©

British Council

My usual routine and teaching methodologies are not working to engage students effectively.

After attending PEELI training and engaging in the longitudinal study, I began to find new approaches to shift my teaching methodology from teacher-centered to student-centered.

Primary school teacher, Punjab

_______________________________________________________________________

Life cycle

2017-20

Country/Region

Pakistan

Client/Partner

Government of Pakistan, UK Aid

Vision

To create a classroom environment across all primary schools in Punjab, Pakistan, where teachers are delivering purposeful, engaging, and inclusive lessons.

Situation

Pakistan is underperforming against all global education indicators. The current quality of classroom teaching in government schools, especially primary schools, lacks the engagement and skills to deliver 21st-century education. We aimed to improve this by strengthening the capacity of professional development in the Punjab education department (QAED) and increasing the effectiveness of 250,000 primary school teachers. Our unique Teaching for Success approach and global track record in teacher development ideally positioned us to support the region in this goal.

Implementation

The delivery approach alongside the government delivery partner, the QAED, was driven by beneficiary needs, a strong evidence-base, and a regular review of delivery activities. For example, our original face-to-face cascade training has improved by integrating mentoring, peer-to-peer collaboration, and digital resources. The Edmodo social learning platform for professional development and the Aptis English proficiency tests have increased overall teacher quality whilst developing English language abilities. Monthly control checks are also carried out, alongside improving our systems for validating master trainers. We also review the quality of training and aim to gain greater involvement of headteachers in the programme. 

Impact 

The impact of the programme has been measured against two key indicators (with the aim of improving learner outcomes and system improvement); change in teaching behaviour at primary school level and change in trainer competence. Capacity-building activities have improved the system, with over 1000 candidate teachers recruited as Expert Trainers (629 males/372 females) covering all 36 districts of Punjab, who in turn trained 100,000 primary school teachers. Following this, our work in licensing and professional standards (such as the Professional Award in Teacher Development), have advised the QAED. These identfied where programmes and qualifications will best meet their needs for licensing teachers in future. This exercise aims to provide teachers with the ability to create more engaging and child-centred classrooms.

Mutual benefit

Through high-quality and needs-based work in partnership with provincial education ministries, we are developing trust for our organisation and, by extension, the UK. We are also working towards our wider vision in English and education that good English teaching helps people to study, work and develop careers and confidence. Improving access to and attainment through English education is a key contributor to the development of the English profession worldwide. Through PEELI we provide consultancy opportunities for UK academics and UK goods and services (such as Iris Connect) to deliver expertise.