National Outreach Program

TARCs

Ali Institute of Education



 

 

 

Table of Contents

Background 1

Vision 2

Target Group 2

Strategic Objectives 2

Strategic Target/Outcomes 3

                Phase I 3

                Phase II 5

Phase III 5

Measurable Targets and Performance Evaluation 5

Implementation 7

Summary of result 8

 

 

 

 

 

 

 

 

 

 


 

Training and Resource Centre (TARC)

 

 

 


Background

Ali institute of education (AIE), a nonprofit organization, was established in 1992 for teacher education. AIE believes that quality of education in schools can be improved by enhancing the effectiveness of teachers. It seeks to especially address the educational needs of rural and female teachers

 

In 1997, AIE started an out-reach programmeto improve the quality of teaching in rural Govt. Primary Schools in ten district of Punjab with support from UNDP. The objective has been to address the education needs of rural and female teachers and to promote education to under-privileged and marginalized sections of the society. Our initial model of educational improvement focused on training of teachers in Science, Mathematics & English. For this purpose, AIE established Training & Resource Centers (TARC) in various districts, where rural public school teachers were provided training in both content knowledge and pedagogical skills. In the initial phase, the program trained around 225 teachers per year per TARC. In addition to the international donor agencies, AIE also succeeded in seeking philanthropic support from corporate sector in setting up TARCs to help improve education in adopted public and private schools.

 

 

 

Vision of TARC

Rounded Rectangle: The TARC program will develop school teachers into reflective practitioners. It will improve professional capabilities of the teachers in Pakistan so that the children of Pakistan may acquire quality education.

 

 

 

 

 


Target Group

ü  Primary School Teachers (Female & Male)

ü  Head Teachers

ü  Master Trainers

ü  Pupils of public sector schools &;

ü  Local communities in Punjab and Sindh

 

 

Strategic Objectives

1.      Sensitizing local primary school teachers, head teachers and Education Department Officials about Child - centered learning and child - centered environment.

2.      Improve quality of education in the local schools through sustained training activities on pedagogical skills, subject knowledge, multigrade teaching strategies, professional values and practices.

3.      Promoting experimentation, diversification, innovation and reflective practice among local public sector school teachers.

 

Specific Targets/ Expected Outcomes

Through TARC interventions, teachers of the TARC linked schools will be able to:

 

  1. Plan for child centered learning to elevate pupils’ learning and educational achievement.
  2. Include life skills as essential component of their routine subject- based lessons
  3. Update their subject knowledge
  4. Plan for diverse needs of the pupils
  5. Create inclusive, child centered learning environment with innovative, stimulating learning activities.
  6. Effectively teachmultigrade classrooms
  7. Manage their classroom time, resource, behavior and activities effectively
  8. Use low cost and readily available local resources to prepare teaching  aids
  9. Plan activities to make pupils independent learners.

 

Phase I

  • AIE sensitizes the sponsors to establish TARC in an area. Finances are agreed upon.
  • Setting up a TARC by AIE in collaboration with the Sponsors; Education Department is brought on board for the TARC programme in the area.
  • Recruiting the staff through open merit policy; Master Trainers, called Professional Development Teachers (PDTs) and social mobilizers are hired in each TARC.
  • Schools to be covered by TARC are identified with the help of Education Department.

 

 

Phase II

  • Training of the PDTs in AIE to train about the TARC Programme and their roles. This also includes training to carry out need analysis of schools.

 

Phase III

  • Need analysis of the selected schools in terms of achievement, teachers subject knowledge, pedagogical skills, professional values and practices
  • Developing a training Programme as per identified needs.
  • Conducting training to achieve the specific targets. 

 


Measurable Targets & Performance Evaluation Indicators

 

Following are the Performance Evaluation Indicators which will help us judge, Best Academically Effective School. Through these ongoing measurable evaluations, we will ensure proper usage of funds.

Sr. No

Factors and Criteria

Marks Allocated for each factor

Performance of Academically Effective in each factor

Marks obtained by the school

1

Marks for average result of annual board/PEC exams for the year 2010. The formula for awards result would be 50% of the result.

Example:

Students in 5th class on 1st March = 30

Students passed in 5th class = 20

Result percentage = 100-((30-20)/30*100) = 66.667 %

Weightage

 Marks obtained = 66.67*30/100 = 20

 

30

 

 

2

All the students have textbook

90 %  and above     =5

70 %  and above     = 4

60 %  and above     = 3

50 %  and above     = 2

40 %   and above    =1

5

 

 

3

Resource corners

For all the classes   =   5

For 4 classes           =   4

For 3 classes           =   3

For 2 classes           =   2

For 1 classes           =   1

5

 

 

4

Teachers prepare their lesson plan/ daily diaries

90 % or more  teachers plan regularly   =  5

70 % or more  teachers  plan regularly   =  4

50 %  or more  teachers  plan regularly  =  3

40  % or more  teachers  plan regularly  = 2

30 %  or more   teachers plan regularly  =  1

5

 

 

5

Prepare the students for exams on Solo taxonomy

5

 

 

6

Use different teaching methods

( Brainstorming , Group work, Project work, Lecture method, questioning method, reading from text, presentation, use of text assignments, demonstration, discussion, direct discovery, learning groups, experiments, Buzz Groups, Programme Learning etc)

 

Use 6 different teaching methods by all the teachers = 5

Use 6 different teaching methods by 60 % teachers = 4

Use 5 different teaching methods by all the  teachers = 3

Use 5 different teaching methods by 60 % teachers = 2

Use 4 different teaching methods by all the  teachers = 1

5

 

 

7

Displays of student work in classroom

 

70 % and above students work display    =    5

60 % and above students work display    =    4

50 % and above students work display    =    3

40 % and above students work display    =     2

40 % below    =     1

 

5

 

 

8

Annual Teacher Training at TARC

Attend all the session and maintain record = 5

Attend 90 % session and maintain record =   4

Attend all the session with no record =3

Attend 80 % session with no  record =2

Remaining = 1

5

 

 

9

School library / Library corner

More then 70 books =5

More then 50 books = 4

More then 30 books = 3

More then 10 books =2

Less then 10 books = 1

5

 

 

10

Regular PTM to discuss the students Health & Hygiene Education, Homework, Punctuality & Regularity of students and teachers etc.

Monthly meeting                   =    5

Bimonthly  meeting              =   4

Quarterly  meeting                =   3

Annual meeting                     =   2

Less then = 0

5

 

 

11

Time table

5

 

 

12

Teachers understand subject matter and how it relates to the CFS Standards

 

90 % and above Indicators done  =     5

70 % and above Indicators done  =     4

50 % and above Indicators done  =     3

30 % and above Indicators done  =     2

20 % and above Indicators done  =     1

5

 

 

13

Teachers demonstrate professional ethics, respect towards their students, and dedication to their work

5

 

 

14

CFS Competitions / CM Competitions

2 or more students got position in these competitions = 5

1 student got position = 3

4 or more students nominated for grand finale  =  2

5

 

 

15

Livelihood Skills

More than 10 item developed by the students displayed and it is part of time table

5

 

 

 

Total Marks

100

Marks

 

 

 


Implementation

A total of eleven Training and Resource centers (TARCs) were established nationwide (1997-1998). Ten TARCs (Muzaffargarh, Pakpattan, Kamalia, Gujranwala, Okara, Layyah, Bahawalnager, Khanewal, Sheikhupura and Kasur) were sponsored by UNDP one was sponsored (Hafizabad) by Sufi Foundation (a local NGO).

 

Problems of Government Sector Primary Schools

 

School (Punjab)

60,000 +

Students (Punjab)

11 million

Teachers (Punjab)

400,000

Enrollment (Punjab)

62%

Drop Out / Left Out (Primary Level)

50%

Literacy Rate

55%

Primary School Net Enrolment / Attendance

71%

Female Literacy Rate (in 6 TARC District)

34.5%

Schools with No Handicap Children

74.25%

Addl. Enrollment CFS (50+)

50% (Boys)      40% (Girls)

% of population using improved sanitation facilities rural

40

Primary School Enrolment Ratio, Gross, (Male)

101

Primary School Enrolment Ratio, Gross, (Female)

83

Primary School Enrolment Ratio, Net, (Male)

74

Primary School Enrolment Ratio, Net, (Female)

57

Primary School Attendance Ratio, Net, (Male)

76

Primary School Attendance Ratio, Net, (Female)

67

Survival Rate to last Primary grade (%) Admin. Data

70

GNI per capita (US$)

980

% of population below poverty line of US $1.25 per day

23

% of central government expenditure allocated to (Health)

1

% of central government expenditure allocated to (Education)

2


Summary ofResults

 

TARCs Statistics

Sr.#

TARC

Sponsor/Partner and timeline

Teachers Trained (female & male)

Public sector primary schools benefited

1.

Muzaffargarh

UNDP(1997-1998)

225 ( 203 F/22  M)

64

2

Pakpattan

UNDP(1997-1998)

291 ( 263 F / 28 M)

83

3

Kamalia

UNDP(1997-1998)

417 (375 F /42 M)

104

4

Gujranwala

UNDP(1997-1998)

269 (242 F / 27 M)

90

5

Okara

UNDP(1997-1998)

447 (402 F / 45 M)

149

6

Layyah

UNDP(1997-1998)

154 (139 F / 15 M)

51

7

Bahawalnagar

UNDP(1997-1998)

210 (189 F / 21 M)

70

8

Sheikhupura

UNDP (1997-1998), Rupali Polyester Limited & Babar Ali Foundation (2003-2004), UNICEF (2004-2013)

162+352+246=760   ( 684 F / 76 M)

179

9

Khanewal

UNDP (1997-1998), Roberts Cottons Associates (2003-2004), Babar Ali Foundation (2004-2013)

218+114+786=1118  ( 1006 F / 112  M)

174

10

Kasur

UNDP (1997-1998), Babar Ali Foundation (2002-2004), UNICEF (2004-2013)

293+190+227=710 ( 639 F / 71 M)

171

11

Hafizabad

Sufi Foundation (1997-2003)

1700  (1530 F / 170 M)

425

12.

Jhang

Shakargunj Sugar Mills Limited (2001- 2013)

1189 (1070 F / 119 M)

295

13.

Daharki

Engro Chemicals Private Limited (2001-2013)

2400  (1800 F / 600 M)

686

14.

Islamabad

Human Welfare & Nature Conservation Society (2002-2003)

133 (120 F / 13 M)

27

15.

Rahim Yar Khan

Human Welfare & Nature Conservation Society (2002-2003)

1852  (1667 F / 185 M)

463

16.

Sadiqabad

UNICEF (2004-2013)

193 (174 F / 19 M)

50

17.

Jampur

UNICEF (2004-2013)

203 (183 F / 20 M)

50

18.

Mianwali

UNICEF (2004-2013)

129 (116 F / 13 M)

50

19.

Bhalwal

UNICEF (2004-2013)

218 (196 F / 22 M)

50

20.

Syedanwala

Babar Ali Foundation (2006- 2013)

63 (57 F / 6 M)

18

21.

Khairpur

OMV (Gmbh) 2007-2008

120 (72 F / 48 M)

63

 

 

 

12,801 (11,127 F / 1664 M)

3,312

 

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