Consolidated Report

Training Needs Analysis

PPRS Phase-IV Teachers TrainingBy Learning Support UnitSindh Education Foundation

24th – 25th November, 2014

Consolidated ReportTraining Needs Analysis for PPRS Phase-IV Teachers TrainingLearning Support Unit, SEF

Introduction

Conducting Teachers Training in various parts of Sindh is one of the core activities carried out by LSU-SEF along with resource

development, curriculum enrichment, literature review and internal capacity building of the team itself.

Keeping in view the promising themes of the program “Promoting Private Schooling in Sindh” (PPRS), LSU conducted of a “Training

Need Analysis” (TNA) of the 30 PPRS teachers in the 10 districts for identification of specific training needs and hence consolidation

of training design based on previous experiences in the field and the findings. The conduction of this activity was carried out in two

consecutive days as 24th & 25th November, 2014.

To conduct a TNA will imply a sample based selection of teachers of Phase I, II, III & IV of PPRS Program from the mentioned

districts with support from local LSU team members and Program Team members (where present) during the sessions.

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Quantitative findings

The preferential data of teachers was obtained for following four subject areas;

Early Childhood Education (ECE)

Science

Maths

English

Topic/Thematic checklists (See Annexure A) were developed for each of the above mentioned subject areas with option for teachers

to choose their interests with regards to content of the training to be offered by LSU.

Furthermore, each subject checklist contained a list of topics for the teachers to opt. The subject wise details for district wise data are

provided in following graphical representations. Each of the bar charts represent the ‘Yes’ and ‘No’ preference of the teachers with

regards to the headlined topic whether to be included in the training program or not. The pie charts give an average of the overall

preference for each topic across the ten districts.

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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EARLY CHILDHOOD EDUCATION

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MATHEMATICS

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MATHEMATICS

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MATHEMATICS

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MATHEMATICS

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MATHEMATICS

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ENGLISH

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ENGLISH

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ENGLISH

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ENGLISH

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SCIENCE

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SCIENCE

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SCIENCE

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SCIENCE

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Qualitative Findings

The other aspect of the TNA was the “Focused Group Discussion” (FGD) method. The designed questions for this discussion enabled

the participants to refresh the content and concepts of those who have already attended the training(s) previously conducted by LSU &

offered a chance to those who were beginners with regards to the new joining.

The structure designed for the discussion included three specific areas of the training. Each area consisted of five questions on which

the discussion was carried out. The responses were noted by the trainers and on the basis of which the qualitative analysis was

completed.

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FGD

About Curriculum & Pedagogies

About OUP books

About Training

The key findings for each of the interview questions after text analysis has been segregated under major themes which are given below;

ABOUT THE TRAINING

1) Why is training necessary?Larkana Enrichment in learning of new teaching methodologies and practices.Sukkur Enhances knowledge and understanding, Self-improvement and effective teaching skills.Badin To acquire new methods in teaching.Thatta Necessary in knowledge implementation at school.

Umerkot Important in conducting teaching - learning process confidently Fulfillment of deficiencies & provides motivation in teaching

Mithi Helpful in new teaching styles, Enhance knowledge & Enhances teaching capacity.S.Benazirabad Learning of new teaching methodologies. Dadu Knowledge enrichment, better understanding of the course.Kambar Learning of new teaching methodologies, learning new teaching techniques. Sanghar Learning new methods in teaching. 2) What are the expected outcomes of training in your opinion?Larkana In learning new and different teaching strategies.Sukkur Able to practice new teaching methodologies for effective teaching, Builds up the confidence.Badin Improvement in teaching & learning methods.Thatta Learning new methods & improving subject based competencies.

Umerkot Enrichment in knowledge & information Smooth teaching, development of effective classroom environment & confidence building.

Mithi Smooth conduction of teaching Builds confidence Learning different techniques & strategies in teaching

S.Benazirabad Confidence Building Learning techniques

Dadu Enhancement of teaching skills To overcome complexity related to the topics

Kambar To Learning different techniques in teachingSanghar Experience in conducting sessions

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3) How many days of training should be conducted for teachers?Larkana Minimum 10 days.Sukkur 02 days for each subject.Badin 03 days per subject, overall 10-15 days.Thatta Minimum 20 days.Umerkot Minimum 10 - 15 days.

Mithi Minimum 20 days Two times in a year

S.Benazirabad Minimum of 12 daysDadu Minimum 12 days.Kambar Minimum 12 days.Sanghar Minimum 12 days.

4) Which subjects should be the part of the training?

Larkana Social Studies (Grade 4 & 5). Mathematics (Grade 5).

Sukkur Social Studies & Mathematics (First priority) Science & English (Second priority).

Badin Social Studies.Thatta Teaching different subjects according to the wish of the children.

Umerkot Priority to English grammar. Social Studies & Mathematics as secondary.

Mithi More emphasis on English (grammar)S.Benazirabad Almost every subject.

Dadu Sindhi English Pronunciation part.

Kambar Social Studies (Grade 4 & 5). Mathematics (Grade 5).

Sanghar Almost every subject.

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5) Have you attended any training from SEF, if yes then what did you learn?

Larkana Yes, and learnt modern teaching techniques being equally useful and effective in teaching.

Sukkur (Yes) 15/37 Learnt 6 steps strategies to teach at their schools

Badin Training required for newly hired in all subjects & Mathematics for the previous phases Learnt 6 strategies

Thatta

Brainstorming Reading & writing Classroom activities Discussion and assessment

Umerkot Subject understanding. Enhanced confidence.

Mithi How to sing poem in actions. Different teaching methodologies. Activity based & role play method.

S.Benazirabad No Response Found.

Dadu Only One teacher responded: learnt different ways of knowledge transformation to students.

Kambar Phase I, II, III teachers: Yes, and learnt modern teaching methodologies.

Sanghar No Response Found.

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ABOUT CURRICULUM & PEDAGOGIES

1) What is curriculum?Larkana Not aware of this term.Sukkur Mostly not aware of the term.Badin Subjects to be taught in school.Thatta Course to teach and learn.Umerkot Books which are taught to students.

Mithi What we teach to students Books present for different classes

S.Benazirabad Ways of teaching.

Dadu Not aware of this term.Kambar Not aware of this term.

Sanghar Ways of teaching.

2) Do you know about National Curriculum & competencies of English Language in Primary?

Larkana Not aware of National Curriculum. Awareness about teaching competencies.

Sukkur 50% previously hired had the knowledge. 50% newly hired were not aware.

Badin 3+2, sandwich, silent & beep methods.Thatta Developing basic concepts of English language and its progression. Umerkot Unaware of the term.Mithi Unaware of the term.S.Benazirabad Unaware of the term.

Dadu Unaware of the term.Kambar Unaware of the term, But know about competencies of English language.Sanghar Unaware of the term.

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3) Which pedagogies do you mostly use during teaching?Larkana Traditional pedagogy of Chalk and Talk.Sukkur 6 steps teaching strategy.Badin No Response Found.Thatta No Response Found.Umerkot Activity based method.Mithi Activity based method.S.Benazirabad No Response Found.Dadu Unaware of the term.Kambar Traditional pedagogy of Chalk and Talk.Sanghar No Response Found.

4) What is pedagogy? If yes, then please share some different pedagogies?Larkana Art of teaching methodologies.Sukkur A method of teaching students.Badin No Response Found.Thatta Methods taught in school.

Umerkot Mostly not aware of the term and took names as; Sandwich method, 2+3 method, and Activity based method.

Mithi Mostly not aware of the term and took names as; Sandwich method, 2+3 method, Activity based & Role play method.

S.Benazirabad Method of teaching.

Dadu Unaware of the term.Kambar Art of teaching.

Sanghar Methods of teaching It is a language

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5) Do Pedagogies support in teaching? If yes than how?

Larkana Positive Replies.

Sukkur Understanding the levels of teaching. Building healthier relationship between student & teacher.

Badin No Response Found.

Thatta Helps in reducing teacher's burden.

Umerkot Creates interesting classroom environment.

Mithi Creates interesting classroom environment.

S.Benazirabad No Response Found.

Dadu Unaware of the term.

Kambar Helps the students in better understanding.

Sanghar No Response Found.

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ABOUT OUP BOOKS

1) Have you seen OUP syllabus/books? If yes, then what is your perception about OUP Books and the content therein?

Larkana Appreciated the syllabus Informative content & full of knowledge

Sukkur Lengthy course Allotted time frame is less in syllabus completion

Badin Syllabus is understandable with pictures & examplesThatta Yes & Easy to understand.

Umerkot Content full of knowledge Children enjoy different & colorful pictures

Mithi Difficult content in OUP booksS.Benazirabad Only trained teachers are aware about it.Dadu Seen less & harder to understand because of English medium.

Kambar Informative Knowledgeable content

Sanghar Only trained teachers are aware about it.2) Please share your comments regarding the quality of book material (paper quality) and the availability of books at school?

Larkana Especially good in paper quality Complains of non-availability in some schools

Sukkur Good in printing quality & missing pages in some books Unavailability or late availability of books

Badin Good paper quality Satisfactory availability of books

Thatta Poor quality, poor binding Availability not on time

Umerkot Standardized & beautiful quality of pages.

Mithi Standardized & beautiful quality of pages.

S.Benazirabad Colorful & Descriptive.

Dadu OK - printing & quality Poor binding

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Kambar Good paper quality.

Sanghar Colorful, descriptive and few hard words

3) Which subject is most difficult?

Larkana Social Studies Mathematics (Grade 5).

Sukkur Social Studies Science English Grammar

Badin Social Studies.Thatta Social Studies (Grade 4 & 5).

Umerkot English Social Studies

Mithi English Grammar Social Studies Mathematics

S.Benazirabad Social Studies Mathematics English

Dadu Social Studies English

Kambar Social Studies Mathematics (Grade 5)

Sanghar Social Studies Mathematics English

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4) Which subject is most informative?Larkana Social Studies & Science.Sukkur Social Studies & Science.Badin No Response Found.Thatta No Response Found.Umerkot Mostly Social Studies & English and Science. Mithi Science & English.S.Benazirabad Science, Islamiat & Sindhi.Dadu Social Studies & Science.Kambar Social Studies & Science.Sanghar Science, Islamiat & Sindhi.

5) Does OUP syllabus cover the competencies of National Curriculum?

Larkana Not aware of National Curriculum hence cannot compare the two.

Sukkur Urdu books not taught in Grade 1 & 2 Difficulty in understanding Urdu at Grade 3

Badin Covers all competencies of National curriculum.Thatta Course according to the level of teacher & student.

Umerkot Unaware of the term.Mithi Unaware of the term.S.Benazirabad No Response Found.Dadu Yes, the designed syllabus covers the competencies.Kambar Unaware of the term.Sanghar No Response Found.

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Conclusion

From the analysis of quantitative and qualitative data obtained from the field, following conclusion can be drawn to set the tone of the training and plan accordingly for resources and contents;

Major areas to be focused in training should include:

Early Childhood Education

Concepts of early childhood education

Child psychology and child developmental stages Children competencies Children development needs

Knowledge & Understanding National Curriculum for ECE

Scheme of work and syllabus in the context of Early Childhood Education

Concept and philosophy behind four learning corners

Concept and philosophy behind High Scope Approach

Understanding about Health Education Child to Child Approach Low cost material Classroom Management

/Organizing the classroom

Child Rights Convention on the rights of Children

Holistic development through Early learning Life Skills Children Learning Styles

Role of teacher in ECE class room ECE time table Daily activities of ECE Plan, do and cleanup review by

students

Teaching & Learning Strategies Active Learning Fun Based Laugh Poems & Rhymes

Sports/GamesCommunication and interpersonal Skills with children, school staff and community

ECE assessment Types Of Assessment

Child Assessment & record Keeping Checklist Of Children Progress Portfolio Of Children Work Progress Report For Parents

Progress Monitoring &Assessment Checklist Lesson Planning

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MATHEMATICSShapes Basic Shapes & Colors Big & Small Long & Short

Light & Heavy Equal, More and Less Patterns Counting

Identify Zero Number Line Ordinal Numbers Tens

Tens & Units Ascending & Descending Order Half & Quarter Addition Of Units, Tens & Adding Zero

Subtracting Of Tens, Units and Subtracting Zero Pakistani Money Measuring Length & capacity Hours

Position

ENGLISH

Alphabet Letters & Its cases Forms Of Lowercase Letters In English Alphabet

Concept Of Common & Proper Noun

Body Parts Vocabulary Of Common & Proper Noun

Nouns In Their Singular & Plural Forms Actions & Simple Instructions

Common Courtesy Expressions For Daily Use

Vocabulary related To family & Relations

Vocabulary Related To The House & Things Present In It

Things Present In The Classroom

Consonant Vowel & Consonant (CVC) Words Simple Sentences Numbers In Words

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SCIENCE

Growth Of Living Things Movement Of Living Things Reproduction Of Living Things Basic Need Of Living Things

Non Living Things Plants Different Kind Of Leaves Matter & Its States

The Word Heat Sources Of Heat Uses Of Heat Light & Its Sources

The Earth & The Universe Day & Night Morning, Afternoon, Evening & Night Seasons & Weather

In general the teachers need input and efforts in enhancing their competencies in pedagogical and content command of ECE, English,

Maths and Science. Teachers of previous phases (I, II & III) have also expressed that they want to strengthen themselves in the area of

Social Studies as well. The data also reflects that the teachers are interested to have a training for a minimum of 12 days. Referring

towards the quality and content of the OUP books, the participants agreed collectively with the fact that the books are descriptive and

has knowledgeable content with good examples for clear understanding and learning. Apart from which the paper quality and binding

of the books need to be looked into.

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PICTURES FROM THE ACTIVITY

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