Teachers' Training 2010 (ENG)


CHRISTIAN CHILDCARE PROGRAMME (CCP)



OPENING KEY NOTE ADDRESS


BACKGROUND






INTRODUCTION






A BRIEF ABOUT THE RESEARCH WORKSHOP OF 5TH MARCH 2010


A. GOOD PERFORMANCE SCHOOLS (Teachers and Pupils)

1. Children have enough text books at their disposal
2. Teachers are keen on following the timetables, marking work and giving feedback
3. Teachers avail themselves to children for discussion outside class time
4. Turn up of parents when called upon is very good and they also visit children at school

6. The teachers prepare teaching/learning aids and display them in class
7. Tests are done at least weekly
8. Teachers are friendly and pupils are free with them
9. Teachers keep time and are punctual
10. Co-curricular activities done but not at the expense of time for academics
11. The class population sizes are fairly manageable 
12. Pupils who perform well are given awards
13. Poor performers are punished

15. Pupils appreciate peer (prefect) leadership
16. The Headteacher visits classes even as teaching goes on
17. Pupils are confident of passing with first grade and thereafter advance in education


B. POOR PERFORMING SCHOOLS (Teachers and Pupils)

The results/responses from the poor performing schools showed a direct opposite trend of the good ones above)


C. SCHOOL MANAGEMENT COMMITTEE, PTA, LCS AND PARENTS

1. No clear indication about upholding girl-education
2. No strategy/policy to address the issue of school dropouts
3. No established policy/strategy to address indiscipline among children and youths in the community
4. Punctuality in schools not good for both teachers and pupils


D. GENERAL OBSERVATION:

Teachers earn very little
 


A HINT ON THE TOPICS


These topics have been generated as a response to the research workshop we conducted and the generally known challenges against good performance


1. Training in teaching Reading

2. Training in teaching Writing
These topics 1 and 2 above are to help the teachers to work against all odds to give the pupils a firm foundation in these two areas without which the pupils can not at all advance. It was discovered in the poor performing schools that pupils at different levels can not read and write effectively.


3. Training in Rescue methods to redeem weak upper classes

This is aimed at salvaging P.5, P.6, P.7 who missed a firm foundation, to catch up and fairly make it. We may use unconventional ways but we have to snatch them from fire or pull them out of a sinking boat so that they do not burn or drawn in water.
 
4. How to handle big classes effectively (Collaborative learning)
These big classes are not about to go, yet we can not surrender ourselves to failure. The aim is to help trainees to manage them without complaining or bitterness and produce results.


5. Consistent, meaningful and positive punishment



7. A teacher as a parent, motivator and counsellor of the pupils and the community

8. A parent as a co-teacher
Much as we believe that a teacher is co-parent of the pupil, even a parent is a co-teacher, but unfortunately, most parents and the entire community do not know this. The trainees are to learn to constantly and consistently sensitize the community on this fact and other responsibilities if they are to suitably work together for the children.

Way forward, tools of monitoring and evaluation and sustainability
This is to ensure that what we have done and learnt here bear fruits and fruits that will last. We aim at practical measures which are sustainable yet with effect and impact.



CONCLUSION


By JAMES KIDULU
EXECUTIVE DIRECTOR - CCP







CHRISTIAN CHILDCARE PROGRAMME (CCP)



WAY FORWARD, TOOLS OF MONITORING AND EVALUATION AND SUSTAINABILITY PLANS

 
After this training based on research needs and challenges we would like to propose workable redemptive measures which will also partly help us in monitoring and evaluating our efforts. We also hope and believe that if adhered to the results so achieved will be sustained to cause effect and impact.


RECOMMENDATIONS

1. Holding such trainings regularly in an affordable and accessible way in various centres

2. Establishing in every given community where a school in located, a Community Quality, Education Committee (CQEC) with a major objective of ensuring the monitoring and evaluation and sustainability of equality education in that particular area.

a. Composition of the CQEC

i. LC official in charge of education

iii. Two concerned and approved volunteers
iv. ---------------------------------------
v. ---------------------------------------
vi. ---------------------------------------      as community chooses
vii. ----------------------------------------     
viii. ----------------------------------------
ix. -----------------------------------------

b. Terms of Reference
i. To sell the idea of quality education to all stake holders through SMC, PTA, General meetings, community social gatherings, school assemblies etc
ii. Urge the headteacher and SMC appropriately lobby for the various needs/support eg text books from DEO and other bodies
iii. The headteacher with support of the District Education Office sensitize local leaders about the new system and seek their support
iv. The CQEC in collaboration with SMC to lobby and liaise with the District Education Office to ensure that teacher transfers do not disrupt or stop the well meaning efforts for quality education

vi. Work with the LC system to ensure discipline among children and youths in the community and to check voluntary school dropouts
vii. To learn even in an informal and simple way the major objective of this programme and the dynamics as contained in the topics handled.
viii. Note excelling pupils and students in the community and if they are financially unable, to seek community support for them
ix. Make and give periodical reports to LC I chairperson copied to SMC and PTA
x. Regularly in liaison with SMC check performance of the school in a comprehensive way
xi. Others as the community deems necessary

3. The participants of this training to pass on the acquired knowledge and skills to the remaining staff and eventually to the community. This is to ensure way forward, implementation M and E and sustainability.
3.1 Each school to devise means of the best way to effectively and consistently use the knowledge acquired both at school and the community.


4. CCT, SMC, PTA and District Education Office to follow up performance of the participating schools as a means to show results, effect and eventually impact of this training
4.1 Records of performance before and after are important for comparison purposes.
So consistent/continuous and meaningful record keeping is a must in this respect







7.1 It is important to tell them of this at the beginning of the term and make the award giving serious and powerful with a Guest of Honour
7.2 CCP pledges to sponsor this for Nampanga Primary School for two years 2010 and 2011 and will as much as possible follow-up performance



CONCLUSION

By JAMES KIDULU
EXECUTIVE DIRECTOR - CCP

March 2010