annual progress reportpitekp.gov.pk/downloads/progressreport.pdfof continuing professional...

Progress Report

Of

PITE Activities

Developed by:

PITE-Faculty

Reviewed & Edited By:

Abdul Munsif (Subject Specialist) Zia Ud Din (Senior Instructor)

Muhammad Sharif Dy: Director Training

Submitted to:

Director PITE- Peshawar

Implemented in Khyber Pakhtunkhwa Province

Table of Contents

Table of Contents ......................................................................................................................... 2

Acronyms ..................................................................................................................................... 3

Executive Summary ..................................................................................................................... 1

Background of the training programs ........................................................................................... 3

2.1 Early Childhood Care and Education (ECCE) ............................................................. 3

2.2. Assessment Training for Grade-5: ............................................................................. 5

2.3 Continuing Professional Development (CPD) Program: .............................................. 6

2.4 Leadership & Management Training (Principals/H.Ms): .............................................. 8

2.5 Science Training for SSTs Science: ............................................................................ 9

2.6 Jolly Phonics: ............................................................................................................. 9

Implementation Strategy/Plan .................................................................................................... 10

Quantitative Analysis:................................................................................................................. 11

Activity wise Achievements of PITE ........................................................................................... 13

Results of Pre - Posttests: .......................................................................................................... 14

Quality Assurance ...................................................................................................................... 16

Summary of Budget FY 2016-17 ................................................................................................ 17

Summary of Budget FY 2017-18 ................................................................................................ 18

Outlook/Plans for FY 2017-18 .................................................................................................... 19

Acronyms

ADEOs Assistant District Education Officers

ASDEOs Assistant Sub-Divisional Education Officers

CPD Continuing Professional Development

E&SED Elementary and Secondary Education Department

ECCE Early Childhood Care & Education

KESP-TA Khyber Pakhtunkhwa Education Sector Program-Technical Assistance

MMM Monthly Monitoring Meeting

PDU Professional Development Unit

PITE Provincial Institute for Teacher Education

PSHTs Primary School Head Teachers

QMM Quarterly Monitoring Meeting (district level)

SLOs Student Learning Outcomes

SRD Self-Reflection Diary

TGM Teacher Group Meeting

P I T E - A N N U A L P R O G R E S S R E P O R T 2016-17

1

Executive Summary

he government of Khyber Pakhtunkhwa Elementary and Secondary Education

Department has been working on Institutional restructuring to manage the new

initiatives in the province.

The purpose of these initiatives is to improve learning environment and quality of teaching and

learning. To implement these initiatives from 2014-15 E&SED started allocating funding through

current budget for all Professional Development activities in the province.

In the light of re-structuring of “Provincial Institute for Teacher Education Khyber Pakhtunkhwa-

Peshawar”, this institute has been given the mandate of designing and implementing all kind of

professional development activities for In-Service Teachers, Schools’ Heads and Educational

Managers.

During the current financial year (2016-17) PITE designed and executed a number of professional

development activities for various target groups in different areas, almost across the province.

Summary of achievements in different training activities is as follows:

1. ECCE (Early Childhood Care and Education) for pre-primary teachers and head teachers.

Out of 13 target districts only 10 were covered. Overall 3152(1140 female) teachers and

3069 head teachers were trained against the target of 4327 (73%).

2. Assessment Training for class-V teachers. The training was conducted in 12 districts and

9960 (3991female) teachers were trained against the target of 10020 which is almost 99%

of the target.

3. CPD (Continuing Professional Development) training for primary school heads. The training

was conducted in 2 districts (Karak & Malakand). Overall 1965(846 female) PSHTs as

supervisors were trained against the target of 2111 which is 93%.

4. L&M (Leadership and Management) training for principals and head masters (M&F) of

high/higher secondary schools. Overall 1770 principals/HMs were trained against the target

of 1500 (300 in each of 5-Modules).

5. Science training for SSTs science. In Science training 1178(392 female) teachers received

training against the target of 1464(81%).

6. Jolly Phonics training for pre-primary teachers. The training was conducted only in Mardan

district. In this new area 1679 (825 female) teachers received the training.

7. Training of district managers (ASDEOs and ADEOs). Under this program 370 officers

against the target of 450 were trained in 2-Modules (1-Educational Planning, 2- Educational

Management).

Overall physical targets achieved were more than 20,000 teachers/ school heads/ district

managers including Master Trainers.

For the financial year (2016-17) total released budget was PKR. 211,489,660. Out of which

RS.70.695 million were for the purchase of ECCE-TLM (Teaching Learning Materials), PKR. 10

T

1


2

million was for the Evaluation Study of CPD program in 4-districts and the remaining amount

PKR.130.8 million for the training activities.

This institute utilized around PKR. 90 million on conducting training activities while more than

PKR.120 million unutilized amount was surrendered to the department.

During the session while conducting training activities this institute faced a number of issues and

challenges which caused underutilization of allocated budget.

At the commencement of financial year E&SE Department announced the policy for

capacity development activities i.e. all kind of trainings should be conducted only in

vacations. It was relaxed during a budget execution meeting held on 21st Oct, 2016 and

this institute was allowed to develop training plan for the whole calendar year.

So the actual implementation of training started at the end of Oct, 16 which resulted in a

relatively short period of time for the completion of physical as well as financial targets.

A huge amount of PKR.70.695 million was allocated for the purchase of TLMs. This institute

processed this purchase through standard bidding procedure but found all the bidders

unresponsive on technical grounds and resultantly all the bids stood cancelled.

Engagement of teachers in national census and British Council activities also badly affected

training programs of this institute.

In these circumstances, although this institute achieved physical targets of the training, financial

targets for the year could not be achieved which resulted in surrendering of surplus budget to avoid

lapses.


3

Background of the training programs

2.1 Early Childhood Care and Education (ECCE) :

The government of Khyber Pakhtunkhwa recognizes ECCE as a key strategic area for educational

development. In the ESP (Education Sector Plan) 2010-15, it was agreed to “introduce and

institutionalize formal Early Childhood Education (ECE) at the primary school level”.

Subsequently, ESP 2015-20 also emphasizes the need to ensure that all girls and boys must have

access to quality early childhood development, care and pre-primary education so they are ready

for primary education.

In 2011, ESED (Elementary & Secondary Education Department) started implementing a pilot

project on ECCE in the four districts (Peshawar, Buner, Battagram and Abbottabad). This project

was implemented by “Save the Children” with the financial support of DFAT (Department of Foreign

Affairs & Trade) Australia. The project aimed to improve learning outcomes and increase access

to education for children aged 3-8 years in 401 government schools of Khyber Pakhtunkhwa (KP)

province.

In light of the progress made by the pilot project, ESED constituted a Provincial ECCE Task Force

in December, 2012, with an objective to develop and implement an ECCE Model in the province.

The Task Force developed ECCE Model. This Model contains a strategic framework outlining the

vision of the department for ECCE in the province and also contains an implementation framework.

. The model contributes to all the four policy areas of the ESP (2015-20), i.e., better schools and

facilities, more effective teachers, every child’s right to education & good governance &

management.

In terms of ECCE, the vision of the

ESED is to ensure that all children aged

3-8 years have access to quality Early

Childhood Care and Education (ECCE)

opportunities in schools.

To fulfil this vision, ESED will lay the

foundation of holistic child development

in all primary schools during the next five

years (2015-2020). This will be done

through implementation of national

curriculum for ECCE, by implementing

child friendly and age appropriate

approaches of learning, by providing a safe and conducive learning environment, by providing the

required teaching and learning material, by appointing qualified teachers and by focusing on their

continuous professional development, support and supervision.

The ECCE model is being implemented by PITE (Provincial institute for teachers Education)

Peshawar. The model consist of two components, i.e. capacity building of PSTs & PSHTs, and

2


4

provision of TLM (Consumable and Non Consumable items), First aid box, Stories books and

Taleemi Basta to the selected schools.

PITE in consultation with DCTE developed a criteria and implementation plan for implementing

ECCE model in the province. The criteria was, all those primary schools having 3 rooms and 3

teachers, will be trained on the concept and provided TLM for the establishment of ECCE rooms.

In 1st phase (2015-16), twelve districts were covered. During the current financial year (2016-17)

the remaining 13 districts were planned to be covered but due to some constraints like “National

Census”, “British Council Training” and “delayed permission for trainings” only 10 districts could

complete. While the remaining o3 districts will be covered in the next financial year (2017-18).


5

2.2 Assessment Training for Grade-5:

The department of Elementary and Secondary

Education is aiming to introduce uniform and

universal assessments for different grades in a

phase manner. In the 1st phase Grade- 5 will be

covered by 2018 and so forth. In this connection,

the E & SE department is institutionalizing

international best practices of assessment to

improve the existing practices of assessment in

the Boards of Intermediate and Secondary

Education Khyber Pakhtunkhwa and also the

classrooms. Now this is a challenge to orientate

all the teachers of same grade with this shift of

content based assessment to SLO based

assessment. For this, PITE was given the task to

train all the grade-5 teachers on this new

concept of assessment.

To meet the challenge of training more than

20000 teachers across the province, a dedicated

team was notified within the PITE under the

supervision of DY: Director Training. The

Assessment with technical assistance from

KESP-TA designed and developed a training

module. The module was developed keeping in

view table of specification (ToS), the item bank

and required pedagogic principles to enable

teachers to perform SLO-Based teaching and

assessment. The ultimate goal of this training is

to move away from rote learning to conceptual

learning.

This training will help Grade-5 teachers to

understand basic concepts of assessment and

how they can improve their understanding about

assessment through hands on experiences. The

module is based on practical exercises for

developing MCQs, CRQs and ERQs in the light

of Bloom’s Taxonomy. It also provides rich

experience on developing and using Rubrics for

CRQs and ERQs for various subjects.


6

2.3 Continuing Professional Development (CPD) Program:

In the year 2010 – 2012, Govt of Khyber Pakhtunkhwa, Elementary & Secondary Education

Department, with the technical and financial assistance of ESDP-GIZ implemented a pilot model

of Continuing Professional Development (CPD) under the title “Integrated In-Service Teachers’

Training & Supervision” in 176 selected schools of district Peshawar and Abbottabad.

The program proved to enhance teacher performance and students achievements as measured

through a comparative study between pilot and non-pilot schools.The findings of the comparative

study were shared with all the stake holders of ESED in September 2012.In view of these

encouraging results of the study, a Working Group was formed to propose workable and

sustainable suggestions for up-scaling the CPD model.

As proposed by the Working Group for CPD, the department of Elementary & Secondary

Education, Government of Khyber Pakhtunkhwa agreed to up-scale this program (with some

modification) in all the primary schools of 3 districts i.e. Peshawar, Abbottabad and Battagram.

A strategy and road map for the implementation of proposed CPD program in the 3 districts was

discussed and agreed upon with representatives of the department of Elementary & Secondary

Education, Govt of Khyber Pakhtunkhwa, DCTE, PITE, and management of the target districts.

The programme was successfully implemented by ESDP-GIZ in all the target districts. Mode of

implementation was PDU (Professional Development Unit) based. Around 780 (M&F) selected

supervisors were trained in Jan-Feb, 2014. After the training of supervisors, they started classroom

observation and other assigned duties in their respective PDUs.


7

In December, 2014 a follow up study was conducted in all the 3-districts to measure the impact of

activities carried out under CPD program. The study showed encouraging results both in teaching

and learning. Results of the study were shared with E&SED and resultantly department agreed to

continue the program at its own level.

ESDP-GIZ hold a number of meetings at department level to develop a sustainable and cost

effective mechanism to continue the program. After deliberation the department of Elementary &

Secondary Education decided to establish a dedicated CPD unit at PITE and support it at all levels

to implement the program effectively.

The Unit was established at PITE in Oct, 2015. The Unit started its activities in late 2015 and up-

scaled the program to one new district (Mardan). The CPD program as per notified CPD model, is

now being implemented in 2- different modes (1.School-Based, 2. PDU-Based).

The program is now a regular feature of the department and up-scaled every year to 2-new

districts. During the current financial year 2 more districts covered (Malakand and Karak).

Objectives of the CPD program are:

To enable teachers to teach effectively and to ensure students’ learning through:

Enhancing their understanding of 2006 curriculum and its pedagogic principles.

Sensitizing teachers to ensure effective learning through regular self- assessment and peer

learning.

Supporting teachers with external professional supervision (observation of teaching and

targeted feedback)

Enhancing capacity of teachers through need based and targeted In-service training.


8

2.4 Leadership & Management Training (Principals/H.Ms):

For the capacity development of

Principals/Head Masters of public sector High/

Higher Secondary Schools the Govt; of Khyber

Pakhtunkhwa Elementary & Secondary

Education Department in collaboration with

ESDP-GIZ arranged a training on

“Leadership & Management”. Keeping in

view the importance of training 5-Training

Modules were developed in the specialized

areas of Financial management, Personnel

Management, Academic Supervision,

Administrative/Office Management,

Institutional Planning & Development. Under

the ESDP-GIZ program around 100 principals received this training on all the 5-Modules.

Keeping in view the effectiveness and

importance of this program, on the rolling out

of ESDP-GIZ the E&SED decided to

continue the program at its own level. It was

also decided to train all the principals/Head

Masters of High/ Higher Secondary schools

on all the 5-Modules. PITE, being an apex

institute for designing and implementing all

In-Service trainings, was given the

assignment in 2015.

Since then PITE is implementing this huge program across the province in a phase manner. Till

the end of current financial year more than 10 districts have been covered and the remaining are

planned to be covered till 2020. In order to conduct these trainings effectively and as per schedule,

it has been planned to increase the number of Master Trainers. The 5-Modules cover different

thematic areas of skills for leadership and

management.

1. Principles of Leadership &

Management.

2. Institutional Management &

Administration.

3. Managing Teaching & Learning

Process.

4. SIP & Monitoring School Performance.

5. Financial management.


9

2.5 Science Training for SSTs Science:

Science education is highly associated with

scientific approach of teaching and learning.

Research studies assert on employing modern

and effective teaching strategies in the

classroom to help students and to gear their

thinking toward more critical, creative, and

logical thinking. In line with this idea, PITE took

initiative of training science teachers on new

methodologies that would integrate ICT in active

learning. Also, PITE desired to identify hard

areas in the textbooks for the teachers and to

help them to teach effectively.

Efforts were made to reach to the grass roots of the problems to science teachers so they were

involved in the TNA process. The results of TNA were analyzed and themes were developed for

prospective trainings. This was first layer of training cycle. During second layer, experts were

identified, notified, and invited to develop the required material under the supervision of Provincial

Institute of Teacher Education (PITE), Directorate of Curriculum and Teacher Education (DCTE),

and Adam Smith International (ASI). It was tedious process of selecting, revisiting, unselecting,

and finalizing content for the training manuals. It

took few months to develop three manuals in the

subject of Physics, Chemistry, and Biology.

These manuals were reviewed by DCTE.

Third layer addressed preparing a team of

trainers to deliver trainings in the field, i.e. to

conduct training of master trainers (TOT).

Criteria was developed for master trainers and

district officers were contacted for nominations.

Fifty nominees were oriented and trained on the

content of the manuals.

Once they were ready, after logistical arrangements, legal documentation and execution planning

training of classroom science teachers was done at PITE, Peshawar for male teachers and RITE,

Abbottabad for female teachers.

2.6 Jolly Phonics:

A representative of “Jolly Phonics” program (Ms. Tahira Sheikh) presented a proposal to the Govt;

of Khyber Pakhtunkhwa Elementary and Secondary Education Department for the introduction and

implementation of Jolly Phonics “JP” Program at nursery class level in the province.

In this regard, after several meetings and discussion between “JP” Project Manager and the Khyber

Pakhtunkhwa E&SE department officials, a MoU was signed on December 19, 2016. It was

decided that the program will be implemented in a phase manner. In the 1st phase 400 schools(

200 Male & 200 Female ) of District Mardan will be covered where 800 teachers ( one Head

Teacher and one Nursery class teacher ) from each school have to be trained. After completing

phase-1, it will be extended to other districts of the province and overall 45000 teachers will be

benefited through this intervention.


10

Implementation Strategy/Plan

Except Jolly phonics (JP) and Leadership and Management (L&M) training, all the trainings were

conducted through CASCADE model. All the training activities have been completed in several

phases. In the 1st phase training modules were developed and printed. Consequently Lead Master

Trainers (LMTs), District Master Trainers and the target groups (teachers, principals, head

teachers and district managers) were trained. Overall 50 LMTs and 950 MTs were trained

according to the scope of each program activities.

The Jolly Phonics training was conducted directly by Ms. Tahira Sheikh and her colleagues while

leadership and management training was conducted by the pool of master trainers developed by

ESDP-GIZ in 2015.

The training program was started in Oct, 2016 and completed in end May, 2017. Due to time

constraints (late start) and some other cavities like National Census, British Council training and

timely nomination and cooperation from district managements some of the planned activities could

not complete. Due to these afore said issues PITE could not achieve its planned physical as well

as financial target.

3


11

Quantitative Analysis:

The table below shows activity and district wise targets and achievements during FY 2016-17. The training activities were planned in 20 districts of the

province. Maximum number of teachers were trained in Grade-5 assessment covering 12 districts.

S.No

Districts

Activities

CPD Assessment ECCE Science L&M Jolly Phonics Total

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Perc

en

tag

e

1 Abbottabad 1202 1200 250 250 1452 1450 99.86

2 Bannu 302 258 302 258 85.43

3 Battagram 503 517 503 517 102.78

4 Bunir 598 614 598 614 102.68

5 Charsadda 788 828 548 456 298 235 321 321 1955 1840 94.12

8 Dir Lower 1142 1131 0 0 0 175 1142 1306 114.36

9 Dir Upper 320 181 320 181 56.56

10 Hangu 291 277 0 0 291 277 95.19

11 Haripur 356 342 339 339 695 681 97.99

12 Karak 1409 1325 641 635 0 0 103 135 2153 2095 97.31

13 Kohat 631 636 345 332 112 146 1088 1114 102.39

15 Lakki 268 247 268 247 92.16

16 Malakand 702 640 512 508 205 187 180 204 1599 1539 96.25

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12

S.No

Districts

Activities

CPD Assessment ECCE Science L&M Jolly Phonics Total

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Exp

ecte

d

Ach

iev

ed

Perc

en

tag

e

17 Mansehra 1455 1437 558 492 195 200 2208 2129 96.42

18 Mardan 1213 1221 223 193 800 1679 2236 3093 138.33

19 Nowshera 421 383 224 129 645 512 79.38

20 Peshawar 1044 956 1044 956 91.57

22 Swabi 492 415 492 415 84.35

23 Swat 380 322 380 322 84.74

24 Tank 117 34 117 34 29.06

Total 2111 1965 10020 9960 3630 3069 1427 1137 1500 1770 800 1679 19488 19580 100.47


13

Activity wise Achievements of PITE

The table below shows activity wise achievement against targets as planned for the financial year-

2016-17. The lowest achievement rate was in Science training, designed for SSTs science which

was 79 %. The highest achievement level was in JOLLY PHONICS training i.e. more than 200%.

S.No Activities Expected Achieved Percentage of Achievement

1 CPD 2111 1965 93%

2 Assessment 10020 9960 99%

3 ECCE 3630 3069 85%

4 Science 1427 1137 80%

5 L&M 1500 1770 118%

6 Jolly Phonics 800 1679 210%

7 District Managers (ADEOs) Total 19488 19580 100.5%

2111

10020

3630

1427 1500

800

1965

9960

3069

1137

1770 1679

0

2000

4000

6000

8000

10000

12000

CPD Assessment ECCE Science L&M Jolly Phonics

Achievements-Graphic presentation

Expected Achieved

93 9985 80

118

210

0

50

100

150

200

250

CPD Assessment ECCE Science L&M Jolly Phonics

%age of the Achievements

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14

Results of Pre - Posttests:

Except JOLLY PHONICS in all the training activities Pre & Posttests were conducted to assess the

understanding of participants regarding specific contents which were to cover in the training. The

lowest pre-test scores were in “Science, Assessment and Leadership & Management” and

resultantly highest achievement was also in the same activities. It’s a fact, when pre-test scores

are lowest the posttest scores will be highest. The lowest scores may be due to new contents or

even due to week content knowledge of the participants in that specific area.

The table below shows average of percentage achievements in pre & posttests in different activities

carried out during FY 2016-17.

Sr. No

ACTIVITIES Gender Average-

%age of Pre Test score

Average- %age of Post

Test score

Improvement in Score

1 ASSESSMENT

M 22 72 50

F 18 69 51

2 CPD

M 47.5 82 34.5

F 37 87 50

3 ECCE

M 26.9 74.6 47.74

F 37.7 75.8 38.07

4 SCIENCE

M 9 64.6 55.6

F 24 69.3 45.28

5 L&M

M 19.4 60.5 41.1

F 39.5 84.5 45

Overall

M 25.0 70.7 45.8

F 31.2 77.1 45.9

6


15

2218

47.5

37

26.9

37.7

9

2419.4

39.5

7269

8287

74.6 75.8

64.669.3

60.5

84.5

0

20

40

60

80

100

M F M F M F M F M F

ASSESSMENT SBCPD ECCE SCIENCE L&M

Graphic view of Pre & Post test results

%age of Average Pre Test score %age of Average Post Test score

50 51

34.5

50 47.74

38.07

55.6

45.2841.1

45

0

20

40

60

80

100

M F M F M F M F M F

A S S E S S M E N T S B C P D E C C E S C I E N C E L & M

GRAPHIC VIEW OF IMPROVEMENT IN SCORES


16

Quality Assurance

Teachers’ training is one of the most important element of SIF (School Improvement Framework).

To make teaching effective and task oriented, professional development of teachers both in

content and pedagogy is always necessary. PITE conducted a number of capacity development

activities for teachers and educational managers to improve teaching/learning environment at

school level.

The following measures were taken to ensure quality of training activities at all levels.

Material Development:

o All the materials/training modules developed in the light of curriculum demand and

teachers’ need assessment.

o All the materials reviewed and approved by DCTE Abbottabad.

Selection of LMTs/MTs( Master Trainers):

o All the required Master Trainers selected against a set criteria for each training

activity and preferably new and separate trainers for each area.

o To check the effectiveness of MTs, micro teaching practices were done during the

ToTs.

Training of Master Trainers:

o Training of Trainers were conducted by PITE faculty members/material developers.

o In order to develop a pool of better MTs, in each activity more than required number

of trainers were trained.

Nomination of trainees & selection of venues:

o For each training, target participants were nominated through district management.

o Training venues were selected through district management, keeping in view

accessibility and facilities.

Logistics and communications:

o It was ensured to inform all the master trainers and trainees about the training

schedule prior to the commencement of activity.

o It was ensured to deliver all the training materials at training venues well on time

through district management and master trainers concerned.

Pre & Posttests:

o To evaluate the effectiveness of training and of training materials, structured pre

& posttests were conducted in all the activities except “JOLLY PHONICS”.

Regular Monitoring & Evaluation:

o Almost all the training activities were monitored on regular basis by PITE

management, faculty, directorate of E&SE, district management and DCTE to

ensure quality and quantity.

o In case of deficiencies it was tried to overcome the same on the spot, through

quarters concerned.

o It was mandatory for PITE staff to submit a written monitoring report on strengths

and weaknesses of the training activity.

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17

Summary of Budget FY 2016-17

The table below shows budget estimates for the FY 2016-17. Out of the proposed budget PKR.

211,489,660 was released. Further, out of the released budget PKR.70, 695 were allocated for the

purchase of TLM (teaching learning materials) for ECCE classrooms. The subject purchase was

processed but could not materialized due to unresponsive bids on technical grounds. Resultantly

all the tenders stood cancelled and the amount was timely surrendered to the department.

Object wise Budget in PKR (Millions)

S.No. Object Code Description Amount (PKR)

1 AO-3805 TA/DA 99,809,700

2 AO-3806 Transportation charges 204,000

3 AO-3807 POL 180,000

4 AO-3901 Teaching Material 73,531,700

5 AO-3902 Printing of Manuals 30,888,000

6 AO-3903 Refreshment 10,991,860

7 AO-3919 Payment to others for services rendered 22,142,000

8 AO-3970 Misc. / Others 11,505,000

9 A-13001 Repair of vehicle -

10 A-13101 Repair/maintenance of equipment/machines 70,000

Total 249,322,260

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18


The table below shows object wise projected budget for all the training activities for FY 2017-18.

These were estimates for the proposed activities. Later on due to some developments, changes

emerged in some of the proposed activities like CPD for which the budget estimates changed. Now

instead of the budget estimates as given in the table below, an amount of PKR 229.962 requested

for release.


S.No. Object Code Description Amount (PKR)

1 AO-3805 TA/DA 102,252,000

2 AO-3903 Refreshment 9,886,800

3 AO-3970 Misc. / Others 255,000

4 AO-3919 Remuneration 27,697,000

5 AO-3901 Teaching Material 80,159,000

6 AO-3902 Printing of Manuals 34,854,000

7 AO-3807 POL 279,000

8 A-13001 Repair of vehicle 0

9 A-13101 Repair/maintenance of equipment/machines 20,000

10 AO-3806 Transportation charges 234,000

Total 255,636,800

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19

Outlook/Plans for FY 2017-18

As per activity calendar this Institute will conduct the following training activities during FY 2017-18.

1. INDUCTION TRAINING FOR NEWLY RECRUITED TEACHERS:

Implementing reform initiatives of the department this new training activity is to be launched

from FY 2017-18 across the province. It will be offered through a blended learning

approach, using PC Tablets for video viewing, article reading and assessment exercises.

2. CONTINUING PROFESSIONAL DEVELOPMENT(CPD):

This is an ongoing activity focused on professional development of primary school

teachers. It is being implemented in 6-districts of KP from 2016.

From this year along with previous districts a REVISED CPD MODEL will be piloted in 2-

districts of the province.

3. SCIENCE TRAINING FOR SSTs:

This is an ongoing activity since 2015-16. Through this training SST Science are being

trained in 3 core subjects (Physics, Chemistry and Biology).

4. LEADERSHIP &MANAGEMENT TRAINING:

This is also an ongoing activity since 2015-16. Through this training PRINCIPALS & HEAD

MASTERS of high /higher secondary schools are being trained. This will remain intact till

the completion of target across the province.

5. ECCE TRAINING:

This is also an ongoing activity since 2015-16. Through this training head teachers and pre-

primary teachers are being trained. The selection criteria for this training as approved by

the department is schools having at least 3-rooms and 3-teachers. A limited remaining

target as per criteria is to be achieved this year.

6. JOLLY PHONICS:

This is an ongoing activity since last financial year which covered only one district (Mardan).

The program is to be extended to 3 more districts during FY2017-18 (Abbottabad, Dir Lower

and Kohat).

7. ASSESSMENT TRAINING:

This is also an ongoing activity since 2016-17. Through this training teachers of class-5

from all the primary schools are being trained. During the previous FY 12 districts were

covered and around 10000 teachers were trained on SLO-based assessment techniques.

This year remaining 13 districts will be covered.

8. TRAINING OF DISTRICT MANAGERS(ADEOs/ASDEOs):

This is also an ongoing activity since 2015-16. Through this training district mangers

including DEOs/DDEOs/SDEOs and ASDEOs are being trained. This year training of

remaining ASDEOs/ADEOs on IT skills will be conducted.

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annual progress reportpitekp.gov.pk/downloads/progressreport.pdfof continuing professional...

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