PPRS IV- Consolidated Final Report 2015

Promoting Private Schooling
in Rural Sindh
Consolidated Report of Teacher’s Training for Phase-IV
Compiled by Learning Support Unit
31st Jan – 14th Feb, 2015

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Contents
Executive Summary.................................................................................................................... 2
About Sindh Education Foundation............................................................................................ 3
Promoting Private Public Rural Schools..................................................................................... 4
About The Training..................................................................................................................... 5
Mock Activity ......................................................................................................................... 5
Training Overview .................................................................................................................. 5
“DISTRICT WISE TRAINING DETAILS” .............................................................................. 6
1. Details of Training at Badin ......................................................................................... 6
2. Details of Training at DADU ....................................................................................... 8
3. Details Of Training at Kamber Shahdadkot ............................................................... 10
4. Details Of Training at Khairpur.................................................................................. 13
5. Details of Training at Larkana.................................................................................... 15
6. Details of Training at Shaheed Benazir Abad ............................................................ 16
7. Detail of Training at Sanghar ..................................................................................... 17
8. Detail of Training at Thatta ........................................................................................ 18
9. Detail of Training at Umerkot .................................................................................... 22
10. Details of Training at Mithi ........................................................................................ 23
Collective Suggestion/Recommendations ................................................................................ 27
1. Dadu............................................................................................................................ 27
2. Kamber Shahdadkot.................................................................................................... 27
3. Khairpur...................................................................................................................... 28
4. Larkana ....................................................................................................................... 28
5. Shaheed Benazir Abad................................................................................................ 28
6. Thatta .......................................................................................................................... 29
7. Umerkot ...................................................................................................................... 29
8. Mithi ........................................................................................................................... 29
9. Sanghar ....................................................................................................................... 30
Consolidated Attendance Sheet ................................................................................................ 31
Cover Photos of The Manuals Used In This Activity............................................................... 32
Pictures from the Activity......................................................................................................... 33
Conclusion ................................................................................................................................ 37

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Executive Summary
Promoting Private Schooling in Rural Sindh (PPRS) is one of the innovative projects of Sindh
Education Foundation (SEF). Keeping in view the programmatic objectives of the PPRS,
Learning Support Unit (LSU-SEF) developed and implemented a Professional Development
Program for the newly hired school Teachers of PPRS Phase-IV.
The fifteen consecutive days’ training activity was scheduled from 31st Jan – 14th Feb, 2015 and
was conducted for the Phase-IV PPRS School teachers of districts Badin, Thatta, Sanghar,
Umerkot, Benazirabad, Larkana, Qamber & Shahdadkot, Mithi, Khairpur Mirs and Dadu. The
program also comprised of ONE Day orientation of the training for the entrepreneurs of new
schools opened in this phase.
The 15 days schedule of this training key focused on Early Childhood Education (ECE) and
Health Education alongside other subjects of OUP Grade 1 Get Ahead series. This training also
provided an opportunity to the newly hired teachers to demonstrate and reflect critically upon
their learning and teaching practices.

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Our Vision
To empower disadvantaged
communities towards social
change by creating and
facilitating new approaches
to learning and education
About Sindh Education Foundation
The Sindh Education Foundation, Government of
Sindh, is a semi-autonomous organization
committed to educating and empowering children
and communities towards social change by
improving access to educational facilities.
Since its establishment in 1992 as a semi-
autonomous organization, the SEF endeavors have
focused on bringing the light of education for the
growth and development of those living in remote
and disadvantaged areas of the Sindh province in
Pakistan.
The core objectives of the Foundation can be summarized as;
• Take steps which are necessary for the expansion of educational facilities
• Conceptualize and spearhead projects for the establishment of educational institutions
especially in less developed or less privileged areas
• Evolve programs for raising the standard of education (quality) and improvement in
literacy rate (access)
• Conduct research or surveys or hold workshops, conferences and symposia to study the
educational system to identify its shortcomings and make suggestions for its
improvement
• Provide financial help or grants to various NGOs and other educational agencies

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Promoting Private Public Rural Schools
Promoting Private Schooling in Rural Sindh (PPRS) Project is a key initiative of SEF under the
Public-Private Partnership Component of the Sindh Education Reform Program 2008-09. The
Project has been designed by SEF in collaboration with the Reform Support Unit and the World
Bank, and is envisioned to span over a decade. The 4-year pilot phase will support establishment
and management of 1,000 new private schools in underserved localities in 10 districts of Sindh
that rank poorly along three indicators namely the size of the out of school children population
(6-10 years), distance to the nearest primary school and gender disparity in primary school
participation. Private schools established by entrepreneurs are provided per-child subsidy every
month. Quality enhancement is ensured through regular teacher development, entrepreneur's
capacity building, provision of free text books and learning materials for students, student
assessment and progress monitoring. More than 450 schools initiated during the first three phases
are receiving regular technical and financial assistance as part of the project.

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About The Training
Mock Activity
Teachers Training of PPRS are usually conducted by Learning Support Unit in the ten districts of
the Sindh as per program outreach. Moreover, to ensure quality and standardization of Training
initiatives, LSU plans and conducts a Mock Activity for the training for the trainers to get
acquainted with the overall training content.
Training Overview
A number of development programs have been run by SEF over the years for imparting quality
education in the region. In this regard, Promoting Private Schools in Rural Sindh (PPRS) is one
of the innovative programs of Sindh Education Foundation which is being run in 10 districts of
Sindh namely: Badin, Thatta, Sanghar, Umerkot, Benazirabad, Larkana, Qamber @ Shahdadkot,
Mithi, Khairpur Mirs and Dadu. This particular fifteen days training program offered by
Learning Support Unit had the broader objectives as;
 Orientation of PPRS P-IV Entrepreneurs about the Aims & Objectives of SEF, School,
Syllabus (OUP), Teachers Training, Academic Responsibilities and so on
 Introduce the participants (teachers) about the basic areas of Health & Hygiene & also
trained them that how a good school should be with a clean, healthy & conducive
environment
 Orientation of Teachers about ECE concept, ECE Classroom Set-up, ECE Syllabus,
Rhymes, Art and Craft Activities and so on
 Introduce newly appointed teachers with the basic Structure & Functional aspects of
English, so that they will be able to coup-up with the syllabus of OUP
 Enable teachers to comprehend the structure & concepts of “Get Ahead Book Series G-
I”
 Orient the teachers about the teaching methodologies based on“Get Ahead Book Series
G-I”
 Orient the teachers with the “Teacher’s Guidebook”that how to comprehend the subject
specific books in a more effective manner for teaching at the respective grade level
 Bridge the gap between prerequisites of curriculum and its practices in the rural context

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“DISTRICT WISE TRAINING DETAILS”
1. Details of Training at Badin
Trainers: Sanam & Kashif
Venue: Badin Gymkhana: Venue 1
Academic Details
 They were trained how to set the class of early childhood education
 Scheme of work was explained to them with the help of micro teaching methods
 Detailed presentation was given on early childhood education
 Emphasis made on portfolio and checklist
 Designing ECE class using low cost/ no cost material
 Interesting things were made for early grades using low cost material
 Participants were active in early childhood education and they took interest in Gosha
work
 Participants developed their understanding level, cleared the concepts regarding health
and Hygiene in the classroom
 Health session will be fruitful for them in child behavior development and ultimately the
school environment will also be healthy
 As the teachers were from rural background they were not doing well in science subject
but efforts were made to clear all the concepts
 Brain storming session proved to be productive in mathematics session
 Participants gained a comprehensive knowledge and skills on teaching methodology,
book orientation and on lesson planning
Academic – Administrative Details
 It is a big challenge for the trainer to develop the level of understanding of the trainee
who has never seen Oxford University Press books and read Sindh Text Book Board
 It is quite a challenge to develop the individual into a teacher who has no teaching
experience

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 More focus was made on the punctuality of teachers connecting to the effects of
punctuality on students in school as they look towards their teacher as an inspiration
Trainers: Majid & Kathan Mal
Venue: Badin Gymkhana Venue: 2
Academic Details
 Overall English Language competency session was conducted smoothly and during the
session we found 50% of the teachers very interactive
 In ECE the participation of the participants was very good and every participant enjoyed
Learning corners and Learning corner teaching learning vitality with high peaks
 Health Education session was conducted and participants practiced child to child
approach with all its swings in the rhythm of melodious tune of quality health education
 Only few participants came late, rest were punctual

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2. Details of Training at DADU
Trainers: Farzana Akhtar & Ali Raza Bozdar
Venue: Benazir Inn: Venue 1
Academic Details
 The participation of the participants was admirable and all time they were encouraged to
ask question and their queries were answered with full satisfaction
 During discussion facilitators successfully connected and linked the developmental
domains of a child with the concept of Holistic Development
 ECE curriculum was explained and syllabus breakup was also shared which helped out
the participants to understand the ECE competencies and the methods of assessment with
the help of worksheets, portfolio and check list
 Health is the part of Holistic Development, so connected to this, the concept of Health
Education was given through active learning with the philosophy of Child to Child
Approach with the understanding of 4 steps in detail for planning & teaching Health
Education in early classes
 Most of the participants were not able to read, write and understand English language and
in that situation it was very tough for us to make them understand the all concepts of
English language especially grammar portion
 We gave training of 8 manuals on different themes and it was also a challenge for us to
make them digest in one throw of training and especially when the participants are
beginners in teaching
Academic- Administrative Details
 Teachers were so poor in academics; especially in English they can’t read a word/simple
sentence
 Few teachers were active, enthusiastic, motivated and were eager to learn
 The training hall was very congested & wasn’t suitable & comfortable for training,
especially where so many interactive activities should be conducted

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 Facilitators of PPRS program were very cooperative and supportive in their attitude and
aptitude
 Mr. Zameer Hussain # (108192) and Jameel Ahmed # (205171) both are government
employees. They are not teachers they attended training on their entrepreneur’s wish
 The venue was not appropriate for conducting training it was very tough for us to
maintain learning corners as the walls of the venue were slippery and it was also hard to
manage seating arrangement because the hall was very short according to the number of
participants
 Mathematics manuals were not delivered at time with stationary and due to the late
receiving of the manuals some flexibility was shown in training agenda in last two days
Trainers: Uruj Sarwar & Yasir Arafat
Venue: Benazir Inn Venue: 2
Academic Details
 Session always started on time
 Mostly teachers were not good in English linguistic skills
 Session was conducted in the best way possible, all the confusing concepts were clarified,
and participants took keen interest in the training
 All the participants were cooperative & dedicated
Academic- Administrative Details
 There was no separate wash room for females
 Dictionary should be provided to teachers to correct pronunciation
 Participants demanded higher amount of DA & TA ,saying that they are coming from
far flung areas
 Stationary was not enough
 OUP books of G1 were not available, it was arranged domestically by the admin

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3. Details Of Training at Kamber Shahdadkot
Trainers: Ghazala & Bakhtawar
Venue: Asia Hotel: Venue 1
Academic Details
 This fourteen days training of PPRS Phase IV teachers quiet a difficult task for us firstly
teachers have no teaching experience secondly they had difficulty to read and write
Sindhi, English and Urdu text too
 The structural part of English Language Competency was little difficult for teachers, they
were trying a lot for learning new things but their basic or prior knowledge was very
weak, so they were trying their level best during these three days to learn grammar as
well as language skills
 They were unable to pronounce English words properly and accurately
 They did not have concepts related to basic grammar such as parts of speech and its usage
in a sentence
 Their writing skills were very poor
 Participants were not good in developing resources for learning corners may be they will
take enough time to enhance this skill
 Health session went great as the plans were in Sindhi language which they read easily,
understood and performed well
 Participants were feeling difficulty in practice six strategies with book content
 Participants were not good enough in science content even they had difficulty in
recognizing words, understanding and pronunciation
 Teachers were only uncomfortable in English words and the instructions given in math
exercises but for this we tried our level best to make them familiarize with all words and
its correct pronunciations

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Academic-Administrative Details
NOTE: No details related to this section were mentioned in the report. Things went quite fine
from academic-administrative point of view
Trainers: Hassan & Akbar
Venue: Asia Hotel: Venue 2
Academic Details
 The training went quite smoothly and the plan was accomplished with the desired
expectations and the time frame allocated
 The academic value of the participants was quite below the satisfactory level
 Their content knowledge and the information about the pedagogy was very limited which
is apparent from the post training test and they were also fairly unaware of the philosophy
and the procedure of resource development and its use
 It was observed during the facilitation that they had good learning tendency and the
energy in terms of learning readiness and as an impact of that they worked hard during all
the sessions to grasp all of the chunks of training including concepts, content, pedagogy
and resource development
 Many of them were shy and not participating in the proceedings earlier but later on they
became familiar with the training settings but some of them could not meet the
expectations till the end
 English and science were the two most difficult subjects for the participants respectively
and they took maximum time in the learning of these two subjects
 Some of the participants were performing well in one or two subjects of their interest and
averagely in the rest

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 It was good to observe that the participants have a strong will to learn English language
on priority basis and most of them really worked hard in order to grab the concepts and
practice the language skills
 ECE sessions energized and motivated the participants to a reasonable extent and they
showed their best in it which is evident from the resources they had developed.
 The reflections of the subject wise training was nearing the satisfactory level and by the
end of each session, the participants seemed comfortable with the content presented in the
books
 The session of English language competency at the beginning became hard to be
conducted due to the obvious hesitation of initial days in the participants and the pressure
of the unfamiliar second language learning
 Extremely low level of the participants made the conduction of the training and following
the plan harder in the available time
 The training was conducted on the routine SOPs but the inclusion of Multimedia and
videos proofed to be ineffective as they became an entertainment for them rather than a
thoughtful message and the arrangement and setup of multimedia in this connection
caused severe time loss
 The academic administrative support was provided right in time by the program team
 Attendance marking, facilitation in managing the manuals& stationary and distribution of
DA were managed quite effectively
 The tea was also arranged by the program team on account of the participants in order to
save the time and continued the proceedings smoothly
 The training was resumed around 3:30 pm to manage the loss due to late arrivals
 Provision of DA without tea raised conflict among participants which deteriorate the
pleasant training environment to some extent

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4. Details of Training at Khairpur
Trainers: Mahjabeen Zaidi, Kulsoom Haider & Syed Sarfaraz Hussain
Venue: Prime Restraunt: Venue 1
Academic Details
 The trainings were conducted in a very interactive way and the participants were asked to
make micro-teaching activities as per the teachers training manual for each subject
 Most of the teachers ware quite new in teaching profession. Most of them were Metric,
Some of them are Intermediate and graduate
 The basic abilities including listening, responding & participating were not up to the
mark in the teachers initially therefore intensive input was given to them for channelizing
their skills
 The level of content certainly became high for these Teachers, specifically of ENGLISH
COMPETENCY, and the reason behind was the non-supportive environment from where
they belong
 All the participants were used to come from very remote areas of District Khairpur while
the Training Venue was set in Therhi Bypass
 Participants were quiet and calm but not response to the trainers. They were mostly
below average
 They did not have concepts of basic grammar, so teaching English to them was difficult
in available to time
 They took a lot of time in understanding the concept of Holistic Development
 They did a lot of struggle for micro teaching
 They were unable to recognize much of the vocabulary and they also felt difficulty in
reading complete sentence
 They were unable to give demonstration after lesson planning

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Academic-Administrative Details
 Academic-Administrative matters were nearly up to the mark and support from the
regional program team and other staff was fair enough but all of some occasions, some
problems were also faced
Trainers: Tehmina & Ayaz
Venue: Prime Restraunt: Venue 2
Academic Detail
 The teachers informed that they followed the traditional methods of teaching and also
told that they were not aware of any strategies of teaching
 Continuously observing performance of teachers and training and suggesting them
enough to make them more competent and productive for students
Academic-Administrative Detail
 Entrepreneurs complained that books are not being provided in time and because of this
delay study of children is affected. This in turn earns a bad repute for their school
 Entrepreneurs seemed uninterested they were not cooperating with the teachers while
they were instructed that they have to pay the expenditure of the teachers which they will
spend to reach the training venue, but they didn’t do so, and hence teachers kept on
coming late in the morning
 Teachers wished that they should be provided with the identification card so that they are
distinguished from other staff and they also demanded that they should be given the
certificate of the trainings as in evidence that they have received training from SEF
 Teachers complained that despite a number of grumblings/Complains they were not
provided with the syllabus and text books in time through it only put pressure on teachers
that when received the books late they have to complete the same text or material within
the year so they proceed fast which also hinders the understanding of the students

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5. Details of Training at Larkana
Trainers: Tamseela & Mehboob Mugheri
Venue: Sapna Hotel
Academic Details
 In the English Language Competency, it was observed that participants felt difficulty in
the Structural Part of English Language Competency; it is because of that they were not
more familiar about the basic of English Grammar but when the terms of the grammar
were explained through different activities most of them became familiar with these
terms but still they need more time, practice and attention for becoming the aware of
basics of English Language Grammar
 While Functional Part they seemed easier, especially in role plays, they played & showed
excellent participation and performance
 It was also observed that after English Language Competency session most of the
teachers were able to make short & simple sentences
 During the ECE session, the participants took very keen interest, especially about the
child, its upbringing, its rights, its nutrition, its schooling and as well as its protection
from the child labor
 It was also observed that most of the teachers had no any idea about ECE teaching areas
(Subjects) & as well as ECE time table
 It was observed that after teaching Health Education every one washed his/her hands, if
any one of them was forgetting to wash hands, s/he was reminded by other teachers in
doing so
 Few teachers were facing difficulty in reading both languages (Sindhi & English)
 Most of the teachers were unable how to read poems, after facilitating them they became
able to make charming tunes & rhymes of the poems
 Most of the teachers were not pronouncing the actual pronunciation of words, after
teaching them phonetics some teachers became able to pronounce the correct words

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 Some items of stationary & equipment were not available
6. Details of Training at Shaheed Benazir Abad
Trainers: Naheeda & Qasim
Venue: Sub Office, SBAB
Academic Detail
 Level of participation was low at the first & second day of training
 The trainees faced difficulties particularly in the parts of speech and tenses. They need
more improvement to understand grammar
 The participants seemed interested in all the activities they performed
 Tough participants took an active part but still they need more knowledge related to the
topics
 For clarity of each activity demonstration was given by the facilitators
 Group formation was difficult for facilitator as trainees were not capable enough to work
in small groups on specific topics
 PPRS focal person was observed quite supportive throughout the training
 It was a challenge for facilitators to deliver whole training in 14 minimum days instead of
20 or 25 days

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7. Detail of Training at Sanghar
Trainers: Rukhsana & Naveed
Venue: Sajan Hotel: Venue 1
Academic Detail
 The participants available had low competency and knowledge
 Training manuals published for this training were quiet attractive
 ECE concepts and procedures to teachers will be beneficial for education process
 6 trainees had very low competency, they were even unable to read letters
 The training hall was very congested; therefore we were unable to set the learning corners
and faced difficulty to perform activities
 Two trainees participated in training from district Umarkot, because their school was in
district Sanghar
 The training material we received was in very little quantity and no such material list was
provided
 In the manual of Mathematics, there was binding mistake in some copies and pages of
Sindhi manual were included rather than Mathematics
Trainers: M. Ali Kumbhar & NosheenLaghari
Venue: Sajan Hotel: Venue 2
Academic Detail
 During the fourteen days of training it was observed that few teachers were very poor in
performance, especially in participation

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 In the beginning they were not capable of pronouncing the pronunciation of actual words
of English. After practicing them syllable and phonics they became able to pronounce
words correctly
 At the time of teaching health education most of the teachers at the time of refreshment
were not properly washing their hands, after demo of Hand washing and shared them the
importance of washing hands all were washing their hands after taking their meal.
 Word by word reading practice with proper pronunciation and meaning were held with
the participants
 All the activities were carried out mentioned in the book of OUP. In teaching Sindhi
language some of the teachers whose mother tongue was Urdu/Panjabi felt difficulty but
while practicing them the compound words of Sindhi they were reading and writing
Sindhi to some extent
 Equipment for science was not enough in abundance so both the teachers and trainees
faced difficulty for conducting experiment
 The venue was not spacious so participants were feeling suffocation
 The training venue was not suited in city it was also difficult for participants to manage
lunch or refreshment by themselves it would be better that an opportunity of lunch or
refreshment should be given to them
 Urdu teachers were feeling difficulty while reading the manuals, which were written in
Sindhi language so they were translated by facilitators in Urdu
8. Detail of Training at Thatta
Trainers: Kiren & Farman
Venue: Makhli Gymkhana Venue: 1
Academic Detail
 The academic qualification of participants was quite low as we had eight teachers
who were Metric passed and the other twelve were just intermediate passed, but they
had good learning tendency and were quite enthusiastic in terms of grasping all the
concepts delivered in the training

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 Some participants were shy and got confused when asked to respond but later on they
became comfortable with the training setting and participated actively in all of the
training sessions
 The most difficult subject/manual was “English Language Competency” for the
participants and they took maximum time to grasp every concept
 It was also observed that activity based learning and inclusion of PowerPoint
Presentations and videos in the session brought about positive impact on retention of
knowledge and information shared
 Developing resources for ECE learning areas and micro teaching of Grade I subjects,
which motivated and energized them and also brought out their artistic skills which
exhibits from the resources they have developed during the sessions
 From the administrative point of view the training went very well and all the matters
were managed effectively
 Training venue was observed an ideal place for teaching learning process
 Due to the late arrival of participants we have scheduled our tea break at 01:00 –
02:00 p.m., so that they could arrange their lunch by their own and we resumed our
session from 02:00 p.m. onwards
 Late arrival of participants caused delay in the daily training plan
 Quality of stationery especially paper tape was pathetic, as we are unable to hang any
learning resources with it

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Trainers: Zarqa Kumbhar & Muhammad Aqib Khan
Venue: Makhli Gymkhana Venue: 2
Academic Detail
 Participants had the required willingness and were found to be very active in
performing the different interactive activities assigned to enhance their knowledge
and learning
 During the brainstorming sessions it was noted that the answers provided by the
participants were very appreciable, through this way they were able to grab the core
concept of the activity
 Enthusiasm of the participants observed during the ECE session was highly
commendable
 An average presence of 22 from a total of 24 participants at our venue; which clearly
indicated that the participants were interested and keen to acquire knowledge
 The participants were well prepared and were found to be excited while presenting
and responding to the reviews of previous day
 Learning corner activities enabled them to unleash their creative potential to the best
of their levels
 Participants were very well aware as to how the efficient and minimum use of
available resources should be taken into account while performing different learning
based activities
 Assembly session was observed to be very disciplined one, participants stood in a
straight line, started the assembly with the recitation of verses from the Holy Quran
which was followed by a speech on the chosen topic of “Education”
 During ECE session the participants were asked by the facilitators to behave and
question like the way ECE children do in a class. This enabled them to practice the
expected questions and situations which may arise in their daily routines at the school
 The participants were devoted enough in responding towards the role play activities
which helped them boost up their confidence level

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 Even without the availability of multimedia at the venue, participants were able to
grasp and attain the learning of the content correctly
 Punctuality and late comings at the earlier stages were quite a major concern due to
which the facilitators had to start the session with minimum attendance even, as the
overall strength of presence per day of the participants increased till 10:00 AM and
more
 Many participants came from far flung areas which took them to reach the venue
daily at an average maximum of 1 ½ Hour
 Due to this practice the time of ending the session daily reached an average maximum
of 4:00 P.M
 The quality of masking tape was not up to the mark, charts were not pasted properly
and it created a hassle in sticking them to the walls on regular basis
 Most importantly for the “English Language Competency Manual” the level of the
content did not met the capacity of participants; three days were not enough to cover
the whole manual. Also a review on the same is required which makes the manual
more interesting and easy enough to understand
 An average lack of interest was observed in the “English Language Competency
Sessions” which was resulted due to the use of difficult words in the manual which
the participants had heard such words for the first time ever. Maximum time was
consumed in making the participants pronounce correctly and explaining the meaning
of different words

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9. Detail of Training at Umerkot
Trainers: Rafia & Qaisra
Venue: Ghosia Guest House
Academic Detail
 To let retain the level of understanding, much focus was done in the review sessions
generally and particularly in “English Language Competency”
 Participants took interest in designing the layout of ECE classroom as it showed that how
much understanding they already had
 Participants performed quite well in regards to creating learning corners
 Some of the participants were finding it difficult in picking up the context, however they
did performed pretty well when it came to performing different learning activities and
ECE learning corners especially
 Late arrival to the venue was a major concern for some of the participants as the distance
from their home to venue was very long
 Tea and Refreshment issue was also the concern of the participants
 The hall was quite congested for a total of 40 participants, however the issue was
resolved from the next days

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10. Details of Training at Mithi
Trainers: Sajjad Ghaloo & Shabana
Venue: Shah Abdul Latif Bithai Auditorium
Academic Details
 English manual was developed on the practical approach so that the trainees should be
able not only to understand the content but also comprehend the objectives of learning
grammar that this will help them to teach in English in their schools
 In the four days of ECE teachers learnt very well about the concept of ECE, ECE
syllabus, ECE scheme of work, structure and environment of ECE classroom, role of
teacher as a facilitator, activities with ECE children like stories, songs, role plays, daily
work, routine work through the proper usage of scheme of work etc
 The four days of ECE remained very active and hectic and teachers proved through
micro-teaching that they can run the ECE classes in their schools and will prove to
replicate the learned ECE system in their schools
 Trainees were provided charts, colors and other material for preparing learning corners
and suggested to collect low-cost, no-cost material and they did it with love and make so
many things for the corners of Early Exploration, Numeracy, Language and Literacy, Art
and Craft and Health, this exercise remained so good and trainees understood the
concepts Learning Corners very well and enjoyed from it a lot
 6 days of Subject based training remained so good and fruitful and trainees fully
comprehend the pattern of lesson plan. Besides that several subject based pedagogies
were also introduced and taught to teachers which enrich the level of lesson plans

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 The training hall was spacious and so good; arrangements were also according to the
scheduled program
 This was a massive training, so in my point of view it was difficult and hectic to
unabatedly provide training by two trainers to same audiences on all subjects, only this
thing sometimes irritated
Trainers: Sindhu & Kamran
Venue: Mithi Press Club Venue: 1
Academic Detail
 They were mostly below average
 They were unable to pronounce words accurately
 They do not had concepts of basic grammar
 It was difficult to teach them in English
 They were unable to define Early Childhood Education
 They gave tough time to know the role of ECE Teacher
 They were having problem in learning ECE Curriculum as well
 They require a lot of struggle for micro teaching
 Participants were mostly unable to pronounce the correct words
 They were unable to give demonstration after lesson planning
Note: There were no details provided by the trainer for this section.

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Trainers: Noor Junejo & Nazia Taj
Academic Detail
 The comparative attitude toward subjects was quite improved till the end of training days,
whereas it requires different sort of academic level of training because of their basic
inability to read, hear & speak before this session
 They belonged to totally different professions before coming into teaching, so obviously
they hold none of any teaching experience and the standard of the content was quite high
like in ENGLISH COMPETENCY – SCIENCE – were not related to the competency of
targeted audience
 They had been seen facing difficulties while even basic steps like pronouncing, reading &
speaking
Note: Trainers did not provide any details in the report to be included in this section.

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Trainers: Azra & Tania
Academic Detail
 Capacity and competency of the participants observed was quite low
 A total of 17 participants were not able to read, write and even recognize the letters
 English competency manual was a bit hard to understand for most of the participants
 Mostly teachers have difficulty to pronounce English word; even they didn’t recognize
proper alphabets, sounds and shapes
 Most of teachers were from far furlong areas of district Mithi, so most of the
entrepreneurs arranged their teachers’ accommodation at Mithi city which supported the
teachers to be very punctual and regular
 The training venue was very large and ventilated; there was much space in training hall
and out of training hall so we had conducted many activities outside and inside of the
hall, therefore we also sat at the learning corners in different corners of the venue
 When we distributed a manual as per school, teachers demanded to work individually,
they told us that they live separate and so they want to read and understand individually
in their living places

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Collective Suggestion/Recommendations
As a result of the observations noted by the trainers in different districts the following
recommendations which were put forward by them includes as;
1. Dadu
 All training aids should be a teacher/participant friendly. (Manuals and other supportive
material like portfolio, check-list should be in their native or simple language because the
teachers were not able to read the content in English language)
 Refreshment should be arranged for trainees from SEF
 Pre/Post-test conducting time should be allocated in the training plan
 Dictionary should be provided to teachers to correct pronunciation
2. Kamber Shahdadkot
 LSU team should take initiative of introducing some software for exact word
pronunciation and vocabulary development of teachers
 Health session was very informative and it should be continued in future training too
 Firstly teachers should be trained in developing learning resources effectively secondly
program team should take initiative to conduct regional competitions for teachers to
develop this skill
 Senior trainers should be deputed for conducting training at Qamber district in future
Larkana Regional LSU team & PPRS Program team should be planned frequent school
visit to support teachers in academics
 Extensive time frame should be introduced for all of the subjects specially the subjects
which are considered difficult in terms of concept and practice i:e English language
 Planning regarding the delivery of manuals and stationary should be more accurate in
order to manage the training mechanism effectively

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3. Khairpur
 Entrepreneur must choose the best possible teachers
 Entrepreneurs are required to choose female teachers especially for ECE
 Participants need to revise new vocabulary words again and again
 Additional sets of training material should be provided.
 Teams of teachers should be sent to the school so that they can witness that the teachers
who have been trained are going according to the instructions they were taught in the
training
 Teachers wished that they should be provided with the identification card so that they are
distinguished from other staff and they also demanded that they should be given the
certificate of the trainings as in evidence that they have received training
 Shoulder bags should be provided to the teachers so that they regularly bring training
material and stationary provided to them by Sindh Education Foundation
 Teachers complained that despite a number of Complains they were not provided with
the syllabus and text books in time
4. Larkana
 In next sessions it must be taken into account that those entrepreneurs who have attended
the orientation session of entrepreneurs, they should not be called on again in the session
 Stationary should be made available as per the quantity of the participants
 Science equipment must be made available as per activities mentioned in the Book &
manuals. English Language Competency, its content must be divided into two portion,
one for pre-service and another for refresher
5. Shaheed Benazir Abad
 Follow up of training needs to be conducted for ongoing support of trainees
 FSV should be continuing in quick time
 Minimum one day training should be held in their school

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6. Thatta
 5 to 8 days are recommended for the conduction of “English Language Competency”
training
 Quality of training materials should be observed on prior basis to avoid further hassles
during the session conduction
7. Umerkot
 After this training field support visit should be considered to follow up the training
impact in schools
8. Mithi
 All manuals should be provide to each teacher
 Lunch and two times tea should be arrange for teachers from program side
 Within LSU subjects specific teams should be formulated and those teams shall move in
a cycle to provide the same subject training. Doing by this the perfection will be expected
in training and the load of teaching all subjects to one trainer will be decrease
 All the teachers should have separate manual as they live far from each other and after
school it is not possible to sit together for planning
 We should have at least Five days dedicated for English Competency as they are quite
unaware of Basic Grammar and concepts of English. Even we have to start them from
Alphabets to connect them to the required level
 Program team should be responsible for Teachers profile management
 Three days for English competency were not enough, teachers didn’t understand all
concepts they want more time for this area of study

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9. Sanghar
 If it is possible then, the participants and venues should be planned to manage cluster
wise so, it will be easy to participate by trainees at their nearest venue, as this will be
more productive
 Training venue should be spacious and big enough to set up learning corners
 As teachers were coming from for flung areas and the training venue was little bit away
from city they faced difficulty to manage lunch/refreshment by their own so refreshment
should be given during the training
 It was also observed that few teachers were Urdu speaking so they also faced difficulty to
read and understand manuals in Sindhi language

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Consolidated Attendance Sheet
S# District Tot
al
Ent.
Pres
ent
Ent.
Total
Partic
ipants
Day
1
Day
2
Day
3
Day
4
Day
5
Day
6
Day
7
Day
8
Day
9
Day
10
Day
11
Day
12
Day
13
Day
14
1 Thatta 17 13 48 38 41 39 38 44 38 35 36 36 39 42 41 40 41
2 Badin 20 18 76 64 62 63 62 63 60 61 57 63 61 57 60 62 63
3 Mithi 40 27 120 114 113 118 117 118 117 117 115 118 117 116 116 116 119
4 U.K 14 14 40 33 40 38 38 38 38 38 36 35 39 39 38 39 39
5 Sang. 27 22 68 59 59 60 63 61 64 64 62 58 61 63 63 60 60
6 S.Bab 12 12 26 26 26 26 25 25 26 26 25 25 26 26 26 26 26
7 Khairpu
r
28 18 76 43 32 51 55 53 57 57 54 57 57 56 56 56 56
8 Larkana 10 7 30 28 14 29 30 26 29 29 29 29 29 29 29 29 29
9 Kamber.
SDK 28 25 82 76 57 76 71 80 69 77 75 77 74 78 73 77 78
10 Dadu 23 21 60 51 49 54 56 53 57 54 57 57 55 57 55 55 57
Total 219 177 626 532 493 554 555 561 555 558 546 555 558 563 557 560 568
Note: These attendance details are for ready reference only and are taken through SMS from each of trainers on daily basis (till
11:30am). The details cover all the venues/districts of PPRS where Phase-IV Teachers Training of G1 was being implemented. These
details are NOT final and may be subject to change if participants arrive late. The actual training attendance can be tallied from the
attendance sheets

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CoverPhotos of the Manuals Used In This Activity

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Pictures from the Activity

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Conclusion
To conclude it all in a nutshell, the PPRS: Phase IV teachers training was one mega event
covered in all the 10 districts of PPRS. Some serious preparation was done by the LSU trainers
in order to achieve the set objectives of training the participants in the best of ways as possible.
Overall the participants were observed to be quite low in confidence, aptitude and knowledge.
However, some serious efforts were made by the trainers while keeping in mind the outreach of
this activity and also to make the participants get into the comfort zone so that it could help them
unleash their creative skills and learning potential. Keeping in mind that most of the participants
were beginners as far as teaching is concerned, but still by the end of the training days they were
quite able to make an impact as compared to the beginning days of the training.
The best part of this training was the creativity shown by the participants in terms of developing
learning corners. To our surprise the participants performed tremendously and according to the
required set of themes which included Early exploration, Numeracy, Art and Craft, Health, and
Language learning corners.
It is highly hoped that the teachers trained in this phase will turn out to be as good teachers in
terms of the teaching pedagogies and learning practices adopted by them during this untiring
training activity phase.
__________________________________________________________________________

PPRS IV- Consolidated Final Report 2015

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