jicaه ±ه‘ٹو›¸pdf版(jica report pdf) - 31 ï»ھﻤﻴﻤï؛؟ 1 report of...

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  • 31 ضميمه

  • 32 ضميمه

  • • Music ……………  • Pupils’ sound (noise)  • School bell (sound)  • Tone of opening the door of school office  • Tone of turning the pages of textbook  

    Head master: Najib jan, you are very busy in reading text book and you can’t  see any one,   Laugh – laugh…. 

         Really ‐‐‐‐‐‐‐ you are very busy  

    Teacher:  sorry I have problem in teaching mathematic subject and I am afraid  that how could I teach students.  

    Head master: I have good news for you  

         Teacher: Mmmm… what good news?!  

         Teacher2: Is there any workshop or what else? 

          Head  master:  No,  for  teachers  to  precede  the  teaching  process  easy  and  effectively,  and  achieve  the  specific  objectives  in  each  lesson  or  at  the  end  of  education  year, MOE  printed  G4‐G6  teacher  guides  by  technical  and  financial  cooperation of JICA/ Japan organization to help teachers in teaching.     

         Teacher: you didn’t tell, what teachers’ guide is?  

          Head master:  those  teacher  guides  are written  for  each  subject  separately  from G4 to G6, and is like a lesson plan. 

          Teacher:  very  good,  how  can we  use  the  teacher  guides,  and  how we  can  have it? 

          Head master:   for each  lesson of the text book there  is a guide written  in TG,  that  includes even  lesson objectives,  lesson activities, homework questions and  their solution,  these are all  the  things  recorded  in TG and also  for each science  and  math  subject  there  are  DVDs,  which  includes  all  the  experiments,  are  attached to science and math TGs. And good news is that now all teachers’ guides  are in DEDs and we can contact to DED to receive them for our schools and start  using of them. Teacher1: Oh, my god that is great. 

    • Teacher2: that is great!  

  • 33 ضميمه

  • 1 Badakhshan Baharistan Baharak / Badakhshan 88.7 2 Badgghis Hanzala Badghis 91.4 3 Baghlan Taraj-Mir Puli-e-Khomri 91.3 4 Balkh New Bahari-Balkh Balkh / Balkh 89.0 5 Bamyan Bamiyan Bamiyan / Bamiyan 88.0 6 Daikundi Nilli Nilli / Daikundi 88.5 7 Farah 8 Faryab Qoyash Maymana / Faryab 89.0 9 Ghazni Jahghori Jahghori / Ghazni 90.0 10 Ghor Sada-e-Adalat Chaghcharan / Ghor 91.4 11 Helmand Muska Lashkargah / Helmand 94.3 12 Herat Neday Sobh Ghoreyan / Herat 91.5 13 Jawzjan Armaghan Shiberghan / Jawzjan 89.9 14 Kabul City Sada-e-Zan Kabul City / Kabu 96.3 15 Kabul Province Qara Bagh Qara Bagh / Kabul 91.3 16 Kandahar Speen Boldach Kandahar 96.0 17 Kapisa Sada-e-Nijirab Nijirab / Kapisa 96.0 18 Khost ZwanGhan Khost City / Khost 99.7 19 Kunar 20 Kunduz Jayhoon Imam Sahib / Kunduz 88.5 21 Laghman Kawoon Ghag Mehtarlam / Laghman 90.0 22 Logar Mili-Paygham Mohammad Agha / Logar 94.0 23 Nangarhar Nargis Jalalabad / Nangarhar 88.6 24 Nimroz Sada-e-Dost Zarang City / Nimroz 78.9 25 Nooristan Barg i Matal 26 Paktia Pakita Ghag Gardiz / Paktia 94.2 27 Paktika Paktika Ghag Sharan / Paktika 88.0 28 Panjshir Khurasan Bazarak / Panjishir 88.9 29 Parwan Sade-e-Solh Jabalussaraj / Parwan 96.7 30 Samangan Sada-e-Haqiqat Samangan 91.0 31 Sar i Pul Banoo Saripur City / Saripur 87.7 32 Takhar Takharistan Talqan / Takhar 88.8 33 Uruzgan 34 Wardak Yawali Ghag Sayed Abad / Wardak 88.5 35 Zabul

    No. Frequency

    FM LocationProvince Name of Radio

  • 34 ضميمه

  • 1

    Report of In-School Training Handbook Development Workshop

    Yumiko Ono

    Aim:

    To develop in-school training handbook as a tool which supports the in-school training which

    teachers learn together in a school by using teachers' guides

    Objectives of the workshop

    1. To find out why the teachers’ guides are not used in classrooms

    2. Based on the findings, to think about problems of the traditional training system

    3. To think about contents of the handbook as a supporting tool with considering new teacher

    training system as continuing school-based teacher professional development

    Period: May 30, 2009 to June 10, 2009 (9 days)

    Time: 13:30 – 14:30

    Participants: 12 persons

    Name  Affiliation  Ghulam Rabaniludin  CTD  Rabia Mansoor  CTD (Physics)  Husinia Tareen  CTD (Biology)  Wahida Sydiqi  TTC  Homa Azimi  TTC  Wazhma Meeran  TTC  Shapairai Wardak  TED  Nezamuddin  CTD (Math)  Mehnaz Tokhi  CTD (Math)  Jamshid Zaynal  CTD (English)  Sima jan  TED  Atiq Ahmad Shinwari  CTD (Science) 

    May 30

    The aim and objectives of the workshop were explained and then the participants introduced

    themselves. The sample of teachers’ guides was distributed. An assignment “Think reasons why

    teachers do not use the teachers’ guides” was given.

    May 31

    The participants were divided into two groups. Each group wrote the reasons why teachers do not

    use teachers’ guides on Post-it (small piece of paper) and then grouped the similar reasons, and then

    find out the relations of the groups. The participants from TTC were not interested in the activity

    because they did not join the teachers’ guide development workshop and teachers training. The

  • 2

    participants did not understand the “label work” and they copied the same things on the big paper.

    Therefore, the plan of the workshop was changed and all participants worked together instead of

    group-work. The copy of a part of ”Global perspectives on teacher learning: improving policy and

    practice” (2007) published by UNESCO was distributed. But they said they did not have time to read

    because of busy.

    June 1

    They continued the activity from the previous day, and they presented the findings. Their analysis

    from the label work was not satisfied and they need more training. They have not experienced to see

    problems structurally. Japanese expert and our staff showed the problems divided into three

    categories, such as problems of Ministry of Education and Provincial Education Department

    (teachers’ guides have not delivered yet), of teachers’ guides themselves (heavy, words difficulty),

    and of teachers (regarding subject matter and social and economical). They agreed that INSET is

    needed in order to solve the problems regarding subject matter.

    June 2

    Based on the label work, after showing clearly that understanding of subject matter which is a part of

    the problems of teachers would be discussed, it is explained that learning of teacher have already

    started before becoming teacher with the UNESCO data. He/she learns how to teach from his/her

    teacher, teaching in a classroom depends on his/her experience more than what to learn in PRESET,

    teaching experience in first year is important to improve his/her teaching after all, INSET has two

    purposes, getting qualification and his/her ability growth. The one which aims the ability growth is

    called Professional development which includes a seminar and workshop. The participant from TED

    who has experienced TEP trainer explained the TEP workshop. It was cascade type, 26 days training,

    four 90-minute sessions a day, focus on teaching method, conducted in school, and able to

    participate only once. Also participants told that there are workshops which are conducted by other

    NGOs. Then the STEP expert told them that teachers in Kabul have many opportunities to take

    workshops, but the performance of students is not good enough. One of the reasons is the process of

    professional development. UNESCO data shows that it should focus on subject matter, be

    teacher-participated type, correspond to national policy, be for long term, help to reform (mental,

    network, learning group, resource center, etc), and co-teachers from the same school could

    participate. Then it concluded that a continuing school-based teacher professional development is the

    main way of a teacher training from now on.

    June 3

    We showed G4 science and math test and asked difficulties and other comments

  • 3

    Students have not be familiar with answering the name of body parts

    30 minutes is not enough to answer all questions

    Fractions are difficult

    Written test is difficult

    Told that all questions came from the textbook, time of 30 minutes might be short, but all students

    took it under the same conditions. Next explained the place where the test was given, and asked

    them to guess the average score. Out of 12 participants many guessed 12, 10, or 8, and only two of

    them guessed lower score such as 4 or 6. Showed the result and asked them to think and discuss why

    the test score in Kabul was low in groups.

    As a result, they said that there are too many students in a class, one period of lesson is short because

    of 3 or 4 shifted system, school environment is bad, teacher are proud of themselves and do not

    listen to others, quality of teacher is low, there are class which does not