities in fact they do not understand what these techniques

involve and they cannot readily match them to the teaching/learning situation.

RECOMMENDATIONS

1) Conduct a critical review of all INSET modules prepared since 2005 against

professional standards and national curriculum. (See Pamela Baxter 2007 Strategic

Framework).

2) Review modules against priorities and needs of teachers. Design integrated training

modules using existing materials. Ensure balance of pedagogy, content, and emerging

needs.

3) Punjab Directorate for Staff Development has invited DEE officials to Lahore to

review and observe their Continual Professional Development Framework for in-

service teacher training. DSD is currently revising its Basic Foundation Module that is

used to train District Teacher Educators and could provide AJK with useful insights

into developing its training modules.

RESPONSIBLE INSTITUTION: DEE

_________________________

II. POLICY ACTION: All teachers shall have opportunities for professional

development through a programme organized on a three-year cyclic basis. Progress in

career shall be linked to such professional development.

ISSUE: Low Budget Allocations for In-service Teacher Education is not enough to

support 30,000 teachers even in a three year cycle.

In Pakistan the absolute amount of budget allocated to education is low. Although education

enjoys the highest priority on the social sector agenda, allocations are relatively modest due

to the intrinsic rigidities (such as resource constraints, large establishment bills due to a large

salaried workforce and heavy debt interest repayments) in the financial system of Pakistan,

4 Ibid.

5

arising from more pressing commitments of the country. As national expenditures have

always far exceeded revenue collections, fiscal deficits have remained high. To close the

resource gap, there has been a historical heavy reliance on external borrowing. In addition,

the geo-political situation of the country is such that high defense allocations are required for

maintaining security and national sovereignty. As such, interest payments and defense

expenditures make up bulk of expenditures.

The resulting resource crunch in the provinces and areas, coupled with their own budgetary

rigidities (such as falling resources, large establishment bills due to a large salaried

workforce, heavy interest repayments to development loans from federal government, etc.)

implies a sharp reduction in development and non-salary expenditures in the provinces. With

education sector being the largest sector in terms of its budgetary allocations, development

and non-salary allocations for the education sector were the worst hit, affecting the outreach

and quality of service delivery5.

In AJK, a very small percentage of the funds are allocated towards the development sector,

including construction of schools, and even recurring operations and maintenance activities.

Funds for research and teacher education are practically non-existent. In 2008-2009, recurrent

expenditures alone took up 91 percent of the total budget. Approximately Rs. 180,000 of

funds are channeled towards in-service training activities but the figures vary from year to

year (See Table 1). To support a teaching force of approximately 30,000 teachers, this budget

is significantly inadequate for effective annual training. Furthermore, with regard to funds

that do exist, the government’s system for funding training is restrictive in that no advances

are provided to institutions to enable them to initiate training activities that presents a

negative cash-flow situation.

Table 1: Budget Allocation in 2008-2009

Nature of Budget Rs. Million %

Recurring

i. Salary ii. Non-Salary Sub-Total

5029.744

818.796

5848.540

78

13

91

Developmental 640.00 9

Grand Total 6488.540 100


The budget allocation for training is alarmingly low and not enough to support the bare

minimum of policy actions of the 2009 National Education Policy or implementation of the

National Professional Teacher Standards.

RECOMMENDATIONS:

1) Develop a training plan that is adapted from existing modules. Tailor training plan

5 FINANCING OF EDUCATION IN PAKISTAN, An Estimation of Required and Available Resources to Achieve

EFA Goals. Preparatory Document for the Ministerial Meeting of South Asia EFA Forum (21-23 May, 2003) Ministry of Education, Government of Pakistan in collaboration with UNESCO Islamabad, May 2003.

6

according to new entry teachers, mid-career teachers, and senior teacher needs.

2) Initiate a detailed budget exercise on recurrent and development cost-basis related to

in-service teacher education. Develop a budget on a three-year cyclical basis for

approximately 30,000 teachers currently in the workforce @10,000 teachers per year.

3) The budget should be a companion document to the Training Plan.

4) Review budget with Planning and Development (Education) and Finance Ministries

for inclusion in 2011-12 budget submission.

5) Prepare and interim proposal for donor consideration of shortfall for 2010-11 FY year

training needs.

RESPONSIBLE INSTITUTIONS:

DCRD, DEE, P&D (EDUCATION), Finance Department.

III. Policy Action: In-service teacher training institutions shall emphasize developing the

capacity of teachers and school managers for school development plans, to overcome

low achievement scores.

ISSUE: Unclear institutional roles, responsibilities and capacity for delivering teacher

education

Pakistan has been well advised over the past decade by local, international and donor

agencies alike of what is not working with regard to its public teaching system and its

provision of professional development for teachers. The issues of lack of accountability, lack

of incentives, little hope of a career track, and motivation are all highlighted as problems

confronting teachers. Moreover, these issues appear to be widespread resulting from the

failure of the system itself (led by government institutions) that over the years has struggled

to cater to one of the largest cadre of employees in the country6.

Coupled with the proliferation of teacher training institutions in the last decade that have also

been observed to be ineffective, service delivery appears to be currently fated. Some grand

attempts have been made at improving the professional development institutions. However,

programs like this one resulted more in the installment of infrastructure than improvement of

quality education. In fact, a majority of projects and programs implemented over the years

have unfortunately directed their energies at addressing the symptoms of the problems rather

than correcting the root causes. The approach of asking the “institution” or the government in

this case to solve its problems is inherently flawed when the institution is part of the

problem—a problem that cannot be simply solved through the provision of hours upon hours

of pre-service and in-service training programs off the shelf. In AJK, the pre and in-service

institutions require capacity building and continual institutional support in order to provide

quality teacher education and professional development.

6 See Annex I for statistical data on teachers in AJK.

7

RECOMMENDATIONS:

1) Engage institutional diagnosis of teacher training institutions to assess their capacity

to deliver quality training (See previous year up-gradation plans of DEE).

2) Develop training of trainer short courses that address current needs of trainers,

teachers, school heads and other education managers.

3) Monitor student achievement scores and review trends across AJK districts to predict

areas of where improvements are required.

RESPONSIBLE INSTITUTIONS: DCRD, DEE, KEAC

IV. Policy Action: Training needs shall be assessed on the basis of research and training

programmes.

ISSUE: Lack of understanding of teacher performance

Teacher development is a comprehensive and complex concept depending on the education

situation and system and society as a whole. The basis of a teacher development strategy

seeks to understand teachers’ performance in the classroom and then to build and reinforce

existing teacher education and training systems accordingly.

The following problems affect teacher development and should be assessed periodically:

• Obsolete pre-service curricula leading to low quality of education that is not relevant to

modern day demands of teaching of the country.

• Low teacher competencies.

• Lack of political will to implement teacher rationalization plans.

• Nepotism and political interference in teacher management and wide spread irregular

transfers.

• No institutional research or system of feedback to improve teacher performance and

training systems.

• No community involvement in teacher deployment and monitoring.

• Ineffective teacher academic support and supervision system.

• No institutional training for in-service teachers on regular basis.

• Proliferation of un-regulated teacher training activities in the districts.

• High rate of teacher turn over destabilizing school system and performance.

• High absenteeism; teachers who remain away from school and those that go to school but

do not teach.

• Absence of training-classroom linkage

• No mentor program for teachers of middle and high schools

To improve the quality of teaching/learning in middle and secondary classes, it is important

to improve the training of teachers at these levels. In past years there has been an emphasis on

improving training of primary teachers: it is important to continue this emphasis and to

8

improve the quality of the training of primary teachers, but at the same time also improve

training of teachers at secondary school levels.

To date, no comprehensive baseline of teacher competencies has been conducted in

AJK.

RECOMMENDATIONS:

1) Plan and execute a rigorous baseline survey that observes teachers performance on a

sample basis in all 10 districts.

2) Review results of baseline and compare with student achievement scores (promotional exams) linked to baseline schools.

3) Revise training plan/modules to address needs of teachers on a continuing assessment cycle.

RESPONSIBLE INSTITUTIONS: DCRD, DEE, KEAC, EMIS, UNIV. OF AJK

V. Policy Action: Provincial and Area Administrations shall develop effective

accountability mechanisms, including EMIS data on teacher deployment, to control

absenteeism and multiple jobholding.

ISSUE: Statistics of public sector education/staff are not being used in management

and planning of human resources to serve the sector.

Like other areas of Pakistan, AJK’s education system suffers from teacher shortages,

absenteeism, and lack of effective accountability of teachers and other education staff to the

Education Secretariat, etc. Modern day educational management demands professional

standards and expertise in planning and human resource management for which educational

managers are unprepared.

AJK’s Education Secretariat requires considerable strengthening of planning capacity at all

levels of program development and delivery. An important requirement for planning is the

availability of standards for both input requirements and educational outcomes, which is

lacking at present. Good planning and monitoring through standards also requires data and

indicators of performance. These have been severely lacking at all levels of educational

activity and performance.

While data limitations have been a real constraint in educational planning, insufficient use of

data has been experienced in decision making and planning even when these have been

available. This is partly due to the culture of not using quantitative analysis and partly

because the managers lack the required training.

Information based planning is also thwarted by political interventions that distort decision-

9

making and impact merit and efficiency. Unless political interference and corruption are

rooted out, social policies and plans would have low impact; and this is all the more

devastating for the Education sector.

RECOMMENDATIONS:

1) Use School Census data and baseline performance data to create teacher profiles and

develop a tracking system for all teachers trained in AJK.

2) Develop a systematic monitoring and evaluation mechanism to track teachers

RESPONSIBLE INSTITUTIONS: Education Secretariat, EMIS Directorate

10

SUMMARY OF POLICY ACTIONS AND IMPLEMENTATION GUIDELINES

Policy Actions

[NEP 2009]

AJK Implementation Responsible Agencies

1. In-service training shall cover

a wide range of areas: pedagogy

and pedagogical content

knowledge; subject content

knowledge; testing and

assessment practices; multi-

grade teaching, monitoring and

evaluation; and programs to

cater to emerging needs like

trainings in languages and ICT.

Conduct a critical review of all

INSET modules prepared since

2005 against professional

standards and national

curriculum. (See Pamela

Baxter 2007 Strategic

Framework).

Review modules against

priorities and needs of

teachers. Design integrated

training modules using existing

materials. Ensure balance of

pedagogy, content, and

emerging needs.

Punjab Directorate for Staff

Development has invited DEE

officials to Lahore to review

and observe their Continual

Professional Development

Framework for in-service

teacher training. DSD is

currently revising its Basic

Foundation Module that is

used to train District Teacher

Educators and could provide

AJK with useful insights into

developing its training

modules.

Lead: DEE

Supporting Agency:

DCRD

2. All teachers shall have

opportunities for professional

development through a program

organized on a three-year

cyclical basis. Progress in career

shall be linked to such

professional development

Develop a training plan that is

adapted from existing

modules. Tailor training plan

according to new entry

teachers, mid-career teachers,

and senior teachers needs.

Initiate a detailed budget

exercise on recurrent and

development costs related to

in-service teacher education.

Develop a budget on a three-

year cyclical basis for

approximately 30,000 teachers

currently in the workforce

@10,000 teachers per year.

Lead: DCRD/DEE

Supporting Agencies:

P&D (EDUCATION),

Finance Department.

11

The budget should be a

companion document to the

Training Plan.

Review budget with Planning

and Development (Education)

and Finance Ministries for

inclusion in 2011-12 budget

submission.

Prepare and interim proposal

for donor consideration of

shortfall for 2010-11 FY year

training needs.

3. In-service teacher training

institutions shall emphasize

developing the capacity of

teachers and school managers

for school development plans,

to overcome low achievement

scores.

Engage institutional diagnosis

of teacher training institutions

to assess their capacity to

deliver quality training (See

previous year up-gradation

plans of DEE).

Develop training of trainer

short courses that address

current needs of trainers.

LEAD: DCRD


DEE

KEAC

4. Training needs shall be

assessed on the basis of research

and training programs.

Plan and execute a rigorous

baseline survey that observes

teachers performance on a

sample basis in all 10 districts.

Review results of baseline and

compare with student

achievement scores

(promotional exams) linked to

baseline schools.

Revise training plan/modules

to address needs of teachers on

a continuing assessment cycle.

LEAD: DCRD


KEAC

EMIS

DEE

UNIV. of AJK

5. Provincial and Area

Administrations shall develop

effective accountability

mechanisms, including EMIS

data on teacher deployment, to

control absenteeism and

multiple jobholding

Use School Census data and

baseline performance data to

create teacher profiles and

develop a tracking system for

all teachers trained in AJK.

LEAD: EMIS

Directorate

12

Donor Support

As is the case with other areas and provinces in Pakistan, in-service teacher education in AJK

has been conducted almost exclusively with external donor technical support and funding.

However, the AJK State, through the development of this document recognizes the fact that it

will need to lobby for increased development allocations to enhance teacher education and

professional development. At the same time internals sources are being tapped, AKJ

recognizes that it cannot work alone. The NEP 2009 encourages local governments to draw

on external support when required. “Government shall aim to draw upon resources from the

private sector through public/private partnerships, especially in the areas of teacher

education and professional development programmes. International Development Partners’

resources shall be harnessed within a broad national programme of teacher improvement for

the country as a whole through inter-tier collaboration”.

Federal or provincial requests for increased development budgets and external donor support

must be based on long-term plans to improve teacher education and teacher management in

AJK. Maximum emphasis should also be accorded to making donor programs demand

driven.

While important partners in AJK’s further development of teacher education, Donors must be

directed to situate programs within the existing AJK education and training institutions. The

initiative to channel all donor support for in-service teacher education through the DEE of the

Education Secretariat is a positive one and important in order to maintain standards.

Appendix C provides some information on past and current donor assistance provided for

teacher education in AJK. Two agencies that have been primary partners to the AJK

Government are the One UN umbrella with UNESCO and UNICEF. USAID through the

RISE and Pre-STEP programs have provided tremendous resources for activities and

products that will need further institutionalization.

The AJK Government will continue to coordinate through the One UN program for continued

Technical Assistance and funding. Additionally, the RISE program will be coming to and end

in June 2010 but could be tapped further if USAID is inclined to consider expanding its

support for teacher education to all ten districts.

The five policy actions presented in this strategy are practical in nature to the extent that they

can be initiated by the AJK Government. However, TA and external financial support will go

a long way to sustain efforts that have been mobilized since the earthquake.

Coordination of Activities and Timing

The AJK Secretary of Education (Schools) has notified a Working Group to define teacher

education for AJK (See Annex C). This Strategy document is an output of the Working

Group. As stated earlier, the Strategy represents a starting place for continued deliberations

and planning.

The Working Group is encouraged to continue meeting to plan and sequence implementation

of the policy actions as presented in this strategy over the next five years.

13

At no extra cost, the members of the Working Group can continue to meet and develop

implementation plans and timelines for accomplishing the tasks presented in this Strategy

Document. Where external funds are required, the Working Group should develop proposals

and continue to coordinate with donor/development partners.

Guiding Principles for Teacher Education and Professional Development

1. Teacher Education Policies should effectively utilize existing teacher education

institutions;

2. All professional development (whether externally or internally funded) should be

coordinated through the Directorate of Education Extension (DEE) and should be

demand driven.

3. Teacher policy review should be institutionalized through a joint steerig committee;

4. Standards are not Terms of Reference. They are indicators by which performance can

be measured;

5. Teacher Education and professional development is not an isolated function within

the Education Secretariat. It has to be linked to the system at large including

curriculum development;

6. Recruitment and personnel issues related to teachers need to be de-politicized;

7. The terminology of “teacher training” should be replaced with “teacher education and

professional development” to represent a holistic support mechanism to teachers as

professionals;

8. INSET and PRESET should be linked and time spent in professional development

should be counted as credits towards a career path for the teacher;

9. Teaching performance standards have been developed by the Federal Ministry of

Education. They should be implemented by all vertical education programs including

public, private and religious schools;

10. The teacher education system should be more “demand” driven. Planners should

survey teacher needs and coordinate with teacher educators in terms of annual training

plans. A tracking system should be put in place to identify what types of education

teachers receive throughout their career.

14

Bibliography

ABES Teacher Empowerment Centre. 2006. Need Assessment Study on Basic Education

Azad Jammu & Kashmir: Assessment-Analysis to Action. Study funded by TEARFUND, UK.

Academy of Educational Planning and Management. 2007. Pakistan Education Statistics

2006-07. National Educational Management Information System.

Baxter, Pamela. 2007. Strategic Framework and Action Plan for Inservice Training for

Teachers and Education Personnel in AJK. Consultancy Report prepared for

UNICEF/UNESCO. April.

Department of Education. 2007 a. “Action Plan for Inservice Training DEE/DCRD 2007 and

Projected Action Plan 2008.” Presentation Draft.

Department of Education, Government of Azad Jammu and Kashmir. 2007 b. Strategic

Framework for Teacher Inservice Training Azad, Jammu & Kashmir 2007-2012.

Presentation Draft.

Directorate of Education Extension, AJK Muzaffarabad. 2006. “Proposal for Up-gradation of

Education Extension Centre into Directorate of Staff Development.” August.

Directorate of Educational Management Information System, Government of AJK. Undated.

Education Statistics Azad Jammu & Kashmir 2007-08. Department of Education, USAID and

RISE.

Education Department, Government of Azad Jammu & Kashmir. 2009. Up-Gradation of



Colleges of Education. PC-I. May, 2009.

Hamdani, Syed N. H. 2009. Rationalization of Educational Degree and Diploma Programs

in Azad Jammu & Kashmir. November.

Idara-e-Taleem-o-Aagahi. 2008. Status of Teachers in Pakistan 2008. USAID, UNECSO and

IDA, Lahore.

Kirk, Jackie. 2008. Building back better: post-earthquake responses and educational

challenges in Pakistan. UNESCO and International Institute for Educational Planning. Paris.

Lynd, D. 2007. The Education System in Pakistan: Assessment of the National Education

Census. UNESCO.

Ministry of Education. 2009. National Education Policy. Government of Pakistan. Revised

August 1, 2009.

Ministry of Education. 2008. Education For All Mid Decade Assessment Pakistan Country

Report 2008. Government of Pakistan.

15

National Accreditation Council for Teacher Education. 2009. National Standards for

Accreditation of Teacher Education Programs. August.

Policy and Planning Wing, Ministry of Education. 2009. National Professional Standards for

Teachers in Pakistan. Government of Pakistan. Islamabad.

UNESCO and Department of Education, AJK. 2008. Information and Communication

Technology in Schools in the State of Azad Jammu and Kashmir: Diagnostic Study. October.

World Bank. 2004. Implementation Completion Report of the Northern Education Project.

Report No. 28241-PK.

USAID and Pre-STEP. 2010. Report Analytical Study for Rationalization of Pre-Service

Teacher Education Programs in Pakistan. February.

UNESCO. 2007. Earthquake Response Programme Annual Report 2006.

16

Annex A

Education Statistics of AJK

Table 1: District Wise Number of Government Institutions; 2008/09

Sr. District Schools Colleges Total

1 Bagh 844 13 869

2 Bhimber 617 14 631

3 Kotli 1028 27 1055

4 Mirpur 592 18 610


6 Neelum 275 6 281

7 Poonch 833 18 851

8 Sudhnuti 485 11 496

Total 5945 130 6075


Table 2: District Wise Number of Government Institutions

District Wise No of Government Institutions FY 2008-09

Sr. District Urban Rural Total

1 Bagh 25 844 869

2 Bhimber 20 611 631

3 Kotli 40 1015 10155

4 Mirpur 111 499 610


6 Neelum 5 276 281

7 Poonch 23 828 851

8 Sudhunti 26 470 496

Total 331 5744 6075


Table 3: District Wise Enrolment by Sex

District wise Enrolment by Sex FY 2008-09

Sr. District No. of Males

No. of

Males

%

Males

No. of

Females % Females

1 Bagh 42997 49.27 44268 50.73

2 Bhimber 27550 50.58 26918 49.42

3 Kotli 57716 52.50 52211 47.50

4 Mirpur 27998 46.74 31900 53.26

5 Muzaffarabad 61413 51.19 58560 48.81

6 Neelum 17611 61.99 10799 38.01

7 Poonch 30669 48.34 32772 51.66

8 Sudhnuti 21449 48.61 22679 51.39

Total 287403 50.64 280107 49.36


18

Table 1: District Wise Number of Teachers by Institution Level

Designation Bagh

Bhim

ber

Kotl

i

Mirpu

r

Muzaffar

abad

Neelu

m

Poon

ch

Sudhn

uti Total

Primary Teacher 2106 1334 2524 1460 3122 635 2120 1158 14459

Junior Teacher

(Gen) 715 453 744 488 893 152 716 323 4484

Junior Teacher

(Sc) 148 93 126 82 169 22 97 61 798

Junior Teacher

(Tech) 123 88 121 91 174 31 124 52 804

Senior Teacher

(SC/Bio) 540 329 544 385 677 117 490 233 3315

Senior Teacher

(Tech) 22 14 14 24 63 6 25 8 176

Senior Teacher

(Computer) 5 13 2 9 14 5 10 7 65

Head

Master/Mistress 108 68 108 82 136 28 98 48 676

Subject Specialist 57 20 30 20 63 5 56 6 257

Principal 28 17 33 22 31 7 28 12 257

Demonstrator 3 3 2 8

Chief Instructor

Comm 1 1

Senior Instructor

Comm 3 1 2 4 4 1 1 2 18

Junior Instructor

Comm 4 1 2 4 1 2 1 16

Lecturer 202 100 237 169 191 52 182 105 1238

Assistant

Professor 22 31 32 71 52 2 39 21 270

Associate

Professor 4 5 10 31 31 11 4 96

Professor 2 2

PET 58 39 73 50 77 14 71 30 412

DPE 13 8 22 19 15 3 12 11 103

Computer

Instructor 4 23 39 31 16 15 11 11 150

Imam Masjid 168 151 206 108 325 34 143 45 1180

Band Master 1 1 1 2 2 1 3 11

Qari 69 51 89 62 91 19 81 38 500

Arabic Teacher 82 64 112 74 114 22 95 40 603

Total 4681 3038 5269 3428 6521 1227 4612 2314 31090


19

Annex B: Organization Charts

Education Department (Schools)

20

Annex C: Major In-Service Training Programs7

(I) Revitalizing, Innovating, Strengthening Education (RISE)

The RISE Project, funded by USAID is developing a programme of in-service training for

teachers, education managers, and SMC members that serves as a model for in-service

structures, as a pilot for subject mastery and subject specific methodology training and

capacity building for the staff placed in the district offices. In AJK, the courses have been

developed in response to their Rapid Needs Assessment. RISE is piloting their materials with

a commitment to share with other stakeholders. They have also made a commitment to

utilize previously developed materials where possible. With regard to training, RISE has

made the following interventions:

• A total of 7,198 teachers trained in Muzaffarabad, Bagh and Poonch;

• Training of 200 MTs in English, Mathematics and Science with follow-up sessions

conducted;

• Establishment and training of 1,600 SMCs

(II) JICA Disaster Management Programme

This in-service course and accompanying materials is one facet of a larger contribution by

JICA. School construction (earthquake resistant), general teaching and learning materials

and, specifically for disaster management: books for students and teachers and a course noted

for its excellent structure. The learning materials are currently limited in scope. The number

of teachers trained is not available.

(III) CIDA: Debt for Education Conversion – Teacher Training

This is a multi-faceted five-year programme to upgrade teaching qualifications in Pakistan.

The programme in AJK is similar to that in other parts of Pakistan.

Pre-service

– Diploma in Education (250)

- B. Ed (500)

Scholarships

In-service training

Head-teachers

Untrained teachers

This is also over 5 years

Training Target Group Subject specialists (40 in earthquake

affected areas – 70 in total)

(IV) USAID

USAID is extending support to teacher education and professional development primarily in

the area of pre-service.

The Pre-service Teacher Education Program (Pre-STEP) was initiated in 2009 as a national

program. An MOU was signed with AJK University and two education colleges through

Academy of Education Development’s sub partners; Massachusetts State University, USA

7 This Annex is primarily an extract from the Draft Strategic Framework complimented with information from

other sources.

21

and the Education Development Center, USA. Pre-Step has investigated the teacher

education needs in AJK along with the rest of Pakistan.

(V) UNICEF

UNICEF’s early recovery and relief project channeled Rs. 566.9 million on the improvement

of primary school education through direct school support and teacher training. This training

support was provided to earthquake-affected teachers as well as newly recruited teachers.

(VI) UNESCO

UNESCO initiated the Earthquake Response Program in November 2005. The program

aimed at reviving the education process and to assist AJK in building back an education

system even better than before the earthquake. The program's main areas included capacity

building of educational officers, training of new and existing teachers and supplying

immediate educational needs of the institutes. UNESCO provided support to secondary,

tertiary and non-formal education, including technical and vocational education. After the

completion of the earthquake response program in 2008, UNESCO secured additional funds

to continue supporting the Government in rebuilding the education system under the

‘Rehabilitation of Education System in Earthquake Affected Areas’ of AJK. To date

UNESCO has provided approximately Rs. 414.240 million to AJK education of which 34

percent was spent on teacher training.

22

Table 7: Training Summary Of UNICEF/UNESCO Post Earthquake

S.

#

Details of

Workshops

Fundi

ng

Agen

cy

No. o

f Wrk

ps

Number of Senior / Middle Managers /Teachers

Trained Grand T

otal

Neelu

m

MZD Bag

h

Raw

alak

ot

Sid

hnot

i

Kotl

i

Mir

pur

Bhi

mbe

r


1 Senior

Education

Managers

Workshops

UNE

SCO

5 46 2

9

1

8

1

6

1

5

1

6

140

2

Psycho

Social

Support

Teachers

Training

Workshops

UNIC

EF

2

6

9

22

2

11

9

22

59

1

3

6

4

1

2

4

0

8

5

9

1

3

4

5

1

2

0

9 861

4

3 Training of

Trainers

(TOT)

Workshops

UNE

SCO/

UNIC

EF 8 15 3 71

2

0

3

5

1

7

3

8

2

1 220

4

Generic

TOTs

Workshops

UNE

SCO 2 30

1

8 48

5 Pilot Middle

Educational

Managers

Workshops

UNE

SCO 1 12

1

3 25

6

Sanitation &

Hygiene

Education

(MTs)

Workshops

UNIC

EF 1 11 8 19

7 Sanitation &

Hygiene

Education

(TOTs)

Workshops

UNIC

EF 7 23 21 42

3

9

2

2

1

9 166

8

Experimental

Workshops

for Teachers

UNIC

EF 2 30

2

8 58

9

Child

Friendly

Learning For

Subject Wise

Training

(TOT)

(English,

Science and

UNIC

EF 2 37 6

2

2

1

2 77

23

S.

#

Details of

Workshops

Fundi

ng

Agen

cy

No. o

f Wrk

ps


Trained Gra

nd T

otal

Neelu

m

MZD Bag

h

Raw

alak

ot

Sid

hnot

i

Kotl

i

Mir

pur

Bhi

mbe

r


Mathematics

)

10

(TOTs)Scho

ol

Management

Committees

(SMCs)

Training

UNIC

EF 2 31 9

3

1 1 72

11

TOT

workshop for

Child

Friendly

Learning

UNIC

EF 1 22 2 24

12

TOTs

Workshop

on Teaching

of English,

Science and

Maths

UNIC

EF 1 36 4 40

13

Training of

Middle

Managers /

Ministerial

Staff

UNIC

EF 5 23 5 79 7

3

1 0 145

14

Follow Up

Study of

Middle

Managers

(Meeting)

UNIC

EF 3 7 2 18 1 9 1 38

15

Middle

Managers

2nd Module

(Phase-II)

UNIC

EF 5 22 6 75 8

3

1 0 142

16

Senior

Education

Managers

(Recovery &

Reconstructi

on)

UNE

SCO 2 - 36

2

3 59

17

//

//

(Monitoring

&

UNE

SCO 2 38

2

1 59

24

S.

#

Details of

Workshops

Fundi

ng

Agen

cy

No. o

f Wrk

ps


Trained Gra

nd T

otal

Neelu

m

MZD Bag

h

Raw

alak

ot

Sid

hnot

i

Kotl

i

Mir

pur

Bhi

mbe

r


Evaluation)

18

//

//

(Financial

Management

)

UNE

SCO 2 29

2

3 52

19

Refresher

Courses of

SSHE MTs

UNIC

EF 7 27 17 43

3

4

2

5

1

2 158

20

Refresher

Courses of of

Primary

Teachers on

SSHE

(Bagh)

UNIC

EF

1

0

2

2

0

1

5

8 378

21

I.T

Workshop

for Senior

Science

Teachers

UNIC

EF 1 14

1

3 27

22

Exposure

Visit to

PDCN Gilgit

Northern

Areas of

Education

Officers

UNIC

EF 19

23

Mentoring

workshop for

Primary

Teachers

(Chitral )

UNIC

EF 1 19 0 19

24

Refresher

Course on

Primary

Teachers on

SSHE

(MZD)

UNIC

EF

2

0

40

1

3

3

1 732

25

Early Child

Hood

Training (3-

days)

UNIC

EF 1 23 3 26

26 Early Child UNIC 1 6 1 24

25

S.

#

Details of

Workshops

Fundi

ng

Agen

cy

No. o

f Wrk

ps


Trained Gra

nd T

otal

Neelu

m

MZD Bag

h

Raw

alak

ot

Sid

hnot

i

Kotl

i

Mir

pur

Bhi

mbe

r


Hood

Training (6-

days)

EF 8

27

Leadership

and

Management

Training for

Middle and

Secondary

School Head

Teachers

(12-day)

UNE

SCO 1 11 9 20

28

Master

Trainers

Workshop

For Training

of School

Management

Committees

at Secondary

Schools (6-

days)

UNE

SCO 1 15

1

1 26

TOT

Workshop

for Teacher

Resource

Centres

NRSP

/

DFID 4 19 8

5

5

2

4 106

Teachers

Training at

RCs Level

NRSP

/

DFID

4

1

13

6

12

1

4

0

8

3

2

0 985

26

Table 8: Donor-funded Projects for Education Including Teacher Training in AJK Post

2005 Earthquake

Sr Project Donor/

Sponsoring

Agency

Cost (Pk

Rs.

Million)

Remarks

1 Earthquake Emergency

Assistance Project

ADB 2006-2010 3660.0 328 Middle Schools

2 Community Infrastructure

Services Project

World Bank 2006-

2010

1080.0 331 Primary Schools

3 Promotion of Primary

Education for Girls in

AJK (Phase II)

World Food

Program 2006-

2010

339.1 248 Schools Food

Assistance

4 Protracted Relief &

Recovery Operation

(PRRO)

World Food

Program 2005-

2006

58.8 Provision of Dates

and HEB

5 Multi-sectoral

Rehabilitation Project in

AJK

ADB 2006-2010 340.0 Reconstruction/repair

of High Schools

7 UN Early Recovery and

Relief Project

UNICEF 2005-

2009

566.9 Improvement of

primary school

education through

direct school

support and teacher

training

8 Earthquake Response

Program

UNESCO 2005-

2009

414.2 Teacher Training

9 RISE USAID 2007-2010 510.0 Teacher training

and direct school

support

10 Pre-Step USAID 2009-2013 255.0 Capacity building of

AJK University-

Institute of Education

and two Colleges of

Education

Total 7222.1

$ US (Million) 85.0

$ US (Million) Allocated for direct

or partially for

teacher training

support

20.5

1

Annex J

CONSTRUCTION OF

GOVERNMENT GIRLS MIDDLE SCHOOL KHILLA, GOVERNMENT

GIRLS HIGH SCHOOL SHARIAN AND GOVERNMENT BOYS HIGH

SCHOOL GUNCHATTAR

Copyright of all photos: UNESCO

Completed Foundation Blocks of Government Girls Middle

School Khilla

Completed Foundation Blocks of Government Girls High

School Sharian. Foundation of Toilet Block on the Right.

2


Foundation Work In Progress at Government Boys High

School Gunchattar

3

SCHOOL MANAGEMENT COMMITTEE TRAINING


SMC Training in Progress in Chittan Middle school Hattian Bala

SMC Training in Girls Higher Secondary

School, Koomikot

SMC Training Boys High School,

Gunchattar

4


SMC Training in Boys High School Maina Bandi

SMC Training in Boys High School Moolia, Abbottabad, NWFP

5

DEVELOPMENT OF IN-SERVICE TEACHER EDUCATION

STRATEGY AND PLAN OF ACTION


Consultative Meeting with Ministerial

Working Group for Formulation of In-

Service Teacher Education Strategy and

Action Plan

Workshop on Development of In-service Teachers Education Strategy and Action Plan

Workshop on Development of In-service

Teachers Education Strategy and Action

Plan

6

DEVELOPMENT OF COMPETENCY BASED SKILLS STANDARDS

FOR MASONS


Meeting with APCA Members in Lahore Meeting with Director Human Resource

Development Institute, Rawalpindi

Meeting with DESCON Officials in Lahore Development of Skill Standards in Masonry

Visit to CTTI, Islamabad

Meeting with DESCON Engineering

Officials in Lahore

7


Development of Curriculum Workshop (DACUM) for Competency

Based Training in Masonry

Task Analysis Workshop for Competency Based Training in

Masonry, NAVTEC, Islamabad

8

TWO DAYS ROUND TABLE MEETING ON TVET


Chairman AJK TEVTA Addressing the

Participants Presentation by an Industrialist

Presentation by ILO Official

Prominent Industrialists Participated in Round

Table on TVET Group Work by the Participants

9


Round Table Participants Chairman AJK TEVTA Keenly Listening

Participants

Presentation on Different Themes by Participants

10

PHOTOS OF ANTHROPOMETRIC STUDY


Anthropometric Study at GBHS Sharian Boy Student’s Height and Weight Being

Measured at GBHS Gunchattar

A Girl Student Being Measured

at GBHS Gunchattar for

Anthropometric Study

11

INSPECTION OF SCIENCE LABORATORY EQUIPMENTS


Inspection team assessing the lab

equipments

Inspection of Lab Equipments Delivered by

Supplier Inspection Team Inspecting Lab Equipments

Lab Equipments and Chemicals

12

Preparations for Project Exit

Orientation of DEE Staff on Building Electricity and Safety Process


Trainer is Explaining Fire

Alarm System

Orientation on Operation of Air

Conditioners

Training on Use of Fire Extinguishers DEE Staff Learning About Automatic

Voltage Regulator