“Education is the chief defense of every nation” Edmund Burke
During many decades of war in Afghanistan many development sectors are damaged particularly the education sector. As a result of it Afghanistan education sector has been dis-melted including the education system. The teachers of Afghanistan are facing lots of problem in ensuring the quality education due to lack of receiving suitable training.
The quality of education depends on the effective teaching learning. This effective teaching learning also depends on the teaching capability of the teachers. A teacher can be capable through receiving some suitable training related to subject based training, classroom management, application of appropriate teaching method and techniques, developing and using conducive teaching learning materials etc.
RRSWO believes the teacher’s capability is the first and foremost condition to make a befitting nation through providing quality education. To increase the teachers’ capability and competency of RRSWO teachers this training worked as a blue print. The contents of this training are very elementary issues for teachers to know and practice along with for new and inexperienced teachers. This training helps to learn what to teach and how to teach as well as how to create learning atmosphere in a schools through different co-curricular activities in link with MoE guidelines.
Training Summary
| Name of the training | CBE teachers training on core mythologies in line with CBE teacher training manual |
| Training duration | 17 days (3 days orientation and 14 days InSET I)
October 3, 2022 to October 19, 2022 |
| No of Batches | 9 batches (4 batches for female teachers and 5 batches for male teachers) |
| Participant’s background | CBE teachers |
| Number of participant | Total: 402 Male: 217 Female: 185 |
| Venue | Daikundi |
Course Objectives
During the training designing, some specific objectives were selected for the course.
after successful completion of the course, participants would be able to:
- Define the concept of education, aims and its importance
- Explain types of education
- Explore general idea regarding education
- Describe objective of Community Based School in Afghanistan
- Explain types of community based school and their characteristics
- Describe Characteristics, attributes and responsibilities of teachers
- Understand active Learning and its role
- Create Fear free educational environment
- Define Child psychology
- Describe teaching methods and types
- Acquainted the participants with teaching techniques and teaching aids
- Explain classroom based teaching
- Make acquainted the participants with school discipline
- Explore the knowledge and skills of participants with co-curricular activities
- Increase the knowledge and skills of participants to prepare lesson plan
- Delivery of quality teaching process.
- Introducing UNICEF pre-packaged education kits and its usage.
Major Contents:
During the course, the following major contents were delivered to participants:
- CBE project in Daikundi
- PSEA
- Child protection
- Education concept and its aims
- Objective of Community Based School in Afghanistan
- Teachers Characteristics, attributes and responsibilities
- Active Learning concept and application
- Child psychology
- Teaching methods
- Teaching techniques and aids
- classroom based teaching
- discipline meaning as a whole
- evaluation meaning
- lesson plan and its steps
Inauguration of the Training program
The training program was inaugurated at 09:00 am on 3 October 2022. The sectorial departments and governmental departments, UNICEF zonal office and other community elders were participated.
Methodology:
Participatory learning methodologies were used throughout the workshop. During the course facilitation, the following methods were used:
Lecture followed by discussions, brainstorming, exercise, practicing co-curricular activities, practical demonstration, role-play, storytelling, question and answer, group work and presentation. In the CBE teachers training key techniques is that Facilitators first explained the issues with practical example and demonstrate where needed and then ask participants to do accordingly”.
Materials
The materials used for the training was guidelines developed by Ministry of Education like InSet 1, orientation to teaching guide, CBE policy etc and materials related to PSEA and chaild protection development by UNICEF. During the training facilitators also used other training materials such as; Text books, sticks, alphabet charts, number chart, calendar, word chart, flip chart, white board, marker etc.
Training participant:
In order to increase the capacity of the teachers, as per project plan we organized 17 days training (3 days orientation and 14 days INSET-I) for 402 teachers (338 Newly recruited, 41 teachers recruited by UNICEF for the existing classes who have not received the training and as per UNICEF request 23 teachers from UNICEF IGA classes).
Course facilitator
Trainings were facilitated by RRSWO’s master and teacher trainers. In order to have a quality training the social mobilizers were also supported as co facilitators. Facilitation language was in both Pashto and Dari languages. There were 18 trainers for conducting the 9 batches training.
Training Process
Every day the training session started at 08.30 am in the morning and continued up to 03:30 pm in the afternoon. There was one-hour break for lunch and prayer from 12:30 – 01:30 p.m. The participants had also 15 minutes tea break in the morning at 10:30 am and 15 minutes in the afternoon at 02:30 pm. In the beginning of every day’s sessions, 30 minutes were allowed for review & reflection on previous day’s learning.
At the end of the every session facilitator’s review the session through questions and answers whether participants were understand the sessions. Particular training mostly focused on practical aspect, to make the participants more proactive, exercise followed by the discussions, group work, plenary and practical demonstration and feedback were the key techniques of this training.
Giving feedback and follow up support was provided throughout the training process by master trainer as an observer.
Pre-test and post test Result analysis
Evaluation seeks to understand how much participants have really learned as a result of having attended the workshop. The assessment is usually closely related to the objectives of the training. Pre-test & post-tests tend to be one of the preferred methodologies for assessing the degree of learning that has taken place in the “classroom” setting.
The comparison and analysis of the Pre-test and Post-test shows the following result:
The purpose of these tests were to assess the effectiveness of the training events carried out for new hired teachers.
The analysis of the tests shows that the training has brought about massive changes in knowledge and awareness of the participants. The effects of workshop have been impressive; it is clear that these improvements refer to the training design, sustainability, training focus and well-management.
Remarks by the participants
- They were very much happy and told they learned many things.
- Most of the teachers shared that is very much worthy course for us.
- The majority of participants said they would recommend this training to their colleagues.
- Participants reported an increased awareness regarding PSEA and their role in preventing, responding and coordinating implementation plans.
- The participants were satisfied with the trainings and wanted to be supervised and guided and also follow up support
- As the participants suggested that the future training should focus on learning process and learning Assessment Techniques.
- Most of the teachers acknowledged that this training was necessary for them as newly hired teachers.
- In future trainings, more practical topics should be included and audio and visual aids such as videos and educational clips should be used.
The above feedback represents a variety of perspectives regarding what was experienced as most useful during the training. The reasons for these multiple perspectives are due to two main factors. First of all, different teachers have different needs and are at different stages of awareness. The second contributing factor is that participants have different learning styles. This is an indication that the learning events were designed with diverse learner needs in mind.
Closing Ceremony:
In concluding session was presided over by Mr. Esa Firoozkohi and some of the participants put their remarks and feelings on the overall achievement from the course. Some of the participants stated that they enjoyed the learning process which was participatory. They also mentioned that the course was useful for them they would be able to apply the course learning during their teachings in the CBS schools. Finally, facilitators thank the participants and closed.
The training officially ended by giving a training closing remark on Wednesday 19th October 2022.
