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Restricted UNDP/PAK/77/038 Technical Report PAKISTAN
Strengthening Educational Institutions in Sind Province
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Training Supervisory Personnel
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by David. M. Bjork
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Serial No.. FMR/ED/OPS/8 1 /266 (UNDP)
United Nations Educational, Scientific and Cultural ,Organization
United Nations Development Programme
Paris, 1981
Training Supervisory
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Report prepared for the Government of Pakistan by the United Nations Educational, Scientific and Cdtural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme ( m p )
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United Nations Educational , United Nations .' . _ _ , . - *- Scientific and. Cultural Organization . Programme
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. _ . . mP/PAK/77/038 Technical Report (Bjark) FMR/ED/OFS/81/266 (UNDP) Paris, 28 December 1981
*- a Unesco 1981 -.
Printed in France
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I:. BACKGROUND, OBJECTIVES AND WORK PROGRAMME
ACTIVITIES AND FINDINGS
CONCLUS IONS
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(48 '- 72) . ... 111.
(73.7 91) Iv. RECOMMENDATIONS 15
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P~~/77/038., -. S trengt-ening Selected ELicat.iona1 Institutions in Sind Province
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. . BACKGROUND, OBJECTIVES, AND 'WORK PROGRAMME ... .'
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1. Low attendance and high -drop-out. rates characterize primary. ' . education in the Sind.province and, combined wi.th a sharp .falling off in . : . .
enrolment after the primarg'grades,..underline a serious weakness in the ..
..present Sind educational system.... The following data for 1.979-80 for the-.
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H y d d a d Region;indicate .the 'scope, of. the, problem. . .
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'. .Number of Schools . ' .. Teachers . ' . :, Number ,of .Pupils .. ' ' . . .. . ' " . . . .
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Boys .... Girls 588,447. ' . 155,252
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Primary' '8,737 '- 1,580: ' 25 , 319 . . .
.41,2g5 . 12,993.' . ' . , . . .
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' Middle :. 457: 138 . -. '. , . . 3,518 . .
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.75. .. '' ' '. 6,591 ' . .. . 135,432 ' , ' . 38,904- . .. ~ ., . .
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High - , . 274 . , - '
TOTALS . . 9,468 . . 1,793 .. " 35,428 .' ' 765,174 207,149 , ' . . .
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2. age children uniquely and the latter represent 76% of the.overal1 student population., -Moreover, these figures correspond to trends within the province .
as a whole, and provide clear evidence-of the need to strengthen Sind educa-,,.. t.ion at. all. levels, -with primary schooling calling for special- attention.. .
As can be seen, no leswthan 91% of the schools cater to primary
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' ' 3. . . 1 ' It was against this .background .that, a'mission. was .,carried out in . '. . '
.' PAK/77/038,. ."Strengthening ,Selected Educational Insti.tutions in Sind Province." %- Hyderabad. from 24 September.-l980 until.. 5 March 1981 ,under Project ,Unesco ' .
The overall objective of the mission was to aid in the'planning.and implemen-- - - . . . , tation of training programmes for Supervisory Personnell
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;In .particular, the consultant was .to: . .
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. '(a) assist. the Department of Education (Sind)' in assessing . . existing methods of supervising. the. work of teachers, as'
well' as to advise on the. training needs of supervisors, _. .and on' the .'design.-of a series of "workshops; .. .._. I ? '
. _- . . . (b) assist in,developing printed guides and materials for
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: (c) carry out follow-ug visits to observe school-supervisors ' '
on the job, so,.that subsequent,training workshops could , . ' be modified and improved;
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assess existing administrative azid hanagerial procedures, especially at the Division, District and sub-District levels, while giving special attention to the collection of data on schools, to the flow of.information, to evaluation, assignment and promotion of school personnel, and to systematic planning;
identify areas involving supervision and/or management . .
which might require. additional expertise and follow-up;
carry out such duties within his field' of competence ,as
prepare. 'an 'analytic .report of' his activities which!,would '.'
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guide Unesco and the Government in subsequent activities in this field,
5.. The Work Plan, which was prepared and approved by 30 September 1980, - called for the consultant to address previously identified needs, particularly low attend6ceiGd hah.drop-out rates in primary schools, by organizing and implementing training programmes in the- wncepts and skills of supervision for supervisory personnel- in Sind- The main focus was on those supervisory personnel with major responsibility for primary schools, -. -
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. 6,. Five principal components characterized the work plan. These were:
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Interxi Training
A select. group of supervisory. personnel. was to receive intensive.training, 'work as facilitators in workshops,: design and apply materials, and. establish demonstration '
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Demonstration Centres ' .
Selected.'schools' and c'lasses-were- to 'be set up in' or near ' '.
the training site to. aerve as a.laboratory for intern and. ; workshop participants, and help' test specially developed, materials
Training Workshops
Three training workshops for supervisory personnel.were. envisaged under the'work plan, each to last for three weeks ,. :.'
and comprising about 50 participants.
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These workshops were
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:to focus Teaching
an Ifsupervision- for Effective Primary and Learningr1.
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:. . . ' . (iv).' Training Materials. .
-. It was proposed ,to .develop .and use materials .for supervisory.' . personnel .in the improvement of. primary. school. teaching,,
'_ .. . . .. .These materials were.. to be used .and -tested 'in the -Intern ' . '.
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<.T):. System of Evaluation . . > ._ . .
. . system- of evaluation was to 'be set up 'for the purpose of:. tablishing . and, administering .pre/post test .instruments,, ' well as a variety: of 'instruments. and procedures for, the .
ahation.. of. the major project .features,---.the Inferns,. :. '. . .
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i: .Demonstration Centres,. and Workshops. . ._. .. . . . . . . ..
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7; . . -. . The- basic. thought ' behind 'the .Intern Training .Model 'was to train in an. intensive manner .'a select' group'. of supervisory personnel .who would then - . :
form a., leadership: corps. 6-f 'instructional specialists for the, continuous improvement o
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primary. school teaching and learning, ,- ..( . , .. . . . . . .
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:. .' . As':.to. the interns themselves, they were selected' in accord&ce
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.with.-the. following' criteria: . I . . . . . . . . . . _ . . I - potential leadership" qualities;
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..- desire to work h a d , 'to ,experiment 'and to adopt new methods; ' . . , .
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. .. . . . ..:. .=. concern with. responsibilities. for primary education; - - . . - '. ' in: the group. . .' . .
:::. - need. to ensure a.. balanced. male/?emale representation ,.. s,, I . .
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'9,. -.: Eleven individuals were .initially- selected. .. Two dropped, out after : '..I one week .for personal. reasons. All of .the others completed the- full. : ' programme. 'They included: eight Supervisors of Prima- Education .(SPE) . ..
and one Sub-Divisional Education Officer-(SDEO). Seven were male, two . : . were female, ,;.' As a group, they- had job responsibilities for supervising:a. ' " '
total of 808~-prirnary schools, I
10 0 ' . The fifteen-week 'training. programme began on 26.0ctober. 1980 and , .
ended. on.19 February.'lg81. , .
week and comprised-three phases, as'follows:
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It featured a basic five-hour day .and six-day . .
' , _ - . . . -_- , . _ Phase .I - Intensive .Intern Training, 26 October-2 December 1980 .. ..
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. . - Seminars, lectures, demonstrations; . - survey 'of primary schools; - preparation and presentation of teaching units; - preparation of class.es in selected schools to serve as demonstration centres; - intensive planning for the first workshop,
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. . ' . . Phase -11 - Second Training .Phase, 7.Janua;~y-15 ,January . . 1981 . - .
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' * --Revision oP training materials; : . .
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. . - additional content seminars; - intensive, planning for. second workshop. . . .' . .
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Phase I11 .- Final Tr,aining 'Phase.,. 7 February-19 February 1981 , ,
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8 - Evaluations; - final revisions :of training materi.als; '. I '
. \ - concluding events for demonstration centres; . . . .
0 conduct of. seminars for, Consultant. . . . . . . . .
11. ACTIVITIES AND FINDINGS
11 . In the course of the programme the interns were divided for work purposes into four teams and invited to make use of the specially prepared School Assessment Inventory. Each of the teams assessed the four schools which had been selected as Demonstration Centres and after the data had been collected, seminars were held to analyse strengths and weaknesses and specify major needs. This process of primary school assessment continued throughout the workshop programme. In all, 33 primary schools were surveyed, providing the Bureau with a useful sample of data on primary schools in the vicinity of Hyderabad city.
12 . - Form, Interns also recorded valuable data about themselves, their work as supervisors, and their attitudes and feelings with respect to supervision and primary education.
Participant Assessment Inventory facilitated the gathering of data concerning the knowledge and attitudes of interns with respect to learning, child growth and development, supervision, leadership and inter-personal and community relations. and workshop participants as a result of training.
14 . In the course of the training programme, a series of learning activities was organized and implemented. the rationale behind the way children learn; key elements in effective primary school teaching; supervision of primary.schoo1 teachers. Broadly speaking, effe-ctive teaching concerns the way in which children learn and their motivation and--this formed the basis of instruction. Apart from concentrating on these essential areas, sernizlars and demonstrations also covered: basic human needs; child growth and development; understanding of, and influences upon, perception; creativity and creative activities; conmunications; defence mechanisms; reflective listening; demonstration teaching; o5servation of teaching; critiques or' observations; role of supervisory behaviour; observation and conference skills for supervisors.
Basing themselves on the specially created Intern/ParticiDant Data
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Another tool specially designed for the purpose - the Intern/ .It also served as a pre/post tegt to assess changes in Interns
It covered basic principles and r
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15 - At the end of Phase I of the Intern Training Programme, each Intern prepared and presented a mini-lesson for primary hge children. The criteria for evaluating the lessons included creativity, pu'pil involvement and participation, inqufry skills, the use of teacher-made materials, and a written plan for the lesson (objectives, activities and evaluation) . The lessons were prepared for Classes I, I1 and I11 (ages 6 to 8). presented material and other interns served as the primary school pupils. The lessons were observed and evaluated by the Consultant and his wife and, usually, by a subject-area specialist representing the Bureau.
16. All of the interns were divided into teams and each team was assigned a school to be organized into a demonstration centre. Each intern did demonstration teaching and assisted selected teachers in organizing a classroom for demonstration purposes. Emphasis was placed on classes I, I1 . and III'and particular attention given to teacher-made materials, activities based on pupil participation and teaching demonstrations/experiments.
17 Interns also served as resource persons and facilitators for two major workshops and led small group discussions, served as group recorders and reporters, facilitated large group question and answer sessions, guided and assisted the school assessments and interpretation of data; led demonstration activities; translated materials from English to Sindhi; and helped with the compilation of assessment and evaluation data. course of the two workshops, interns were given progressively more responsi- bility to help prepare them guide and direct future training workshop activities collectively or individually.
18 . had an individual talk with. the Consultant. along with his dependability, cooperation, responsibility, initiative, process skills and knowledge about supervision for the improvement of primary school teaching. In each case the intern's work was evaluated by the Consultant. Strengths were elaborated and areas needing attention and improvement were discussed. .
19 - In the third phase of the Intern Training Programme, the Intern teams evaluated the impact of the four demonstration centre schools by questioning pupils, teachers, and parents and processing the data compiled.
' 20. During the Training Programme's final week, certain Interns prepared
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At the half-way stage .of tb Intern Training Progranme, each I d e r n His- perFormance was reviewed,
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and presented two seminars for which'the Consultant was the learner. The seminar topics were flstructure, organization and curriculum for Middle and High Schools1f and a curricula for training primary school teachers. The . seminars provided useful experience and practice for the Interns; and added to the knowledge of the Consultant.
21 . Different members of the Project Team played the role of observers throughout the Intern Training Programme. During evaluation sessions, one project team member provided almost continuous assistance, and later, a newly assigned Subject Specialist at the Bureau helped with the materials. ,
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.Unfortunately, he too was subsequently .transferred to other work.'. .
. .' ,.. ::,. general, there was a lack of continuity:.among ' the. Bkreau.. personnel in '.programme implementation.
'. . assistance in planning and logistics he never had a continuous'hand in the. : 'actual training and for,these'.reasons, it is unlikely , that .. ... : the project will
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' ., '. '. given an Assessment, Inventory. : ,;. This wad designed td,'measure thei.r knowledge . . , so that future training programmes would correspond' . . to'. their real needs. . -
. - - The Inventory covered: .. . principles o f . learning;
basic human needs';.. - child growth. and development; . .. and-. community and: interpersonal- 'relations . .I
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23..,- . The-.resuits'obtaine a problem;. the . . . . . words and. concepts jused. in -b,o difficult or. .. .
-ctj<plet;ely "fcike'ign~~ . to .Int'e ' . : this type of obj,ective anal owledge in. the ..: skills of .lqtest-taking.". . .--
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Twenty ,(questions', .:.' practices and :'replied to o ree, (2) mildly
.: .,:.,,disagree.' ' Interns replied. nt', first in . '' .~ .. terms of the.'actual practice o$'condition ,.ekperienced -'by.':them in, their. work;' . .
. . , and second in :terms of what they. considered-. . . . to. be desirable situations.
-' ' 25. An analysis of results obtained 'in :respect of practices 'and conditions - , of supervision indicates that Interns are currently rather."people-oriented" .. . &d "democratic", and perceive:'supervision; primarily .in terms. of. helpful -'.behaviour guidelines. and advice.. enabling teachers to 'grow: and change. . The data. compiled .indicate that _. conditions: and . . ,-practices are- often seen as at
. varia&ce with.present overal1:philosophy. , To change':supervisory practices,
i current attitudes 'and/or, expectations, will be a difficult and challenging. ..
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. . behaviour and expectations, without .a compensating supporting shift .in.
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. ' The. analysis .revealed.-, that- interns perceive. par~ents as. instrumental,. important.'teachers o f th,e-.children, .and-; support the ,'concept of -parent- . . . , . -
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'. . stration centres would seem to. have been.benefLcia1. : -The data indicate that.
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. . among interns there'.exists a philosophy which is' compatib1e.to.a high degree ,
with positive community relations and parent involvement.
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evidenced a strong satisfaction with their performance and provi'des a clear .
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* A number of the questions were taken from comments in A Handbook on Supervision published by the Bureau of Curriculum and Extension Wing Sind, Jamboro 1979.
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28 . Four hundred and seventy two (472) pupils at the four schools utilized as demonstration centres were asked if they liked the "Intern teachersf1 in their classrooms. Since the actual accomplishments at the centres can be attributed to the '
efforts of the Interns, these data represent a strong positive element in their overall appraisal.
29 In commenting on the relative strengths and weaknesses of the Interns, the Project Team members emphasized: the leadershi'p skills which were acquired for conducting training programmes in the future; team spirit; the fact that they were full-time resource persons; that they were chosen from supervisory personnel; that they were highly qualified and experienced teachers; that their field experience of supervision was shared to improve the quality of the workshop training sessions and also the instructional programmes of the primary teachers; that they were prepared for the tasks assigned to them; that they showed interest in the activities.
30 knowledge, skills and competencies as instructional leaders for improving primary school teaching and learning. Each had a different set of skills and a unique personality for employment of these skills. Individually, they all rate v e q highly. Some had greater problems with language than others, and others more-leaderahip. experiences. It would be difficult, if nbt impossible, and certainly not productive-;'to measure their worth one against another. Individually, each should provide leadership in the improvement of primary education and this leadership in Sind will be the main residual value of the-project. Collectively, as a team, or in smaller groups, the Interns
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31 - It is intended that the Bureau will draw on-the services of the Interns where, and when, needed to organize workshops, seminars and conferences in 'connection with instntctional supervision techniques for the hture. It will also make use of the suggestions, propsals and expert advice offered by the Interns and their services will be utilized to monitor statistical data throughout the province. Moreover, the Interns trill be actively involved in training programmes for teachers and supervisors.
32 Firsthand information concerning-the primary schools (i.e. physical conditions, materials available, methods and techniques used in teaching, etc.) was obtained initially when eighteen schools, both urban and rural, were visited early in October 1980, 7 were boys schools, 10 were for girls and one was coeducational; 9 were Sindhi language schools; five were Urdu language and 4 had both languages. The visits revealed a lack of teaching materials and supplies, .authoritarian didactic teaching methods, a lack of student involvement and par=tlcipation, and a general apathy and lack of motivation on the part of students and teachers alike.
Ninety seven (97). per cent responded llyeslf.
I Interns had ample opportunity to demonstrate in practice their
offer a balance of strengths and talents that can be a strong force for I ,
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33 was decided the following criteria were to be observed in submitting schools as Demonstration Centres: . r k
As a result of a meeting of the Project Team and the Consultant it
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' (a) a balance between Urdu and Sindhi languages; (b) representation of both boys and girls schools; and (c) representation of both urban and rural .schools.
Intern teams made a comprehensive survey of the four selected 34 schools in line with the School Assessment Inventory. Data collected covered 15 categories: neighbourhood; site; building(s) or class spaces (number, size, . condition) ; other rooms (if any) ; physical features (power, fans, windows, adequacy of light, water, toilets, etc.); pupil enrolment/ L.
attendance data and characteristics (dress, grooming, location of homes, etc.); P.T.A. and community involvement; .teachers (number, ages, preparation, experience); non-.teaching personnel; teaching supplies and materials; classroom furniture, equipment, materials; student materials and suppl structured observations of classroom teaching/learning using a specially designed instrument, the Classroom Observation Checklist.
35 The initial use of this School Assessment Inventory by the Interns in the demonstration schooxs also seryed to "field-test" the instrument, was subsequently revised twice, translated from English into Sindhi, and later used by 96 workshop participants to gather data from an additional 29 primary schools . 36. As a result of assessing major weaknesses in relation to the fifteen categories, statements of need were drawn up. interpretation has proved extremely useful. step in bringing about the progressive improvement of schools, insofar as it specifies the type of assistance needed and possible sour2es of aid,
37 In general, the following conclusions were drawn:
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- poor physical conditions typified in particular by poor maintainance: - lack of teacher materials and supplies; curriculum guides and without -the textbooks used by students; - no student supplies or materials, except for slates and/or notebooks; - general absence of recent workshop and/or other professional development activities on the part of the teachers; - llack of parent/cornmunity participation.
In the c'ourse of their work the Interns and the C'onsultant organized
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38 a comprehensive programme of orientation for the school faculties-%sing a mimeographed - - programme in both Sindhi and Urdu. Interns were entirely
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* Data for the four schools selected as demonstration centres is on file at the Bureau.
- g - - responsible for conducting two programmes, one for the combined faculties of the Model Girls Primary School and the Shah Abaul Latif Boys Primary School, and the second for the combined faculties 6f the two Tando Hgder Rural schools.
39 The objectives of the Demonstration Centres were to: increase student motivation; increase student and teacher creativity; increase student participation and active involvement; increase use of teacher-made materials; . emphasize inquiry teaching; emphasize concrete demonstrations; emphasize use of flexible student grouping; improve the classroom environment by' ensuring cleanliness, presence of bulletin boards, pictures and displays of children's work, and interest areas (i.e., science, social studies, etc.); emphasize instruction which improves student self-awareness; focus on the objectives, activities, resources and evaluation of teacher planning.
40 . demonstration centre classroom, Emphasis was placed on Classes I, I1 and 111 (ages 6-81.
41 was teaching and learning supplies and materials. Without materials there would have been little creativity, little participation, and few demonstrations, and the major objectives could not have been achieved. on supplies and materials were that they should be available locally, that they be reasonable in cost, and that, where possible, the local environment and community be the prime suppliers. The Bureau provided useful help
was as follows: curriculum guides (for each class, each subject), student textbooks (provided for teachers), bulletin boards, rulers, scissors (blunt- end), slates, mimeograph stencils, stencil pens, fluid 2nd paper, chart paper (various colours), carbon paper, ink-marking pens (various colours), b-all point pens, pencils, erasers, crayons, water colours, water colour brushes, gum (glue), ffscotchrf sticking tape, pins, tacks, paper clips, drinking straws, wooden tooth picks, and blank newsprint paper. 0ther.no-cost items proved
Each Intern was given responsibility initially for setting up on'e I
A major need for ensuring the success of the demonstration centres
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The criteria-in fixing -
throughout in this connection. The detailed list of supplies and materials- -.
helpful such as leaves, plants, rocks etc. and empty cartons and boxes of various sizes. By the beginning of the first workshop-(3 December 1980) a minimum of one.demonstration class per btern had been prepared.
.42. schools and were introduced to the purposes and objectives of the demonstra- tion classes, learning in at least one class in each of two.schools. Many of these classes were taught by the Interns and a few by the regular teachers, Participants used the specially prepared Observation Checklist *to-record their observations.
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Workshop participants attended orientation programmes at the
They were thus provided an opportunity of observing teaching/ .
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: 10 - 43 participants answered the,question as to what changes by way of contrast with regular schools they had observed in the teaqhlng-learning processes. Their replies emphasized: increased motivation; creativity; student participation and active involvement; teacher and student-made material; inquiry teaching methods;. experiments and demonstrations; flexible grouping; clean and interesting classroom environments; locally made materials; and curriculum of high interest to childrerr.
44 . Workshop I1 in the course of which each intern prepared two to three additional classes for a total of 18 demonstration classes; room teachers were trained to conduct demonstration lessons for observations by participants; in each of two schools (a total of four classes, and the data obtained'. similar to that for Workshop I - concerned, in this case, the reguzar teachers. Eighteen demonstration classes were also used at the end of Workshop 11 as laboratories in which selected workshop participants presented mini- demonstration lessons. By the end of the Intern Training Programme, following Phase 111, all classes in each of the four schools were functioning as demonstration classes and every teacher and child had been included.
45 During the last two weeks of the Intern Training Programme, each school held a parent meeting and as a result active parentiteacher organi- zations were developed.
46. the course of the Demonstration Centre Programme (October 1.980 - February 1981): all schools were painted and whitewashed; and windows provided; built; play areas were cleared and improved; parent visits to the school greatly increased, as did visits by community counsellors and representatives.
47 impact of the demonstration centres was assessed. two (472) children answered questions'given orally by the Interns with responses recorded by the Interns. All teachers completed a written. questionnaire and a sample of parents from-each school was interviewed by
' the Interns, often in the parents' homes. Finally, plaques were awarded to each of the participating schools to mark its use as a,demonstration centre in the Project.
In the course of group discussion led by the Interns,'the workshop
c
The role.of the Demonstration Centres was greatly expanded for
regular class- k
workhhop participants observed a minimum of two classes
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There were many examples of community involvement and support during,
roofs were repaired and doors a water pump was installed and a water.tanklwas
During the last two weeks of the Intern Training Programme, the Four hundred and seventy
P
* <.a
111. CONCLUS IONS
48. The cost of materials and supplies amounted to Rupees 6,400 for U
the four schools for the four months (November-February). an average of Rs. 1,600 per school. Combined enrolment in the four schools was approximately 1,400 students with an average cost per pupil
~ _- This represents
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of. Rs. 4.50. It is:estimated that once a Demopstration School- begins to functfon':a-.cost of :Bs...5.00 per child per year is'aeeded.in order to . . .
cover non're-usable'supplies.. . . . .
49.. . . . . .: Successful, continued support for 'the demonstration schools . .
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requires',the active roZe of. the. Audio-visual Aid Officer at Hyderabad as a
of .the I four schools. once every :two 'weeks would seem advisable in order. to assess the. kind. of. instructional material .required ,by the schools and to. . ' , .
encourage the centre to[ develop needed. materials by. using indigenous ; I resources., Reports .of:;his ,visits. should be submitted to the, Project .
and- appropriate guidanc'e. be .given, to the Audio-visual Officer.
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.liaison.lofficer between them-and 'the Bureau. .. A visit..on his part to 'each . . .
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Coordinatdr at the Bureau so- that they can be studied. by the -Project Team . . . . . . .
he ,Project' Team should-visit 'the -schools once. every. . . . . . .
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. . - o monitor.] and record progress as well 'as to 'cooperate. with . . . _ - . . ' . . - . . - - ._-. . . ___-..
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emselves should be used,as Demonstration Centres in . . . . .
future ' workshops, and:.'for .the. inservice training. of primary school teachers,. ..
.while .the'?Bureau. cah::-make use. of .the 'Centres .to test innovative teaching ,.. : strategies,and new -t$aching aids;, ' to. pilot' test achievement tests;, ?develop :. and- assess:-.teaching-competencies; and- organize activities calling .for school-.:: classroom-laboratory facilities.
52. . '
evaluati.on:of the Demonstration Schools and through the involvement of. even' ' moke' supervisors' it should be' possible: to achieve a.,multiplier. effect whereby .
the.number.of.schools.with improved teaching methods is greatly.increased.'
53 - WorkshoFs, each of which was to. be of three weeks' duration and to involve,, - .
particularly in the case-of primary schools. in beginning the .Intern. Training Programme, ' all activities relating ,to the. use '. ' of .Interns- were held. up.-and the establishment of Demonstration Centres. only '.
began'-once..the. Interns ;had arrived. . Because of. this delay. it was 'decided '.. : that the,;third , . workshop' would .not be held until some. time in April or:.May. of .:
. .' , . .
were. Supervisors of- primary .education (SPE).
54 .* .The First Workshop was organized in three phases. The fi-rst two '.:.
days were for. the combined group of District Education Officers.(-DIO), the Principals of Training Colleges, the Sub-Divisional Education Of-ficers (SDEO),: . Deputy Education Officers (DyEO and Supervisors of Primary Education (SPE).
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. 'Overall,' the Project Team. should'.be responsible for followtup and
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. . ,: The. Work. Plan.'called for' the' planning' and' conducting. .of three .....
. . 50 participants, with major responsibilities .for supervision. in the Sind;. .
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Because .of a two-week delay,. .
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,1981. --.A 'majority .(620',) o'f'. the 91 participants in .thg 'first two. workshops . . . . . . . .
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The second phase, for one weekexcluded the DEO's and.the Principals. The . . . - last phase, for an',additional ten days, was exclusively for the SPE's. The. . .
first portions were designed to provide-awareness of the problems and of the . ...
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- 12 - nature of supervision practices and concepts to be covered. The last phase was much more participatory, The'SPE participantsbwere expected to put into practice the skills and techniques demonstrated in the workshop and demonstr- ation centres. The overall focus of the workshop was on instructional supervision. The content and activities centred on the role of the Primary School Supervisor as someone who facilitates professional growth and develop- ment of the primary school teacher. Skills in assessing and ranking the needs of primary schools were stressed, as well as the interpretation and
skills needed to present conferences.
55 The Second Workshop was organized in two phases. The first catered to DEO, SDEO, DyEO, Principal, and SPE participants and lasted one week, Phase Tdo was for all participantq except DEOs and Principals,' whom it was felt could not be expected to spend three weeks away from.their work. In Phase 'ltrq more time,was spent in classroom observations in the demonstration centres, and in presenting mini-lessons.
56 to the use of the School Assessment Inventory. This represents a first step towards creating an overall inventory of primary schools in Sind. Moreover, it is now expected that systematic data collection will become a normal SPE responsibility and provide an opportunity for-the personnel at the Bureau to demonstrate their leadership qualities.
57; one is to judge by the subsequent interest of participants it should continue to have considerable impact on primary education in Sind.
P analysis of data, observing and recording teacher-pupil behaviours and the I
\
Eighty five participants and nine Interns have now been introduced
The inventory represents a major achievement of the mission and if
58. seminars, lectures, writing sessions and demonstrations, one of the most significant aspects of the mission was that in Workshop I1 about 50% of the lessons presented to simulated classes were subsequently presented in the actual classrooms of the Demonstration Centres themselves.
59- insofar as they focussed on the strengths -and weaknesses' of each presentation and provided a rationale for teaching methods and behaviour at' the individual level. The cumulative record of the 30 to 40 mini-lessons given in the work- shops provided an excellent resource catalogue of lessons which can be used in the future as a broad base of pedagogic ideas when supervisors work with teachers
Apart from the justified major emphasis given in both workshops to .
The evaluation sessions proved extremely useful for .each participant
t
60 was used as a "before and after" assessment of the It revealed a slight gain in knowledge in the case of most of the categories covered. In general, Workshop I participants did not have as strong an
The Assessment Inventory (designed for the Intern Traiiiing' Programme) Workshop participants. *
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. _ . . . understanding' of the subject as 'the Interns. . Experience .gained by the
.difficulty .with language than the..'Interns. Moreover,,, Interns had. .undergo'ne more training and were generally.'more sophisticated than most.of the parti- . . :. '
cipants.. ' It. should be remembered that the Workshop.was for three weeks . ' ' . .
while ,.the Interns -.had worked four months.
. . . Consultant in working with participants indicate'&-$hat they had.more- , .,
. , '..:- .Finally,';. Workshop participants '' . ,I,
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. tended'to support parent involvement' but showed more caution than ,Interns, particularly in respect of the.post.. assessment. ' .,The reasons for.;-this , ' . . . . .
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result .should be. investigated...
.61. 'changes in'planning.and implementation of'Workshop:II.'- . greater emphasis, 6oth:in terms. of observation and presentation. - ._ .The
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Careful analysis of., the .data' produced, by' the First Workshop led to. . , '
Teaching.was.given . .
creativity activities '"Brainstorming'.! .-and ' l,tEuildingrl:.were completelf, ?re-writt ., and reo rg ani s e dl an d. few er lec tur e a:,'by. : Outside re sour C 6, persons ;w e,r . . e 2- s c h e du 1 e d Alss there were .fewer small. group discussions. followed by .repor a -technique that seems to have .been .overused.
62; .. In the course of the work.,'each workshop participant. d individual pl& .of action for. the following .year under '.the head activities, strategies,-persomeI.,required,'.and' evaluation.. A'large numb 'of these plans. call- for:. 'creation :of:Demonstration Centre schools'& the . participants' respective districts; plaaning'and-implementing teacher workshops;: supervising teachers to help-them create.:teacher-made:material .use 'of 'supervisory techniques aimed at helping.teachers improve instructio
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63 such -as obstacles created by "old" expectations in respect of the- roles. and responsibilities of subervisors,:especially at,the level of D2strict'
be. changed to encourage. the introduction and acceptance' of the, new':roles ..
(often .more than...50 per supervisor),., ,the .large distances -involved and- excessive . .
time spent in travel; . . and' the need
.. In listing these initiatives,, participants also, noted' difficulties ; . . . . . .
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Education Officers. Parti.cipants' suggested that these expectations need. to :. . ~. . ' ' , I .' ..
and responsibilities learned in the,Workshops. Many logistical'problems .. : ,-
remain; 'in, particular, the, burden of .too many primary schools to supervise :. '.
Provided these-plans are followed.up and given some sugport', the Wokkshops will have made. an..important impact on supekvision in Sind.
64.: . , In. the light of experience. gained .during- a need. was seen in' Workshop 111 for content ' orientation in languages,
.number of lessons in demonstration-centre schools was also increased. .
Objectives remained the same except for addition of orientation con'cerning. ,'
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to ensure. adequate. transpo'rtation.' . .
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studies, science and mathematics, before beginning demonstration work. . . The . . .
the content of Primary School subjects.
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65. . Training'materials were recognized as playing a vital role throughout ' :
in October, it became clesr that erclusive'use of the English lansae v&ld be .
a problem for..Interns and workshop participants. In an effort to reduce the ne-tive'
. the Intern Programme and' FJorkshops I and 11. .Hoirever,' st the.beginning of training
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- 14- - effects of not understanding English, pany materials were translated into Sindhi or Urdu. participants; some only understood Urdu; others Gere fluent in English. 0ne.problem which emerged was that in translating materials, it proved difficult to respect the original meanings..
66 . The data collection, data assessment, and training materials have been put together in a book called Instructional Supervision for the' Improvement of Primary School Teaching: Materials. This guide is in rough draft form and will be further revised, with the translations being modified and improved. The final version of The Guide should prove useful to the Bureau in connection with Workshop 111; and at the same time benefit the Interns and workshop participants who can put it to use in organizing and conducting training programmes in their own districts throughout Sind.
67 information about the .academic and professional background, and experience of Interns and workshop participants, the number-of schools supervised, and details concerning distances, enrolments, number of teachers and frequency of visits. It also gave useful information on the major responsibilities of supervisors, as vel1 as on the needs and problems of education and training requirements.
68 . knowledge and attitudes, the extent of its reliability and validity calls for further investigation. The reaction form data provide the basis for evalua- tions of various project components withdifferent groups of participants involved. Thus,it should be remembered that they only assess reactions to the specific programmes, processes and personnel of this particular project, However, as overall models for future use they may also be of value.
69. this connection, Instructional Supervision for Primary School Taching: A Guide to*Bi-lingual Training Materials has been prepared in draft form. to be edited, revised and tested by Bureau personnel, and the translations of materials from English to Sindhi need to be -carefully che'cked for accuracy, Also if the materials can be translated into Urdu the work will perform a useful function anywhere in Sind in improving educational standards and results .
Sindhi was thebmost common lanpa&e among the workshop
a Guide to Bi-lingual Training
The Intern/Participant Data Form proved effective in collecting
While the assessment survey was helpful in measuring changes in
Materials used in the course of the Project proved valuable. In
It needs
70 apparent in the course of the mission. Interns, participants and demonstra- tion centre personnel were all observed at one time or another an'd:-in this way competencies and skills were assessed that could not have been measured by formal instruments. Moreover, observations proved vital in monitoring the work of individuals and provided valuable feedback about the relative success of the training and materials.
The advantages of observation as a means of evaluation also became
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71 To 'summarize', the greatest strengths,of the Intern Training ' '
Programme consisted in:. . . . . - \ : ..
' * . . . . - successful correlation between theory and practice; ..
. . '- establishment of demonstration -schools, where the ' I Ex?erns,.'could, . '
. . . . apply knowledge and, skills acquired; . .
- experience gained from actual class teaching; - designing of effective evaluation system/instruments; . ' . ' ' - professional .growth of Interns working in the .demonstration centres) - development- of leadership,. confidence and .s'ocial skills; - the,habit of mutual help and cooperation established;
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, . . . - the coordination of 'theory with prac.tica1 work; ,' - the creation: of real; teaching situations within the demonstration
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s choo Is ; . - ,the :familiari.z.ation' of teachers with new -'instructional ' . . .
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' a methods and processes within- 'primary,.education;' . .
. . . . : ' -..the. high rate of participation; , .
. . . - the achievement' of ,greater, understanding on the part. of I .
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. . . participants of the child and his needs;
--'.the 'experience -gained from working as a group;
- .th.e :,presentation of teaching uiti.ts; . .", -7 ..
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-, acquisition of conference and observation skills; ,
-' learning how to work effectively 'as 'a"1earner
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72 Programme .appear to be:
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'AS a&inst -this, 'the greatest weaknesses of the Intern Training . . ,
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' - inadequate money ,for transportation and lodging; : ' . - inadequate subsistace allowances and allied financial . - difficulties; - - ' .
% . .,.. . .. - .no incentives available 'for future Interns;. . . - low ''pay rates resulting- in hardship;
'. . '. -. reluctance on. the part -of. ce.rtain officers in the. Education .. - lack of' renumeration for. Interns as resource persons; . .
. . .Department: in allowing Interns to' put . . ,into . Practice what they y:. , . . ,' ' .
had' learned and' practised. ~
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IV, ' . RECOMMENDATIONS- '
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.73. . '
.extended.and that all SPE's trained within this project be encouraged to avail themselves of ,it:
, It is recommended that use of. the 'School Assessment Inventory be
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It is recommended that the nine Primary School Instructionax . .
,740 Specialist Supervisors 'be designated and employed by the Bureau. as the . resource persons.for planning and implementing the .third major workshop of : . , . .
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7s 8 It is recommended.that the Primary School Instruc-tional Specialist . Supervisors (Interns) be engaged to provide traini?& for personnel at selected colleges in the Sind where primary school teachers are trained, This could begin on an experimental basis and be carefully monitored and assessed for effectiveness in modifying current teacher training curricula and methods. c-
76 Supervisors (Interns) should be utilized in other training programmes organized by the Bureau of Curriculum and Extension Wing, Sind, including other sponsored programmes, such as the World Bank Fourth Education Project, etc. L1
77 Giv-en that the four schools established as Demonstration School Centres in the Hyderabad locale are valuable resources for training programmes and experimenting with"instructiona1 methods and processes, it is recommended that the three school centres (combining the Tando Hyder boys'and girls schools which are on the same site) continue to be used as models for the improvement of primary school instruction.
78 ation sites for training programmes which emphasize instruction in the belief that the emphasis on instruction, teaching and learning, will further strengthen them as models.
79. It is recommended that, while cost studies are being conducted, funds should be provided for a minimum two-year period in support of the instructional materials/supplies needed for the teachers and students in the Demonstration Centres. The Bureau of Curriculum and Extension Wing, Sind, should provide leadership in this area.
80. It is recommended that the school centres be used as demonstration laboratories for personnel in other projects, particularly the Fourth Education Project in primary education which aims at establishing an experimental network of supervisors, learning coordinators, and resource centres.
81. who are Supervisors of Primary Education,have developed individual plans for demonstration centres and training workshops for the coming year and it is I
recommended that the Bureau arrange for follow-up action to ensure their effective implementation.
82. SPE'stbeginning with new job descriptions for posts which call for:-super-
It is recommended that the Primary School Instructional Specialist r
It is recommended that the :hree school centres be used as demonstr-
.
Those trained in the Project Workshops, inchhikg the 60 individuals
P
It is recommended that changes be made in the responsibilities of
vision designed to improve primary school teaching and learning. I
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- 17 - 83 and used in this project are now available in dray* form in Instructional Supervision for Primary School Teaching: A Guide to Bilingual Traininq Materials, and it is recommended that the Bureau complete the necessary editing and translating so as to produce a definitive form of this guide. It is further recommended that the guide be used for Workshop 111.
84 . The Primary School Instructio’nal Specialist Supervisors (Interns), the Demonstration Centres, the SPE workshop participants and the training materials, collectively represent a good working basis from which to prepare future training programmes for primary school personnel and it is recommended that they be further organized and structured with this goal in mind.
85 provided with a consultant, or resident adviser, in primam-’ school teaching and learning who could help develop a structured plan for using resources and for intra-project coordination and cooperation.
86. It is recommended that much greater emphasis be put upon primary
represent primary school teaching and learning and that the subject-matter .? .-
orientation of the specialists is focused primarily on the interests and needs of secondary education. Persons specifically selected for this task should be recruited an4 in this connection,the Primary School Instructional Specialist Supervisors would make excellent candidates.
87 Bureau in providing leadership to improve primary school instruction.
88. In order to ensure better management, programme planning and organizational structure at the Bureau, it is recommended that a consultant be provided who can help organize and train Bureau personnel inGeffective organizational styles and methods, effective leadership behaviour, and management by .objectives.
89 encouragement be given to the Primary School Instructional Specialist Superv’isors (Interns) and workshop participants trained by the Project, in new techniques of supervision for the improvement of primary school teaching and learning. It is further recommended that job descriptions be written for Supervisors of Primary Education whose posts emphasize school assessment and the provision of assistance to teachers.
90 opportunities in primary education.. Because, at present, the only real career advancement is that constituted by entering secondary education and then becoming a supervisor,- supervision need to be created for primary school teachers.
91 0 and strengthened and a professional organization for primary school educators should be established for this purpose.
. The data collection/assessment and the .training materials developed
.
It is recommended that the Department of Education of Sind be -
school instruction given that none of the subject specialists at the Bureau . -
It is recommended that a consultant be provided to assist the
It is recommended thatLeffective leadership opportlmities and.
It is recommended that measures be taken to enh’ance car-eer
new career opportunities in administration and
The professional stature of primary education should be developed
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