09. Sindh Curriculum Implementation Framework 2014

8/16/2019 09. Sindh Curriculum Implementation Framework 2014

1/52


2/52

SINDHCURRICULUMIMPLEMENTATIONFRAMEWORK CIF

This project is funded bythe European Union

Technical and implementingpartner

Government of SindhEducation & Literacy Department

Sindh Education Sector Support Programme (SESSP)

Reform Support Unit (RSU)


3/52

Sindh Curriculum Implementation Framework (CIF)


Contents

1. Introduction ............................................................................ 1

i. Rationale … ................................................................... 1

ii. Curriculum Implementation Framework ......................... 2iii. Objectives ...................................................................... 2

2. Process of Curriculum Implementation .............................. 3

i. Dissemination ............................................................... 4

ii. Development of Textual Material ................................. 10

iii. Teacher Education ...................................................... 21

iv. Assessment and Examination ...................................... 30v. Feedback and Evaluation ............................................ 37

3. Institutional Roles and Responsibilities ........................... 47


4/52



PREFACE

The Framework for Curriculum Implementation is designed to support the Education & LiteracyDepartment’s approach to establishing a process of curriculum implementation as an integratedsystem. The implementation matrix outlines an ongoing continuous improvement process andaims to offer guidance on how to formulate robust annual work / implementation plans whichclearly articulate how programs and services are delivered on time and to expectations. Itsupports the active involvement of the private sector in the realization of the objectives ofcurriculum implementation whereby the schools will be able to provide evidence that each andevery student is learning the essential concepts and skills as required by the curriculum.

This framework aims to assist the implementing and monitoring agencies of the schoolcurriculum to understand how to formulate their own work / implementation plans in line withobjectives and targets of the Education & Literacy Department. It is not intended to be amechanical guide to be used in isolation, as the Education & Literacy Department has definedthe roles and responsibilities of the implementing and monitoring agencies with a requiredcoordination mechanism. The implementation planning requires a much deeper understandingof management approaches.

Departments and agencies are encouraged to refer to this guide while developing theirimplementation plans and to coordinate with each other to make the most effective use ofexpertise, experiences and relevant resources for improvement of the quality of education. A

step-by-step approach is not essential to the planning process — planning is an iterativeexercise, and multiple rounds are necessary.


5/52

P a g e | 1



INTRODUCTION

Curriculum defines what our children learn in schools

Defining what all children must learn, what all children should learn, and what some children

could learn (in accordance with their special interests and circumstances) is no easy task. Thebody of knowledge, skills, and values which we could deliver to our children is virtually infinite.Societies have to be selective in deciding what is most important for the growth anddevelopment of children and the future welfare of society. This process of selecting whatchildren should learn is always difficult and in a fast-changing world, never static.

Curriculums must change in order to prepare young students to cope with the challenges ofsocio-economic demands and technological changes. Governments keep on revising the schoolcurriculum with a view to meet the global market trends and technological advancements of thenew century. The Government of Pakistan also started a major revision process of its nationalcurriculum in the year 2006 in line with a competency based model instead of an objectivebased model. Subject curriculums for 23 core compulsory subjects were notified as a first batchin 2006-07 with implementation to start in 2008. From 2006 to 2010, subject curriculums for 61core/compulsory and elective subjects were revised.

At the same time in 2007 the National Textbooks and Learning Materials Policy and Plan of Action was introduced to produce quality textbooks through a competitive process amongprivate sector publishers. Due to a number of factors including uncertainties within ProvincialTextbook Boards about their future role, the textbooks for the new curriculum could not beintroduced till Academic Year 2012-13. Since then, the Government of Sindh has introducedtextbooks for Grades I – IV.

Apart from delays related to understanding new roles and responsibilities as laid down in theNational Textbook and Learning Materials Policy, the absence of a comprehensive, holisticCurriculum Implementation Framework was considered as one of the main reasons for non-implementation of the 2006 Curriculum.

Rationale

Even though the new curriculum for core subjects was notified as early as December 2006,many textbooks are not yet in schools. Several factors contributed to this delay includingpolitical uncertainty, frequent transfers of provincial stakeholders and senior staff and lack ofclarity regarding the role and responsibilities of key implementers of the curriculum.

In 2010, the Government of Pakistan decided to devolve the Federal Ministry of Education to

the provincial level by omitting the Concurrent Legislative List under the 18

th

Constitutional Amendment Act. This jurisdictional change has had its implications on the process ofimplementing the National Curriculum 2006 in Sindh. On the one hand, it has empowered theEducation & Literacy Department, Government of Sindh and its allied departments to improviseand innovate in the area of implementing the curriculum. However, the devolution process hassimultaneously created a gap, at least temporarily, as the support and coordination mechanismthat was in place at the federal level is no more available for the province. This has also createdthe need to look into the current capacity of the different provincial departments and its alliedinstitutions on whether they are empowered enough to take the process forward in Sindh withregard to:

Alignment of learning materials including textbooks to curriculum.

Alignment of Initial Teacher Education with the standards, benchmarks and learningoutcomes of the new curriculum in consultation with the provincial stakeholders.

Alignment of the pre-service programme curricula to the requirements and standards ofthe curriculum.

Alignment of examination level (school assessment – internal and external) to assessthe achievement of standards and student learning outcomes


6/52

P a g e | 2



Curriculum Implementation Framework

The Curriculum Implementation Framework (CIF) presents a set of shared guidelines about theroles and responsibilities of various stakeholders in the implementation of the curriculum, mainlythe publishers of teaching and learning materials, teachers and teacher educators, community,

experts and bodies for examination and assessment, curriculum developers together with theEducation & Literacy Department, Government of Sindh, which has the overall responsibility forproviding quality education to the masses.

All these stakeholders need to work coherently to decide how the curriculum will be practiced inschools and the milestones that will be met at different stages in the implementation process.Over the time, material developers and teachers need to be given different kinds of support,tailored to their changing needs. Teachers need to share insights with one another as theyimplement the new curriculum.

It is crucial that curriculum implementers understand that implementing a curriculum takes time,resources, and an overall commitment to reform. In addition, the change needs to beinstitutionalized by ensuring the continued use of the curriculum. Systems must be in place forthe holistic implementation of the curriculum through quality teaching and learning materialsdevelopment and ongoing professional development for all existing teachers and curriculumoriented induction of new teachers.

Briefly, the Curriculum Implementation Framework is a broad set of policy guidelines regardingthe dissemination of the new curriculum, development of learning materials, professionaldevelopment of teachers / instructional delivery system, assessment and testing of students’achievements / learning outcomes and feedback and evaluation for the changes required for aneffective future revision of the curriculum.

ObjectivesThe Curriculum Implementation Framework does not necessarily mean a set of instruction orrules to be followed but rather presents a set of shared guidelines about roles andresponsibilities of various stakeholders in making the new curriculum a Practiced Curriculum.The main objectives of the Curriculum Implementation Framework are to:

1. define parameters (outcomes, indicators, implementation steps, activities, data sources,

time frame, and required resources) for putting the curriculum into effect;

2. identify key implementers including partners to be engaged while defining their roles and

responsibilities with regard to:

a. dissemination of new curriculum

b. developing learning materials

c. designing learning methods and materials for teacher education

d. assessing the attainment educational achievement of students

e. providing feedback to the curriculum developers and policy makers for future

planning / revision of the curricula

3. promote formal links between implementing partners to coordinate, provide additionalopportunities, make the most effective use of these opportunities and work as an

integrated modal for making the implementation process successful; and

4. provide relevant information and strategies for monitoring and evaluation of

implementation process


7/52

P a g e | 3



PROCESS OF CURRICULUM IMPLEMENTATION

The Curriculum Implementation Framework is designed as a flexible matrix for guiding theprocess of curriculum implementation to continue in Sindh in the absence of the FederalMinistry of Education. The objective is to develop a curriculum implementation plan which

outlines implementation strategies with regard to dissemination, learning material development,teacher education and assessment strategies in order to ensure the delivery of the curriculum inits true spirit down to the level of the teacher and the learner.

This framework aims to assist those involved in the implementation of the curriculum tounderstand the process of curriculum implementation as an integrated system in order that theycan formulate their own implementation plans as part of an overall implementation plan of theEducation & Literacy Department. It is not intended to be a mechanical guide on how tocomplete an implementation plan, because it is not possible to formulate an implementationplan using a mechanistic or template-driven approach. Nor is it intended to be used in isolationfrom other implementation agencies as: implementation planning requires a much deeperunderstanding of different management approaches than can be conveyed in a single guidancedocument.

The lead and partner (supporting) agencies and departments are strongly encouraged to referto this guide while developing their implementation plans. A step-by-step approach is notessential to the planning process—planning is an iterative exercise, and multiple rounds arenecessary.

After detailed consultations with key public as well as private sector stakeholders the followingprocess was agreed upon to facilitate the implementation of curriculum in Sindh:

Dissemination

MaterialDevelopment

TeacherEducation

Assessmentand

Examination

Feedback

and

Evaluation


8/52

P a g e | 4



Dissemination

Curriculum dissemination is the process of effectively informing developers of learning materialsincluding textbooks, the teachers and teacher educators, educational administrators andsupervisors, the assessment and evaluation experts and other relevant stakeholders including

civil society. Customized resource materials and information about new or revised curriculums isto be transmitted to all concerned as soon as it is approved and notified, so that theyunderstand and accept the desired change and make necessary preparations forimplementation of the curriculum.

The foremost task for the Education & Literacy Department, Government of Sindh is tocommunicate the desired change to all those who bear a shared responsibility for making thischange happen at the level of schools. The education authorities will develop plans to bringabout the change in the schools under their supervision.

The Education & Literacy Department, Government of Sindh is committed to sustain efforts forachieving increased awareness about curriculum by using new technologies as we need to

move beyond the traditional approach of posting the curriculum documents to relevantstakeholders and hoping for change. Dissemination needs to focus more on buildingunderstanding of the new approaches and informing the public at large on the importance andrelevance of the proposed change. The process of dissemination will encompass creation ofownership and support for the reform by engaging the private sector in spreading the messageto as large a group of stakeholders as is necessary.

Following are the proposed steps to disseminate the new / revised curriculum to the relevantstakeholders for implementation.

Develop a communication strategy as part of the communication plan of the Education &Literacy Department, Government of Sindh.

Prepare and notify Phase-wise curriculum implementation schedule preferably accordingto the developmental stages learning

Develop customized curriculum resource / support materials in easy and understandableformats

Mobilize print and electronic media by partnering with private sector for creatingawareness about the curriculum

Organize meetings, seminars/ workshops for all stakeholders for curriculum orientation

Dissemination

Material

Development

TeacherEducation

Assessment

andExamination

Feedback

and

Evaluation


9/52

P a g e | 5



DISSEMINATION

Outcome 1 The provision of the curriculum to all stakeholders in a simple and understandable(English, Urdu, Sindhi) form in stipulated timeframe.

1.1Resource material (customized extracts, charts, leaflets, brochures etc.) produced to translate the

curriculum in an easy, understandable and implementable form.

1.2Number of workshops/ seminars/ conferences/ meetings/ SMCs/ book fairs held with all stakeholders andbeneficiaries to disseminate information on the curriculum.

1.3Increased use of technological innovations for creating awareness and soliciting support for the newcurriculum.


10/52

P a g e | 6



S.No

ImplementationSteps /

StrategiesActivities Indicators Data Source

Timeline Responsibility

Resources Additional Information

Duration Frequency Lead Partners

1. Developcommunication /coordinationplan/strategy forcurriculumimplementation

Constitute technicalcommittee to designplan/strategy

Organize meeting(s) toshare and agree on

plan/strategy

Approval of plan /strategy from competentauthority

Notification anddissemination ofcommunication plan /strategy

Technical workinggroup constituted

Draft plan / strategydesigned

Number ofconsultative

meetings held

Plan / strategydeveloped andagreed.

Plan / strategy Approved

Plan/strategynotified and shared

Notification ofTechnical workinggroup

Copy of the draftplan / strategy

Record notes

Draft Plan /strategy

Approval letter

Notification anddistribution list

Websites of E&LD,BCEWS

30-60days

One-off E&LD RSU,BCEWSSTBB,DSEs,Mediagroups,CBOs, NGOs

Technical AssistanceFinancial

Assumption: The Government is committedto sustain efforts for achievingincreased awareness aboutcurriculum by using newtechnologies.

The notified plan / strategy shallform the basis for the followingimplementation steps in thismatrix.

The plan / strategy shallanswer:

WhoWhyWhatHowWhenWhom


11/52

P a g e | 7



S.No






2. Prepare andnotify Phase-wise curriculumimplementationschedule.

Prepare phase-wisecurriculumimplementationschedule

Approval from thecompetent authority

Notify and disseminatecurriculum

implementationschedule tostakeholders

Curriculumimplementationschedule prepared

Curriculumimplementationschedule approved

Curriculumimplementation

schedule notifiedand shared withstakeholders

Number of pressreleases in leadingnewspapers

Curriculumimplementationschedule

Approval letter


Copy of pressreleases

Website of E&LD,BCEWS

15 days One-off BCEWS E&LD, RSU,STBB, PITE,TTIs, BISE

Guiding principles fromCommunication Strategy as partof the overall CommunicationPlan of the Education & LiteracyDepartment.

Phase-wise implementationcould be according to theDevelopment Levels ofLearning:

Grades ECE-I-IIGrades III-VGrades VI-VIIIGrades IX-XGrades XI-XII

3. Uploadcurriculumdocuments onwebsite

Identify the relevantwebsites

Produce e-versions ofcurriculum documentsfor websites

Upload curriculumdocuments on theidentified websites

Update curriculuminformation on websites

Number ofwebsites identified

Number ofcurriculumdocuments forwebsites producedand uploaded

Number ofcoordinationmeetings regardingupkeep of identifiedwebsites held

Number offeedbacks received

Addresses / URLsof the websites

E-versions of thecurriculumdocuments

Meeting notes

30-45days

Initiallyone-offthen basedon thefeedbackandrevisions

BCEWS E&LD,RSU,STBB, PITE

Human,Financial,Material

The soft versions of curriculumdocuments shall be produced informats which are easilydownloadable even where thespeed of internet is low.

The existing IT resources andinfrastructure in the lead andpartner organizations shall beanalyzed and strengthenedaccordingly.


12/52

P a g e | 8



S.No






Printing of websitesaddresses on textbooks

Number of periodicupdates made

Web addresses ontextbooks

E-feedbacks

Periodic reports

Textbooks havingURLs

4. DevelopResourceMaterial fordissemination of

Curriculum

Identify keybeneficiaries

Develop hard and softversions of focusedResource Materialaccording to the needs

Approval from thecompetent authority fordissemination.

Disseminate thecurriculum extracts / keymessages throughworkshops, seminars,trainings, face-to-facemeetings etc.

Number of keybeneficiariesidentified

Number of hardand soft versions ofresource materialdeveloped

Resource material(hard and softversions) approved

Number ofworkshops,trainings, seminars,meetings held

Number of parents,communitymobilisers oriented

List ofbeneficiaries /audience

Copies of theresource material

Approval letter

Schedules,outlines, reports ofthe workshops,trainings,seminars,meetings

60-90days

One-off BCEWS E&LD, RSUSTEFA,STBB, PITE,TTIs,

Directorate ofPrivateSchools,Developmentpartners

Technical Assistance,Financial,Material

Resource Material onCurriculum:Customized extracts, charts,leaflets, brochures, scheme of

studies etc.

Answers to who, why, what,how, when, whom in theCommunication Plan/Strategyshall help in terms of time andcost efficiency.

BCEWS shall mobilize technicaland financial resource for thedevelopment of hard and softversions of customizedcurriculum extracts / keymessages.

BCEWS shall coordinate withother key institutions involved inTeacher Education fordissemination of resourcematerial on curriculum throughworkshops, orientations etc.


13/52

P a g e | 9



S.No






5. Mobilise printand electronicmedia forcreatingawarenessabout thecurriculum.

Identify media (print andelectronic) sources andpartners.

Create links withidentified partners bothin public and privatesectors

Coordinate with

identified partners bothin public and privatesectors on regular basis

Upload customizedcurriculum extracts / keymessages on relevantwebsites (public andprivate sector).

Publish curriculumextracts / key messagesin relevant newspapers,newsletters

Display these materialsin book fairs, educationexpos etc.

Number of mediasources andpartners identified.

Number ofmeetings resultedin establishing links

Number ofcoordinationmeetings withpartners held

Number ofwebsites showingthese material

Number ofnewsletters withcurriculum extracts/ messagespublished

Number of bookfairs, educationexpos participated

List of mediasources andpartners

Meeting notes

Minutes of themeetings

Addresses ofwebsites

Newsletters

List of book fairs,expos

Initially60 daysthen asandwhenrequired

Ongoing E&LD BCEWS,RSU, STBB,Print andelectronicmediaorganization,Publishers Association,NGOs, CBOs,Telecom

Companies

Human,Financial

Guidelines from theCommunication Plan/strategy.

Network with private sectorinstitutions/bodies shall ensurewider access.

Book fairs e.g. KarachiInternational Book Fair andeducation expos provide anexcellent opportunity to reach

school systems, administrators,teachers, parents, students,publishers, printers, mediapersonnel etc.

The existing setup for PublicRelations in E&LD, RSU,BCEWS, STBB shall berevisited as they shall play apivotal role in mobilizing printand electronic media forcreating awareness about thekey messages / aims ofcurriculum.

Use of mobile technology forcreating awareness aboutcurriculum shall be exploredwith the support of telecomcompanies.

Assumption:Target groups are interestedand willing to participate in theprocess.


14/52


15/52

P a g e | 11



DEVELOPMENT OF TEXTUAL MATERIAL

Outcome 2 Development of quality learning materials including textbooks based on learningoutcomes specified in the curriculum.

2.1

Number of quality textbooks developed based on new curriculum in every curriculum implementation phase

/ year.

2.2Number of new textbooks reviewed and approved according to the prescribed procedures, criteria andquality standards.

2.3 Number of teaching and learning materials (other than textbooks) produced based on new curriculum.


16/52

P a g e | 12



S.No






1 Review and/ordevelop Policyon Textbook andLearning Materialfor Sindh

Constitute technicalcommittee to manage thereview process

Organize review /consultative meeting ontextbook policy

Amend Textbook policy

as per recommendationof review meeting


Notification anddissemination

Technicalcommittee ontextbook policyconstituted

Number of reviewmeetings held

Sindh Textbook

Policy ensuringquality standardsfinalized

Textbook Policyfor Sindhapproved by theCompetent Authority

Sindh TextbookPolicy notified andshared

Constitution ofTechnicalCommittees

Recommendationsof review meetings

Copy of the textbook

policy

Approval letter of therevised policy

Notification &distribution list

30 – 60days

Initiallyonce thenneed-based

E&LD STBB, RSU,BCEWS

Technicalexperts

The Textbook and LearningMaterial Policy was introducedby the Federal Government in2006-7.

In pursuance of SindhEducation Sector Plan, theNational Textbook andLearning Material Policy shallbe revised to align it with

specific needs of the textbookdevelopment and publishing inSindh after 18th Constitutional Amendment 2010.

The objective is to introduce awell regulated system ofcompetitive textbookproduction in Sindh.

Assumption:Sindh Textbook Board shall bestrengthened as a competentfacilitating, regulating andmonitoring authority toimprove efficiency inmanaging authorship,production, copyrights, printingand distribution of textbooksand learning material in atimely manner.


17/52

P a g e | 13



S.No






2 Develop QualityStandards /Indicators forTextbookDevelopment &Review

Constitute TechnicalWorking Group(s)

Organize meetings ofTechnical WorkingGroup(s) to draft qualitystandards for: Textbook

development &review

Printing of textbooks

Finalize the qualitystandards in consultationwith key stakeholders

Approval of QualityStandards fromcompetent authority

Dissemination of QualityStandards

Technical WorkingGroups withrequisitequalificationconstituted

Number ofconsultativemeetings held

Quality standardsfor textbook

development,review, andprinting drafted

Quality standardsshared andfinalized

Approval obtainedfrom theconcernedauthority

Number oforientationsessions

Notification ofTechnical WorkingGroup (s)

Minutes of meetingand reports/reporting

Draft Quality

Standards

Copy of the finalizedQuality Standards

Approval letter andNotification ofQuality Standards

Record notes oforientation sessionsfor stakeholders

30 days

5 days persession

One-off

Initiallyone-offthen onneed basis

E&LD

STBB

STBB, RSU,BCEWS

BCEWS,PITE,Directorate ofEducation

TechnicalExperts,Financial

Financesshall bemanaged bySTBB

Assumption:The E&LD is committed tointroduce a well regulatedsystem of competitive textbookproduction.

The quality standards fortextbook production, reviewand printing shall serve asresource material / guidelines

for those professional who areinvolved in textual materialdevelopment and reviewprocess.

The Textbook Board shallregulate the textual materialdevelopment process andshall monitor compliance withthese quality standards forensuring quality andaffordability.

The dissemination andaccessibility of thesestandards / regulations shallmake the textual materialdevelopment process moretransparent and accountable.

3 Prepare textbookdevelopmentscheduleaccording todevelopment

levels

Organize meeting ofexperts / stakeholders


Schedules forTextbook

developmentprepared

Minutes of themeetings andreporting

30 days One-off E&LD STBB, RSU,BCEWS

Development Levels ofLearning:Grades ECE-I-IIGrades III-VGrades VI-VIII

Grades IX-XGrades XI-XII


18/52

P a g e | 14



S.No






Approval of TextbookDevelopment Schedulesfrom the Competent Authority

Notification anddissemination ofSchedules

TextbookDevelopmentSchedulesapproved

TextbookDevelopmentSchedules notifiedand shared withrelevantstakeholders

Letter of approvalfrom the Competent Authority

Notified Scheduleand distribution list

4 Developresourcematerials foreducational bookdevelopers /publishers

Constitute TechnicalWorking Group(s)

Organize meetings ofTechnical WorkingGroup(s) to draftresource materials

Finalize the qualitystandards in consultationwith key stakeholders

Approval of resourcematerials from competentauthority

Dissemination ofresource materials

Technical WorkingGroups withrequisitequalificationconstituted


Drafts of resourcematerialsprepared

Resourcematerials sharedand finalized

Approval obtainedfrom competentauthority

Number oforientation and

training sessions

Notification ofTechnical WorkingGroup (s)

Minutes of meetingand reports/reporting

Draft resourcematerials

Copy of the finalizedresource materials

Approval letter andNotification ofresource materials

Record notes oforientation sessions

for stakeholders

30 days

5 days persession /

training

One-off

Initiallyone-off

then onneed basis

STBB

STBB

E&LD, RSU,BCEWS,DevelopmentPartners

BCEWS,PITE, DSEs

TechnicalExperts,Financial

Finances willbe managed

by STBB

Book Developers: Authors

Copy Editors

Proofreaders

Illustrators

Type-setters

Graphic Designers

Reviewers

Resource Materials:

TextbookDevelopmentProcess - GuidingPrinciples

Guidelines for BookDevelopers

Textbook Style Sheet/ Guide

Registration Manualfor Publishers

SOPs andParameters forTextbookDevelopment /publishing


19/52

P a g e | 15



S.No






5 Advertise theTextbookdevelopmentprocessaccording toSchedules.

Prepare timeframe forthe textbook submission,production, and approvalprocess

Prepare content foradvertisement accordingto the Textbook Policyand curriculum

implementation schedule

Obtain approvals fromrelevant department(s)

Advertise in selectedSindhi, Urdu and Englishnewspapers andelectronic media

Schedules fortextbooksubmission,production, andapproval prepared

Content foradvertisementprepared

Content foradvertisementapproved by therelevantauthorities

Advertisementssent to theselected dailies forpublication

Number of advertsin Sindhi, Urdu,and Englishnewspapers

Copies of Schedules/ timeframe

Draft content foradvertisement

Approval letter foradvertisement

Advertisements innational dailies

30 days One-off STBB E&LD, RSU Textbook developmentschedules prepared andnotified in implementation step3 (page 15) of this matrix.

6 Short listsuccessfulpublishers/firms/educational bookdevelopers andagree on termsand conditions

for Textbookdevelopment

Technical and Financialevaluation ofpublishers/firms/educational book developers

Number ofpublishers/firms/educational bookdevelopersevaluated

Evaluation report 30 days One-off STBB E&LD,BCEWS

More weightage shall be givento Technical capacity of acompeting publisher / firm /educational book developerthan their financial capacityduring the evaluation.


20/52

P a g e | 16



S.No






Physical verification (asand when required) ofpublishers/firms/educational book developers

Short list the successfulpublishers/firms/educational book developers

Maintain data bank ofshortlistedpublishers/firms/educational book developers

Notify shortlistedpublishers/firms/educational book developers

Agreement withsuccessful publishers /firms / educational bookdevelopers

Number ofpublishers/firms/educational bookdeveloperscomplied with therequired standard

Number ofsuccessfulpublishers/firms/e

ducational bookdevelopers

Database ofshortlistedpublishers/firms/educational bookdevelopersmaintained bySTBB

Number ofsuccessfulpublishers/firms/educational bookdevelopersnotified

Number ofcontract signed

Compliance reports

List of successfulpublishers/firms/educational book

developers

Copy of notifications,mailing list, websitesof E&LD and STBB

Copy of thecontractualagreements

The intended materialdevelopment firms / publishersshall prepare sample chapter /page proof and shall submitthem along with scope andsequence of the intended bookto Sindh Textbook Board fortechnical evaluation.


21/52

P a g e | 17



S.No






7. Carry outorientation /training ofpublishers/firms/educational bookdevelopersbased ondevelopedresourcematerials

Carry out needsassessment ofpublishers/firms/educational book developers

Prepare orientation /training pack(s) on thebasis of identified needs

Prepare

training/orientationschedule and notify

Orientation / trainingworkshop for materialdevelopers

Impact analysis oftraining measures

Training needsidentified

Number oforientation packsdesigned

Number of copies

of the schedulereceived by theinvitees

Number ofresource personsthat conduct theorientation /training

Number ofworkshopsorganized

Number ofpublishers /materialdevelopersoriented / trained

Number of preand postevaluation reportsprepared andshared

TNA report

Copies of orientationpack

Copy of schedule

Workshop reports

Onsite attendance ofDepartmentalRepresentatives orOfficials at the event

Evaluation reports

Needbased

Needbased

STBB E&LD,BCEWS

FinancialTechnical Assistance

Assumption:Target groups are interestedand willing to participate inorientation / trainings.

Orientation / training packagesshall be selected from thealready developed resourcematerials as perimplementation step 4 (page

16) of this matrix.


22/52

P a g e | 18



S.No






8. Review ofTextbooks forquality assurance

Prepare internal reviewschedule

Identify experts andconstitute subject-wisereview panels

Training of reviewers on

curriculum and reviewcriteria

Carry out review on basisof schedule

Internal review bySTBB

External review byBCEWS

Select committee(quality assurance)

Incorporate feedbackgiven by the reviewteams at all levels

Schedule forreview oftextbooksprepared

Number of reviewpanels constituted

Number of

reviewers trainedfor the review task

Number of textbooks reviewed

Feedbackincorporated

Review Schedules

List of review panels

List of participants

Pre and Posttraining evaluations

Minutes of reviewmeetings

Updated copies oftextbooks

30 – 60days

On going BCEWS

BCEWS

BCEWS

STBB

BCEWS

BCEWS

STBB

E&LD, STBB

STBB

BCEWS

E&LD, STBB

STBB

TechnicalExperts

Financial

Resources

The Reviews Criteria /Standards developed as perimplementation step 2 (page15) of this matrix shall be usedfor ensuring quality of textualmaterials.

BCEWS shall need financialresources for carrying out theexternal reviews and making

sure the quality of textualmaterials.

9. Approval of thetextbook

Submission note oftextbook to E&LD forissuance of NOC

Final approval andissuance of NOC

Number ofTextbook(s)submitted for NOC

Number ofNOC(s) issued forprinting

Submission Note

NOC

15 days One-off BCEWS

E&LD

STBB

BCEWS

The E&LD is the competentauthority to issue a NoObjection Certificate (NOC) forthe printing and distribution oftextbook.


23/52

P a g e | 19



S.No






10. Printing ofTextbooks

Constitution of aprocurement committee

Develop procurementstandards / criteria

Invite expression ofinterest from printers

Select printers as perpolicy and assign printingtask

Procurementcommitteeconstituted

Procurementstandards / criteriadeveloped

Number ofexpression of

interests received

Number ofPrinters assignedwith printing tasks

Notification ofprocurementcommittee

Copy ofprocurementstandards / criteria

Notification ofselected bidders

Copies of PrintOrders

60 – 90days

One-off STBB RSU Sindh Textbook Board shallcarry out all procurements inaccordance with Sindh PublicProcurement Rules. This shallinclude but not limited todevelopment, printing, anddistribution contracts for aminimum of three-years(subject to satisfactorilyperformance) in recognition of

major investment on the partof service provider.

Yearly demand for Textbooksis prepared and submitted byRSU in a timely manner.

11 Distribution offree textbooks

Revise / Developmechanism for textbookdistribution

Finalize Textbookdistribution mechanism

Approval from relevantauthority

Textbookdistributionmechanismrevised /developed

Textbookdistributionmechanismshared andfinalized

Textbookdistributionmechanismapproved bycompetentauthority

Copy of distributionmechanism

Letter of approval

30 days One-off STBB RSU, DEOsand ADO

The notified distributionmechanism for free textbooksshall ensure timely availabilityof textual material in schools.

The distribution mechanismshall promote the use ofinnovative methods e.g. textmessages, e-ordering systembased at the district office,SEMIS coded packaging, useof mobile technology fortracking textbooks down toclassroom level.

The E&LD shall make effortsto involve the existing SMCand other civil society /

community basedorganizations in monitoring the


24/52

P a g e | 20



S.No






Notification anddissemination

Distribution of textbooks

Relevantstakeholdersnotified in a timelymanner

Textbookdistributed at alllevels

Notifications andmailing lists, websiteof E&LD

Receipts from focalpersons at all levels

distribution of textbooks intheir respective areas ofworking.

12 Develop acoordination and

monitoringmechanism forthe qualitytextbookdevelopment

Design monitoring tools

Coordinate with relevantdepartments / offices

Conduct field monitoring

Prepare reports forfeedback

Number ofmonitoring tools

developed

Number ofMonitoring visitsscheduled inconsultation withinvolveddepartments /offices

Number of fieldmonitoring visitsconducted

Number offeedback reportsshared withconcernedstakeholders

Copies of monitoringtools

Record notes,Schedules of visits

Field visit reports

Copies of monitoringand other relevantreports

30 days

60 days

One-off

On-going(needbased)

STBB

STBB

BCEWS,Directorate of

M&E-E&LD,RSU

BCEWS,RSU, M&E,SMCs,Directoratesof Schools,CBOs,Universities

TechnicalExperts from

M&E

Assumption:The target groups are

interested and willing toparticipate in the process.Financial resources shall beprovided by STBB.Linkages with universities andresearch organizations shallprovide the STBB muchneeded set of research skillsand knowhowSTBB shall coordinate andcommunicate research areas /topics to universities andresearch institutions.Basic academic studies onrole of textual materials andtheir desirable form.Research studies onrelationship between textualmaterial and teachingmethodologies.How do teachers use textualmaterial in planning andmaking decisions aboutinstructions?

What is the role of textualmaterial in education reforms?


25/52

P a g e | 21



Teacher Education

Change in the curriculum requires new or additional skills in Teacher Education programmes interms of provision of new knowledge and skills. This is because changes in the curriculum maynot be part of the existing repertoire of teacher skills. Teacher Education, therefore, becomes

essential in implementation of curriculum. After adoption of the change, teachereducation/training institutes (TEIs/TTIs) need to be informed of the change. Education &Literacy Department and TEIs/TTIs review the new curriculum; identify the areas requiringtraining and design teacher education programs for the required skills. Existing programs arethe first to adopt the change. Depending upon the nature and the extent of the change andexisting human resource and capacity of TEIs/TTIs, roll out of training programs may take timebut what is essential is the acknowledgement that this needs to be done as priority.

New textual material requires additional effort from teachers in learning the new material andadopting them in their teaching. The change affects reach right down to the individual lessonplans developed by the teachers. In most cases as witnessed in the past curriculum reviews achange in the curriculum is confined to introduction of new textbooks while training of teachers

in adoption of new teaching methodologies is ignored. Implementation requires changes notonly in textbooks but also in parallel in teaching methodologies. Therefore more efforts arerequired on part of the teachers training institutes to ensure that the required change iscommunicated to the teachers accordingly and in due course of time.

The importance of effective communication with teachers, explaining the purpose of the changeand the potential for improving learning outcomes cannot be overemphasized. Teachers shouldbe treated as the most important actors in Curriculum Implementation. Their points of view andconditions should not be ignored. It should be kept in view that the best possible results forimplementation may not be achieved by just passing out instructions to the teachers for thechange, but rather by taking teachers on board and convincing them about the need for thechange.

A continuing professional development system is being designed in Sindh which will providecontinuous ongoing professional support to teachers at school level and also fosters theirparticipation in their own professional development through reflective practices and peerlearning ways.

Initial Teacher Education of teachers normally focuses on equipping the teachers withnecessary pedagogical skills to deliver a variety of contents at different age groups of learners.The National Education Policy 2009 has the following provision for pre-service teachereducation in Pakistan;

Teacher education curriculum shall be adjusted to the needs of the school curriculumand scheme of studies. The curriculum shall include training for student-centeredteaching and cross- curricular competencies.

Under the provisions of National Education Policy 2009, the existing initial teacher educationprogrammes are being replaced with Associate Degree and Bachelor of Education Degree inSindh. This means that newly established Sindh Higher Education Commission has to take overthe responsibility of preparing teachers for the whole system of school education. Therefore, theliaison between Sindh HEC and STEDA is required to implement new curriculum effectively.

The steps to be taken to improve the quality of teacher education are proposed as under.

Initial Teacher Education (Pre-service)

Exchange information about new curriculum with Sindh Higher Education Commissionand other related institutions responsible for teacher education in Sindh

Liaison with the concerned TEIs/TTIs for aligning teacher education curricula withrevised/new school curricula


26/52

P a g e | 22



Continuing Professional Development (In-service)

Develop framework for training all teacher educators, education managers, supervisorypersonnel and teachers on curriculum.

Develop training and support materials.

Plan and implement teacher training for the new curriculum. Develop and implement continuous support system for enhanced professional

competence.

Agree upon steps to align pre-service training with the new curricula.

Dissemination

MaterialDevelopment

TeacherEducation

Assessmentand

Examination

Feedback

and

Evaluation


27/52

P a g e | 23



TEACHER EDUCATION

Outcome 3 All pre-service and in service teachers are trained and supported in applying thecurriculum in their teaching learning process, assessment and evaluation.

3.1 Number of Teacher Educators trained in designing and delivering training programs as per the curriculum

3.2 Percentage increase in professional competence / development of teachers to apply the curriculum.

3.3Number of teaching learning resources (teacher guides, lesson plans, supervision guides) developed asper subject curriculum and disseminated.

3.4 Continuous support system for teachers in applying curriculum is in place.


28/52

P a g e | 24



S.No

ImplementationSteps / Strategies

Activities Indicators Data Source




In-Service Teacher Education Programs/ CPD framework

1 Develop frameworkfor training all teachereducators, educationofficials, supervisorypersonnel andteachers oncurriculum

Organizeconsultativemeetings foragreement onframework fortraining

Prepare plan fortraining according tothe aims of thecurriculum

Identify phases forthe training

Approval offramework and planfor training fromcompetent authority

Notify anddisseminate theTraining Plan


Framework for

training oncurriculumdeveloped

Phase-wise planfor trainingdeveloped

Phase-wisetraining plan incurriculumapproved

Training Plan forSindh notified anddisseminated

Meeting Records

Agreed uponframework

Phase-wiseTraining Plan

Approval letter

Notification anddistribution list,website of E&LD

60 days One-off STEDA E&LD, RSU,BCEWS,PITE, DSEs

Financial,

Human andMaterial

STEDA will provide policyguidelines and training standardsfor training framework


29/52

P a g e | 25



S.No






2 Develop training andsupport materials

Identify therequired resources

Review availableresources(developed byother organization,Provinces)

Identify and trainexperts indevelopment oftraining material

Develop / adapt /adopt training andsupport material asagreed

Approval ofdeveloped /adapted /adoptedtraining andsupport material

Print training andsupport material

Needassessmentcarried out

Number ofavailableresourcesidentified andreviewed

Number oftraining materialdevelopersidentified andtrained

Number oftraining andsupport materialdeveloped /adapted /adopted

Number oftraining andsupport materialapproved

Number oftraining andsupport material

printed

Report of needassessment

List of reviewedresources

List of experts

Workshopreports

Developed /adapted/adoptedmaterial

Letter ofapproval

Printed material

120 days One-off /need based

BCEWS PITE, STBB,DSE, DPS,TEIs/TTIs,NGOs,

TechnicalExperts,SubjectExperts,FinancialMaterial

Need assessment in terms ofresources and training

Training Resources (modules,manuals, lesson plans,personnel, logistics and othertraining material)

BCEWS will need additionalfinances for materialdevelopment and printing.

Assumption:

Standards of CertificationProgrammes at STEDA are inplace.


30/52

P a g e | 26



S.No






3 Conducting Trainingof Teacher Educators(TOT) on curriculum

Design the trainingschedule / outline

Design selectioncriteria and processfor TeacherEducators

Select qualifiedTeacher Educators

Conduct / launchTOT

Evaluation of TOT

Trainingschedule /outline of TOTdesigned andapproved

Pool of Teacher

Educators forTOT selected asper set criteria

ImplementationPlan for TOTapproved

Number of TOTsheld

Number of preand postevaluation done

TrainingSchedule /outline

Selection criteria

List of qualifiedTeacherEducators

Copy ofImplementationPlan and list oftraining venues

Training reports

Evaluationreports

30 days Ongoing(needbased)

BCEWS PITEDSETTIs,Universities

FinancialTechnicalExpertsMaterial

Guiding Principle:

Provision of funds for conductingTOT in the regular budget ofBCEWS.


31/52

P a g e | 27



S.No






4 Training of teachersand supervisorypersonnel oncurriculum

Design phase-wisetrainingschedules/outline

Design subject andlevel-wise batchesof teachers &supervisorypersonnel fortraining

Approval andnotification oftraining schedulesand participants

Launch / implementphase-wise trainingof Teachers

Evaluation ofTeacher trainings

Design outlineand seekapproval oftraining outline

Number ofteachers and

supervisorypersonnelcategorized(subject andlevel-wise)

Trainingschedules andparticipantsnotified

Number ofphase-wisetrainingsimplemented

Pre and postcapacities ofteachers andsupervisorypersonnelanalyzed

Phase-wiseTrainingschedules /outline / Plans

List of subjectand level-wisebatches

Notification ofapprovedschedules andparticipants

Training Reports

EvaluationReports

90-120days

Initially one-off thenneed based.

PITE BCEWSDSEDevelopmental Partners

FinancialResourceHumanResourcesPhysical andTechnicalResources

Assumption:

Effective coordination amongstdevelopment partners is in place.

Training plans/programs endorsedby STEDA

Trainings may be planned in June-July and then in December


32/52

P a g e | 28



S.No






5 Develop andimplement continuoussupport system forenhancedprofessionalcompetence

Conduct baselineand follow upstudies

Discuss and agreeupon continuoussupport system

Approvecontinuous supportsystem to applycurriculum.

Explore andchannelizeresources for thecontinuous supportsystem

Execute continuoussupport system

Prepare case for

regularizing theCPD

Baseline studydesigned andconducted

Existingresources forcontinuoussupport systemidentified

Continuoussupport systemdeveloped andagreed.

Continuoussupport systemapproved

Resources forcontinuoussupport systemrationalized andallocated

Monitoring andevaluation toolsdesigned andresponded

Rationalized plan

/ Case prepared

Baseline studyreport

List of existingresources

Agreed uponcontinuoussupport systemfor teachers

Approval letterand copy of thesupport system

Resourcemobilizationplan

Monitoring Tools

EvaluationReports

Copy of the

Case / plan

30-60 days

30 days

Needbased

On-off

One-off

Ongoing

STEDA BCEWSDSEPITE

Public /PrivateInstitutionsDevelopmentPartners

FinancialResourcesHumanResourcesPhysical andTechnicalResources

Analysis:

There are 43 teacher traininginstitutes out of which 28 areoffering pre-service teachereducation programs and theremaining15 are supposed toprovide technical support to in-service teacher for improving theircompetencies in teaching learningprocess.

Assumption:

The GoS is committed to sustainefforts for

Establishing (Phase-wise)taluka-based centers forcontinuous support ofteachers at school level

Functionalizing existingeducational technologyresource centers as part ofcontinuous support system

Assumption:

Effective coordination amongstdevelopment partners is in place.


33/52

P a g e | 29



S.No







Allocation of fundsfor CPD

The plan / Casepresented andapproved

Appropriatefunds allocated

Approval letterand notification

Copies of theBudget

Initial Teacher Education (ITE)

6 Agree upon steps to

align pre-servicetraining with the newcurriculum

Exchange

information aboutnew curriculum withSindh HEC andother relatedinstitutionsresponsible forteacher educationin the Province ofSindh

Network with theconcernedinstitutions foraligning teachereducationcurriculum withschool curriculum

Develop framework(way forward) foraligning pre-servicetraining with newschool curriculum

Approve, notify,

disseminate theway forward

Database of

relevantinstitutions forexchange ofinformationdeveloped

Number ofcoordinationmeetings held

Number ofrecordnotes/reportsproduced

Networkmechanismagreed

The way forwardfor aligning pre-service trainingwith schoolcurriculumdeveloped andagree

The way forward

approved andnotified

List of relevant

stakeholders

Minutes of themeetings

Record notes

Copy of the wayforward

Approval letter

Notification

30-60 days Ongoing BCEWS Sindh HEC,

UniversitiesPITESTEDA

Human

ResourcesFinancialResourcesPhysical andTechnicalResources

Under the provisions of National

Education Policy 2009, the existinginitial teacher educationprogrammes are being replacedwith Associate Degree andBachelor of Education Degree inSindh. This means that newlyestablished Sindh HigherEducation Commission has to takeover the responsibility of preparingteachers for the whole system ofschool education. Therefore, theliaison with Sindh HEC is requiredto implement new curriculumeffectively.


34/52

P a g e | 30



Assessment and Examination

Curriculum Implementation includes bringing about the necessary changes in assessment andexamination practices to match the requirements of the new curriculum. For instance a shifttoward testing the comprehensive understanding and application of the content from rote

learning of the textbook entails a major change in teaching methodology and vice versa. At thefirst level changes in curriculum require assessment and examination authorities to be informedaccordingly. They carry out suitable modifications in examination practices and give newinstructions to examiners. At a deeper level, the change will require new types of assessmentand examination techniques and systems. Curriculum construction lays out the details ofchanges in assessment and examination practices that will be required in each phase ofCurriculum Development. Without it the objectives of the changes in the curriculum cannot beachieved satisfactorily.

Teachers must be trained both in formative and summative assessment. Summativeassessment measures the degree of student achievement at the end of an instructionalprocess; whereas formative assessment is used to facilitate student’ improvement by identifying

gaps in the achievement of learning outcomes. The results of formative assessment should befairly shared with the students as well as the parents. As part of educational process we need torecognize the importance of assessment in achieving overall goals of education.

Steps to be taken for curriculum based assessment are suggested below.

Situation analysis of current assessment and examination practices.

Develop assessment and examination framework (SLO based) to align existing system(internal & external) with the curriculum standards.

Orientation of relevant institutional stakeholders on assessment & examinationframeworks.

Training of all stakeholders in aspects of assessment.

Develop test Items Pool / Bank based on curriculum and the SLOs for formative andsummative assessment.

Develop strategies for introducing the revised assessment system on a large scale.

Use assessment data/results for school performance evaluation and / or reviewing thecurriculum.

Dissemination

MaterialDevelopment

TeacherEducation

Assessmentand

Examination

Feedback

and

Evaluation


35/52

P a g e | 31



ASSESSMENT and EXAMINATION

Outcome 4 Assessment and Examinations are based on the Framework of Curriculum.

4.1 Key institutional partners oriented in assessment and examination based on curriculum framework.

4.2Textbook authors, paper setters, teachers, supervisory personnel trained for improving the assessment andexamination practices as per curriculum framework.

4.3Improved internal and external assessment and examinations are practiced to assess student learningoutcomes as specified in the curriculum.

4.4 Uniform assessment and examination system is introduced at classes V and VIII in each district.

4.5 Assessment and examination results are used for school performance evaluation and / or reviewing thecurriculum.


36/52

P a g e | 32



S.No.






1. Situation analysisof currentassessment andexaminationpractices

Analysis of existingassessment andexamination practicestools

Validate analysis

Analysis Reportdeveloped

Analysisreport/findingsvalidated and

reported.

Analysis report

Validationreport

60 days One-off PEACe-BCEWS

RSU, STBB,BISEs, DGColleges,DSEs, DEOs,Directorate ofRegistrationof PrivateInstitutions,Directorate ofM&E-E&LD

HumanFinancialTechnical Assistance

Tools:Previous papers, record ofassessment, mechanism forsharing results with students andparents.

Assumption:

Education & Literacy Department,Government of Sindh is committed

to strengthen the institutionalcapacity of PEACe

2. Developassessment andexaminationframework (SLObased) to alignexisting system(internal &external) with thecurriculumstandards.

Develop framework forimplementation

Approval and notificationof the framework fromthe competent authority

Frameworkdeveloped

Framework isnotified anddisseminated

Framework


Websites ofE&LD, BCEWS

30 days One-off PEACE-BCEWS

STBB, BISEs,DG Colleges,DSEs, DEOs,DirectorDirectorate ofRegistrationof PrivateInstitutions,Directorate ofM&E-E&LD,representation of privateinstitutions,universities


The framework will guide on thestructure, frequency,administration, weightage toquarterly assessment,consolidation and sharing of data,and its usage.

Framework shall help in identifyingand establishing links withpartners for using assessmentresults for updating Curriculum,text books, teacher education, andschool environment

Assumption:Establishment of SindhExamination Commission.


37/52

P a g e | 33



S.No.






3. Orientation ofrelevantinstitutionalstakeholders onassessment &examinationframeworks

Develop orientationmaterial for stakeholders

Organize meetings andOrientation workshop(s)with stakeholders

Orientationmaterialsdeveloped.

Schedule / outlineof orientationworkshopdeveloped anddisseminated.

Number oforientations held

Orientationmaterial

Workshopschedule

Workshopreports

15 days One-off PEACE-BCEWS

RSU, STBB,PITE, BISEs,DG Colleges,DSEs, DEOs,Directorate ofRegistrationof PrivateInstitutions,Directorate ofM&E-E&LD

HumanFinancialMaterial

Stakeholders:STBB, BISEs, DG Colleges,DSEs, DEOs, Director GeneralRegistration of Private Institutions,representatives of privateinstitutions, Universities, DirectorM&E, PITE and TTIs

4. Training of allstakeholders inaspects ofassessment

Develop IT integratedTraining Manual on Assessment

Organize phase-wisetraining workshops

Impact analysis oftraining

Number of trainingmanual onassessmentdeveloped

Training workshopsschedule / outlineprepared

Number of trainingworkshops held

Number of pre andpost evaluationreports prepared andshared

Assessmenttrainingmanual

WorkshopReports

Evaluationreports

One year One-off PEACE-BCEWS

RSU, STBB,BISEs, DEOs,PITE and AssessmentExpert,Teacher,HeadTeacher,Supervisorypersonnel(from privatesector aswell)

Human,Financial,Logistic

Duration:Orientation and trainings shallspread over 12 months.

Phase-wise trainings for LMTsand MTs shall be organized.

Stakeholders:paper setters, test itemdevelopers, textbook writers,reviewer, teacher, Head Teacher,supervisory personnel,moderators, head examiners


38/52

P a g e | 34



S.No.






5. Develop testItems Pool /Bank based oncurriculum andthe SLOs forformative andsummativeassessment

Development ofo Subject frameworko Test specification

o Rubricso Test Itemso Test administration

manualo Student Report

Format

Framework for ItemDevelopmentdesigned

# of samples of testitems developed

Draft of Test Administrationmanual developed

Copies ofFramework,Test Items,Test AdministrationManual

30-60days

One-off PEACE-BCEWS

STBB, BISEs,DEOs, PITE, AssessmentExpert,Teacher,HeadTeacher,Supervisorypersonnel(from privatesector as

well)

HumanFinancialTechnicalExpert

Assessment shall but not limitedto:

provide information from thestudents’ perspective

support self-assessment

provide samples of students’ work as evidence of learning

provide visual representationsof how and what student think

provide immediate feedbackon students’ learning

provide evidence of learningin context

indicate achievementcompared to performancenationally and internationally

6. Pilot testing ofitems / tests /questions

Printing of material

Pilot testing

Analysis of data

Finalization of test items

Dissemination offinalized assessmenttools

Number of materialprinted

Schedules of Xnumber of piloting

Number ofstakeholderscontacted

Plan for analysisdeveloped

Statistical data ontest questionsavailable

Number of testitems finalized

Finalizedassessment toolsaccessible in hardand soft versions

Printedmaterial

Schedule /outline of pilottesting

Reports of pilottesting

Analysis Plan

StatisticalReports

Test items

Distribution listand websitesof E&LD,BCEWS, BISE

150-180days

One-off(development)Ongoing(based onrevisions)

PEACE-BCEWS

RSU, DSE,DCE, STBB,PITE,STEDA,Directorate ofPrivateSchools,CBOs, NGOsM&E-E&LD

HumanTechnical AssistanceFinancial

Dissemination of finalizedassessment tools means the:

o Subject frameworko Test specification

o Rubricso Sample Test Itemso Test administration

manualo Student Report Format

as a resource material


39/52

P a g e | 35



S.No.






7. Developstrategies forintroducing therevisedassessmentsystem on alarge scale

Organize consultativeworkshops withexperts/stakeholders todevelop strategic plan

Approval of the strategic

plan

Notification anddissemination of strategicplan

Implementation of thenotified strategic plan

Follow up/monitoring ofthe strategic plan

Number of experts /stakeholderidentified

Number ofconsultativeworkshops held

Strategic plandeveloped andagreed

Strategic plan

approved bycompetent authority

Strategic plannotified anddisseminated

Number ofdisseminationactivities (meetings,seminars,workshops) held

Revised internaland externalassessmentpracticed in schools(private and public)

Unified assessmentand examinationheld at classes III,V and VIII

Follow-up /monitoringPerforma / toolsdeveloped

Number of follow-ups / M&Es

List ofidentifiedexperts /stakeholders

Workshopreports

Copy of theStrategic Plan

Approval letter


Websites ofE&LD, BCEWS

Record notes ofdisseminationactivities

Assessmentschedules,Samplepapers, reportscards

SindhExaminationCommission

MonitoringPerforma /tools

Monitoringreport

150-180days

Needbased

BCEWS-PEACE

RSU, BISEs,DCEs andDSEs,Directorate ofRegistrationof PrivateInstitutions,Directorate ofM&E-E&LDNGOs, CBOs,Development

partners,STBB, PITE

Human,Financial,TechnicalExpertise

Assumption:

Coordination amongst developmentpartners is in place.

Sindh Examination Commission isin place.

Incorporation of modal test papersin the textbooks at appropriateintervals (i.e. After every 2 to 3units / chapters) could be

considered as strategy tointroduce teachers and learners tothe new mode of assessment.


40/52

P a g e | 36



S.No.






8. Use assessmentdata/results

Design structural supportmechanism for data use:o Learning areas

o Cognition Standardsfor these areas

o Tasks that allowobservation of thatcognition

o Guidelines forinterpreting theseobservations

Constitute / form DataTeams for doingresearch / inquiry intoassessment data

Design strategies forimproving students’achievements

Share / disseminate thestrategies

Technical workingteam to designstructural supportmechanism formed

Number of learningareas identified

Observation tasks /tools developed

Interpretationguidelinesdeveloped and

agreed

Number of DataTeams formedbased on notifiedqualifications /TORs

Number of areasidentified forimprovement basedon the findings ofData Teams

Number of reportsdeveloped fordissemination

Number ofdisseminationseminars, meetingsheld

Number of reportsuploaded onwebsites

Copy of thesupportmechanism

Compositionand notificationof Data Teams

Strategies forimprovements

DisseminationReports

Distributionlists

60-90days

Annually BCEWS-PEACE

RSU, BISEs,DCEs andDSEs,Directorate ofRegistrationof PrivateInstitutions,M&E-E&LD,NGOs, CBOs,Developmentpartners

Human,Financial,TechnicalExpertise

Possible Data Sources: Annual tests, Interim tests(curriculum based measures,quarterly classroom tests, datafrom day-to-day activities),demographic and behavioral datai.e. background, attendance,social and behavioral issues,retention and dropout rates.Support Mechanism:Before researchers / assessment

experts can engage in inquiry intoassessment data, we need asupport mechanism to be in place.The mechanism highlights:

the key learning areas(outlined in the curriculum),

students’ cognition in eachdomain / learning area,

tasks that allow observationof that cognition, and

guidelines for interpreting theobservations.

The Data Teams shall be devotedto setting learning goals,organizing data collection,analysis, and interpretation byusing rubrics, protocols etc. After agreeing on strategies toaddress a problem, the systemshould set specific, measureable,and manageable goals (short-term, medium-term, and long-term) to determine whether thestrategy for improvement is

working.


41/52

P a g e | 37



Feedback and Evaluation

Feedback and evaluation of the curriculum is a process of monitoring its implementation byemploying a number of means. Monitoring is a purposeful activity designed to serve one of thetwo:

1. Provide timely information for review and minor revision2. Provide end of phase evaluation for the following phase of curriculum development.

In other words, the instruments of feedback and evaluation may have a short term use: theygenerate data which is then used to carry out any revisions that may be necessary in thecurriculum even prior to the next phase of new curriculum construction and implementation. Nomajor changes are ordinarily contemplated during curriculum implementation phase. Feedbackand evaluation is initiated in the form of studies and reviews. Data generated from the feedbackand evaluation mechanisms generates reports. These reports also inform the work of curriculumconstruction that is undertaken at the beginning of the next phase of curriculum development.This review is different from the one that may be carried out periodically and results in minor

revisions.

Principles of Curriculum Evaluation

Curriculum evaluation involves data collection, review of implementation and technical studies.It is based on the following principles:

1. Data collection should be from a representative sample to be able to draw credibleconclusions;

2. Baseline situation should be sketched out to assess the impact of curriculumimplementation;

3. Sufficient number of observations at different time intervals should be taken to formulatean assessment on Implementation;

4. Communication and administrative systems in which curriculum implementation is takingplace should be studied;

5. Data already available should be used where possible. For instance, examination dataon student achievements contains information which is relevant to effectiveness of thecurriculum;

6. In-depth analyses should include detailed interviews with teachers, students, districteducation managers and other stakeholders.

Methods (not limited to) to be adopted

Different methods are used for data collection. They include:

Surveys for data collection

Classroom observations

Questionnaires sent to teachers, students and school heads

Interviews with district education managers

Studies including impact analysis

Benchmarking and follow up studies


42/52

P a g e | 38



In the context of Curriculum Implementation Framework following steps are suggested toinstitutionalize the feedback mechanisms for school curricula.

Sensitization of institutional stakeholders on importance of curriculum evaluation /feedback.

Develop conceptual framework for Curriculum Evaluation / Feedback.

Establish Evaluation / Feedback mechanism. Develop Steering / Coordination mechanism (linkages with partners (internal and

external)).

Develop way forward / framework for curriculum revision.

Dissemination

MaterialDevelopment

TeacherEducation

Assessmentand

Examination

Feedback

and

Evaluation


43/52

P a g e | 39



FEEDBACK and EVALUATION

Outcome 5 Research-based System is in place for assessing the implementation as well as theeffectiveness of curriculum.

5.1 Standard procedures and tools developed for feedback and evaluation

5.2 Research studies conducted based on developed standard procedures and tools on regular basis.

5.3 Findings of the research studies shared and made accessible to stakeholders

5.4Results of research studies used for informed decision making and implementation of education programs /schemes


44/52

P a g e | 40



S.No






1 Sensitization ofinstitutionalstakeholders onimportance ofcurriculumevaluation /feedback

Mapping of institutionalstakeholders

Develop support material

Organize seminars,workshop

Number ofstakeholdersidentified

Number of supportmaterial developed

Number oforientations /workshops /seminars held

Number of relevantstakeholders /partners orientated

List of identifiedstakeholders

Copies ofsupport material

Reports ofworkshops /seminars

5 daysperactivity

One-offthen Needbased

BCEWS RSU,Directorate ofM&E – E&LD,BCEWS,STBB, PITE,DevelopmentPartners

Technical Assistance

Orientation about purpose andscope of evaluation / feedback,how it enriches decision makingprocess about the next revisioncycle of curriculum.

Stakeholders:

InstitutionsSMC, BCEWS, TTIs, OC,PITE,BISE,STEDA,RSU,Universities, SAT, CBOs,NGOs,

Assumption:E&LD, GoS is committed tostrengthen the institutionalcapacity of BCEWS as Researchoriented institution.

2 Developconceptualframework forCurriculumEvaluation /Feedback

Constitute technicalcommittee to developconcept framework

Organize meeting(s) toshare and agree onconceptual framework

Approval of conceptual

framework fromcompetent authority

Technical workinggroup constituted

Draft plan / strategydesigned


Conceptualframeworkdeveloped andagreed.

Conceptual

frameworkapproved

Notification ofTechnicalworking group

Copy of the draftconceptualframework

Record notes

Agreed uponframework

Approval letter

30 days One-off BCEWS RSU,Directorate ofM&E-E&LD,UniversitiesSTBB, PITE,STEDA,SMCsBISE, TTIs

FinancialTechnical Assistance.

Evaluation / feedback typicallyconcerned with:

Impact of curriculum onstudents, society, economy

Process through whichcurriculum was developed

Content and design of thecurriculum compared withrecent educational changesand advances

It provides the basis forcurriculum policy decisions forfeedback on continuouscurriculum adjustments and

processes of curriculumimplementation


45/52

P a g e | 41



S.No






3. EstablishEvaluation /feedbackmechanism

Design evaluation /feedback mechanismbased on the conceptualframework

Organize consultativemeetings to share andagree on the mechanism

Approval of themechanism form thecompetent authority

Disseminate theapproved mechanism tostakeholders

Evaluation /feedbackmechanism drafted

Number ofmeetings held

Evaluation /feedbackmechanism

developed andagreed.

Evaluation /feedbackmechanismapproved

Number oforientation /meetings held withstakeholders

Number of pressreleases appearedin leadingnewspapers

Number of supportmaterial developedon the approvedmechanism

Draft ofevaluation /feedbackmechanism

Meeting reports

Agreed uponevaluation /feedbackmechanism

Approval letter

Orientation /meeting notes

Press releases,distribution lists

Websites ofE&LD and ofinstitutionalpartners

Copies ofleaflets, matrix,charts etc.

30-60days

One-off BCEWS RSU,Directorate ofM&E – E&LD,Universities,STBB, PITE,STEDA,SMCsBISE, TTIs


Assumption:The GoS is committed to sustainefforts for introducing researchand development in thecurriculum construction andadministration.

The mechanism shall answer:

Who, why, what, how, when

Purpose and scope ofevaluation / feedback

What type of data would weneed?

Is there any existing data wecan access?

Do we need other data

How do we go about gettingthese?

Analyze data

Generate and share reports

The approved evaluation /feedback mechanism s

09. Sindh Curriculum Implementation Framework 2014

Documents

Transcript of 09. Sindh Curriculum Implementation Framework 2014