TRC News

After the ECE Orientation workshop for heads and supervisors two concurrent workshops  titled “Behter Mustaqbil Ki Janib Gamzan” was held for the teachers of Jamshed and Korangi Towns at TRC, from August 10 – 21, from 8:30 a.m. – 1:30p.m. These 50 hour workshops were completed in ten days. A total of 41 teachers and 01 supervisor (on request from her) attended the workshop. This workshop was the second in a series of workshops and classroom support TRC will be engaged in over the next two years, with these Towns.

TRC resource persons Mehnaz Amir Ali, Nahid Parveen, Nighat Hasan and Seema Yasmin facilitated the workshop along with Farah Rebecca and Tabinda Jabeen, two teachers from PECHS Girls’ School who are recent TRC-IECE graduates.

The participants were introduced to the importance of ECE and active learning. The topics covered were growth and development, how children learn, the setting up of a developmentally appropriate learning environment for young children and observation and assessment.
The workshop was based on the National Curriculum for ECE. Mazboot Bunyadaen, the Urdu version of Strong Foundations, our ECE Teachers’ Guide was also distributed to the teachers to help them implement the Curriculum in their classrooms. The participants also learnt about developmentally appropriate classroom activities that they would need to implement throughout the daily routine; communicating and involving parents in classroom activities; and the importance and different methods of singing rhymes and telling stories to young children.

Different teaching-learning methods, such as, role-play, simulation, brainstorming, interactive lectures, group work and discussions and our training videos on the learning environment and the development of language and literacy skills were used.

The participants in both groups were enthusiastic, motivated and vocal. They shared their school experiences and discussed their concerns regarding the ECE classroom environment.

Last week, we received an email from BVS Parsi High School which says “From this year onwards we are not going to print our newsletter, calendar or any other information for the benefit of parents and students. We will put it on our website. Just like TRC, BVS has decided to “Live Green” and will actively use its website from now on.” They attached a copy of the letter sent to parents.

TRC is a pioneer in promoting environmental education in schools. We have been organising events, sending out lesson plans/activities and reminders to be eco-friendly since 1990. Finally, after all these years we have received instant feedback from a school … our circular on “TRC Lives Green” made an impression and BVS acted instantly. More importantly, they told us what they’d done! Going digital helps us remain connected.
Thank you BVS.

On August 04, 2009, Action Aid’s Education team conducted a strategic review of its own programmes, vis-a -vis their needs and upcoming developments in the education sector of Pakistan. TRC was invited to participate in this policy review, owing mainly to its contribution in curriculum development and policy advocacy. While taking stock of their own work and the current scenario where the National Educational Policy is yet to be finalized (after 3 years of policy formulation), ActionAid identified educational financing, policy review and advocacy for curriculum implementation as well as Early Childhood Education, as its core areas of intervention and support for the next 3 years. Our contribution was deeply appreciated by Action Aid and it was agreed to jointly plan and carry out initiatives for ECE, given TRC’s extensive and long standing work in the sector.

The Ed Links Programme organized a four day planning exercise for it’s year 3 activities across Pakistan from August 3-6, 2009. EdLinks – Links to Learning is a 5 year USAID-funded programme that supports improvements in quality education in secondary schools in Sindh, Balochistan, ICT and FATA. In partnership with the Government of Pakistan, ED-LINKS improves student learning processes and teacher professional development in Mathematics, Science, Information and Communication Technology/Computer Science, and English Language. In addition, ED-LINKS works to strengthen education leadership and management and upgrade the government’s EMIS infrastructure.

Under this programme, TRC is responsible for the development of interactive digital material for students of Classes 6-8. During the planning meeting, we contributed to the overall planning of the ICT Component (Information Communication Technology) of EdLinks and also provided input on other teacher education and policy initiatives to be rolled out from November 2009 onwards.

As the technical assistance partner in the RCC Programme, TRC provided support to the Karakorum International University in setting up their ECE learning resource centre, in January 2009. Initially it was decided that members of TRC’s training and development team will work with KIU faculty to help them. However, due to adverse weather conditions and non-availability of flights to Gilgit, the plan did not materialise. Technology came to the rescue … KIU shared the list of learning resources they were aiming to procure for their ECE Centre, and we provided detailed feedback on all the resources, suggesting developmentally and culturally appropriate and  more eco – friendly, alternatives. Possible activities and ways in which the materials could be used were also suggested.

For the last few months, TRC has been in discussion with the City District Government Karachi, for improving Katchi Classes in 40 government schools. On July 27, 2009, the partnership between CDGK and TRC was formalized through the signing of a Memorandum of Understanding. TRC plans to work with 40 partner schools functioning under the Local Bodies Wing and Education Department, CDGK, in Jamshed and Korangi Towns. This partnership is supported by the Releasing Confidence and Creativity Programme (RCC). The idea is to transform Katchi classes in partner schools into vibrant learning spaces, through training and regular follow-up support provided to teachers and supervisors. Next steps include developing a core mass of teacher educators and mentors, and advocacy with District administration. Through these initiatives, TRC aims to strengthen public sector capacities for initiating and upscaling ECE in other government schools in Karachi.

Mr. Ibrahim Ali Kambhar, Executive District Officer, Schools – CDGK, on the occasion of the MOU signing, expressed his deep appreciation of TRC’s support to government schools and ensured that full cooperation would be extended to us for quality implementation of the project. Seema Malik, Director TRC, thanked CDGK for its cooperation, and emphasized that TRC has always experienced that government school teachers, when professionally supported, are hardworking and committed to improving their teaching and classroom set up. She expressed her hope that the Education Department and CDGK will utilize the ECE expertise created through RCC in its own programmes and launch similar initiatives across Karachi. Ms. Farhana Iqbal, Chairperson CMIS/KEDC and Ms. Shamim Akhtar, Chairperson Education Committee CDGK, also appreciated the launch of this ECE improvement programme in government schools. District government officials and representatives of Jamshed and Korangi towns were also present at the MOU signing, including Mr. Ahmad Nawaz Niazi, D O, Headquarter, Mr. Mansoor Mirza, D O, Education Local Bodies Wing, Mrs. Farnaz Riaz, DO Elementary Female, and Mr. Aftab Ahmad Shaikh, DDO, Education.

TRC and the EDO Education, City District Government Karachi, Mr. Muhammad Ibrahim Khumbhar, formalised a working relationship by signing an MOU on July 30, 2009.

Following the long awaited green signal to strengthen ECE classrooms in 40 public sector schools, the process moved ahead very swiftly. The EDO was very enthusiastic and requested that the workshops for heads and teachers be completed before Ramadhan.

It was agreed that “Behter Mustaqbil Ki Janib Gamzan” would be held as soon as schools reopened after the summer holidays. On August 04 – 05, from 9:00 – 2:00, TRC buzzed with activity, as 39 heads and 02 supervisors attended the ECE Orientation workshop. This workshop is the first in a series of workshops and classroom support TRC will be engaged in over the next two years, with Jamshed and Korangi Towns.

TRC’s Farzana Kausar, and Tabinda Jabeen, a teacher in PECHS Girls’ School who is a recent TRC-IECE graduate, gave participants an overview of ECE. The topics included the value of play, the setting up of a developmentally appropriate learning environment, the National ECE Curriculum and observation and assessment. The workshop focussed on participants’ role as heads and supervisors … what they would need to do to support their teachers to implement the National Curriculum for ECE. They also learnt about communicating with teachers, leadership qualities, observation in the classroom and giving effective feedback A classroom observation tool was handed out and discussed in detail. They developed a year long Action Plan to help them implement ECE successfully in their schools.

The participants were very enthusiastic and enjoyed the workshop’s varied methodology: brainstorming, interactive lectures, group work and discussions, reflection and self assessment, role play on communication and giving feedback and watching our training videos on the learning environment and the development of language and literacy skills. They shared their school experiences and discussed their concerns regarding the ECE classroom set up, and Observation and Assessment.

Supported by the Royal Netherlands Embassy, RCC is a multi partner project initiated to strengthen ECE in Pakistan; it is coordinated by the Aga Khan Foundation Pakistan.

We think it is high time we did something more to reduce our carbon footprint. To find out more, read the message we sent to our members on Monday, August 03 2009:

Dear Colleague,

Today, everyone knows that our environment is under serious threat. Books have been written, !lms have been produced, songs have been sung, and environmentalists have sounded warnings. Yet, we just don’t seem to be doing enough to heal our planet.

As individuals, we have a responsibility and can make an impact by reducing our carbon footprint.

At TRC, we have decided to stop printing our annual report, Ilm o Amal, and workshop circulars. All the information you need is now available on TRC’s Interact Website. To keep your !nger on the pulse, all you need to do is:

1. Visit http://trconline.org
Enter your e-mail address in the”Keep Updated” section

That’ it, you’re done! Each time we add something new to the site, you will receive an alert in your e-mail inbox.

Our website also offers a platform for debate, discussion, and interaction and we look forward to engaging with you. We also hope that you will be inspired by our decision to live green and initiate similar projects at home and at your schools.

Cheers!

Mahenaz Mahmud
Director Programme Development – TRC

To enhance teachers’ understanding of the importance of self esteem in the development of a child’s self image, TRC’s Sadiya Azeem conducted a four-hour workshop at Links preschool, on July 31, 2009.

The importance of self-esteem, how it develops and its impact on behaviour and on school performance, were discussed through interactive lectures and group presentations. The discussions were enriched by the participants’ open sharing of personal childhood experiences. This helped teachers realise, that their choice of words and accompanying facial expressions when talking with young children, is critical for the development of a child’s self esteem.

Like their colleagues in the primary schools, the preschool teachers showed a keen interest in attending longer workshops at TRC. We hope to see many more teachers attending workshops/courses to help improve children’s learning experiences in the school environment.

Two, four-hour workshops on classroom and behaviour management, were conducted by Mrs. Rubina Naqvi, for teachers of the lower and upper primary sections of Links School, on 27 and 28 July, 2009.

The workshops focussed on behaviour problems in the classroom and strategies to prevent and resolve them. Participants of both workshops were thoroughly engrossed in discussions on bullying, low self-esteem and attention-seeking; they shared personal experiences which enriched the discussion. The major challenge was the shortage of time, which always limits a discussion and acts as a barrier to meaningful interaction.

Interestingly, by the end of the workshop, the teachers expressed the need for longer workshops and agreed to cooperate with the management in future, when they suggested workshops of longer duration.