Projects at TRC

A great deal of TRC’s work goes beyond the scope of our membership in the form of short and long-term projects supported by local and international donors. Short-term projects involve one-off teacher training workshops or the development of publications. Long-term projects address the professional development and capacity building of specific groups; the goal being school improvement. Through donor projects, TRC has the opportunity to introduce innovative approaches to under-resourced environments and help bridge the gap between public and private schools.

TRC began working intensively in government schools as far back as 1992. At that time, we were a pioneer in the field, fighting against the common belief that nothing could be done for the unfortunate state of government schools. We set out with a commitment to young children and their teachers, and our belief that given enabling environments, change was possible. We took a whole-school approach, proving that, even with little resources, the mind-set of an entire school could be shifted in positive, sustainable directions.

Projects over the years …

 

Improving Quality of Learning through Quality of Teaching Project

serv_project

2014

Supported by Open Society Foundations (OSF)

Critical thinking is a vital skill for the 21st century. While educators around the world recognise this, the question remains: how do we get children to think critically? And what exactly is critical thinking?

Through nearly three decades of its existence, TRC has played a pioneering role in introducing active learning methods in Pakistani classrooms. That is why when the Open Society Foundation (OSF) approached us to spearhead the IQLQT project, taking on the challenge seemed like the natural next step for us.

Since January 2014, TRC has been involved in the painstaking process of developing a rich repository of relevant teaching and learning material for schools in both the private and public sector. The lesson plans and modules being developed by our dedicated Working Group are grounded in critical thinking and are designed to initiate the process of thinking critically among ECE and primary students. The teaching-learning resources are intended to build on the groundwork laid by National Curriculum. The lesson plans and other resources are being developed and pretested to ensure that even teachers working in remote areas of Pakistan with very little training, will be able to implement them without the need for any further training.

The resources for IQLQT are being developed in both Urdu and English by the Working Group which is composed of experienced trainers and dedicated private and public sector teachers. A National Review Committee which includes members from the government’s curriculum and teacher education machinery and NGOs, representing all four provinces of Pakistan is overseeing the process of resource development.

The one year project will extend into its next phase from April 2015 since the donor is keen to work with TRC to take the initiative forward and launch capacity building programmes at the provincial level.

Pathways to School Success Project (PSSP)
2013
Supported by DfID through Child to Child Trust, UK

It is natural for younger children to learn from older children. Older children around the world are helping younger children stay safe and healthy. They are helping them learn. The Child-to-Child approach builds on this and involves the entire community, children, schools, teachers and parents to help prepare young children for successful learning in the developing world where opportunities for enrolling in preschools (the katchi class in Pakistan) and learning opportunities are limited. Such an interaction also benefits the older child by enhancing her self esteem.

In 2013, TRC entered into a partnership agreement with the Child-to-Child Trust (CTC), UK for a project to be implemented in eight communities of the Jamshoro district of Sindh. The ‘Pathway to School Success’ project (PSSP) aims to enhance enrolment, retention and learning achievements using the Child-to-Child approach towards learning, pedagogy and community involvement. For project implementation in eight selected schools of Sehwan, TRC is collaborating with the Sindh Education Foundation (SEF) and Community Development Council (CDC).

Under the CTC approach the TRC team helps teachers to work with Young Facilitators (older children) who eventually work with and mentor Young Learners (katchi students). Disaster Risk Reduction (DRR) is an important aspect of the PSSP and the TRC team works with the teachers and YFs to raise awareness about these issues amongst children and communities.

As part of the project the TRC team also works with parents to advocate for issues impeding children’s entry to school on time and retention. A federation of community representatives, called Community Advisory Board, from all eight communities has been established and monthly meetings are conducted. Issues that they face collectively, such as low school enrolment especially of girls, quality of teaching-learning in schools, student retention and the importance of birth registration are discussed and efforts are made to help CAB evolve into an active platform for liaising with parents to bring about sustainable changes at the community level.

Sindh Reading Programme
2012
Supported by USAID

TRC in partnership with Save the Children (SC) won the US Agency for International Development (USAID) award for implementing the Sindh Reading Program (SRP). The Program aimed to improve the literacy and numeracy skills of children with the involvement of teachers, parents and community members. The program was envisaged to reach and benefit more than 750, 000 children in eight districts of Sindh over a period of five years, April 2012-2017.

The project however did not take off and TRC withdrew as the key implementation agency in 2013.

ED-LINKS
2010
Supported by American Institutes for Research (AIR)/USAID

TRC lent its expertise to the development of interactive self-learning materials, in the form of CDs for grades 6-8 in Maths, Science and English, for a USAID funded project, Ed-Links. The ED-Links project worked with 1100 schools in 22 Districts of Sindh and Balochistan, in addition to Islamabad and FATA. Over 550 schools were given computers and the CDs were to be distributed to these schools with the hope that the students of secondary classes would find Mathematics and English a lot more fun using the CDs. ED-Links took the responsibility of ensuring these materials could be utilized across the public sector (in addition to their project schools) as this has been a groundbreaking initiative in public schools when Information Communication Technology (ICT) components are introduced to schools and TRC is proud to be a central contributor.

Releasing Confidence and Creativity (RCC) Project
2007
Supported by Royal Netherlands Embassy (RNE) through AKF-Pakistan

Initiating Change in Federal Directorate of Education (FDE) Schools through School Leadership
2006
Supported by USAID through EDC under Education Sector Reform Assistance (ESRA) Plus Initiative

Advocacy for Early Childhood Education (ECE)
2006 – 2007
Supported by UNESCO, Pakistan

Promoting ECE in Balochistan: A Research Study on Learning Needs and Environment for Children in Kachi Class in Kalat and Pishin
2005 – 2006
Supported by UNICEF, Balochistan

School Enhancement Programme (SEP)
2004
Supported by USAID under Education Sector Reform Assistance (ESRA)

Initiating Change in Community Primary Schools (ICCPS)
2003
Supported by Punjab Rural Support Programme (PRSP)

Releasing Confidence and Creativity (RCC) Project
2003 – 2005
Supported by USAID through AKF-Pakistan

ECEP: Implementation of ECE NC (SIDP Extension)
2002 – 2004
Supported by CIDA through AKF-Pakistan under SIDP

KAP Study on Child Rearing Practices in Two Slums of Karachi
2002
Supported by UNICEF-Sindh

Whole School Development Project (WSDP)
2000 – 2001
Supported by Helpline Trust

Resource Pool Expansion Programme
1999 – 2000
Supported by the Aga Khan Foundation and CIDA

Resource Pool Expansion Programme
1999
Supported by The Asia Foundation

Training and Module Development for Parent Teacher Associations, in collaboration with Sindh Education Foundation
1998 – 1999
Supported by the Department For International Development (DFID)

Teacher Empowerment Project in collaboration with the Bureau of Curriculum, Government of Sindh
1997 – 1998
Supported by UNICEF

Community Empowerment and Partnership Building Between Government and Civil Society, in collaboration with the Bureau of Curriculum, Govt. of Sindh
1997 – 1998
Supported by UNICEF

Primary Education Project
1997 – 2002
Supported by the Aga Khan Foundation and CIDA

Early Childhood Education Project
1997 – 2002
Supported by the Aga Khan Foundation and CIDA

Early Childhood Education Project
1992
Supported by the Royal Norwegian Agency Development Cooperation (NORAD)

Initiating Change through Professional Development (ICPD)
1991 – 1995
Supported by PEPSI Foundation and NORAD

Environmental Education for Schools Project
1991
Supported by WWF (UK) and coordinated by IUCN

Lyari Street School Teachers’ Development Project
1990 – 1993
Supported by OXFAM

The School Development Project
1988 – 1990
Supported by Camrose International Institute, Canada through South Asia Partnership/The Bank of Commerce and Credit International (BCCI)

Professional Development of Lyari Street School Teachers
1988 – 1990
Supported by UNICEF

Development of Learning Resources Project
1988 – 1990
Supported by the Canadian International Development Agency (CIDA)

logos-300x266