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• 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!
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
FM LocationProvince Name of Radio
Report of In-School Training Handbook Development Workshop
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)
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.
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
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.
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.
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.
We showed G4 science and math test and asked difficulties and other comments
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