Analysis of Government Primary In-Service Teachers Training Programs with Reference to Curriculum Delivery

One of the main purposes of this research study was to evaluate the difference aspects of Primary School teachers (PSTs) 12000 program with respect to relevance of content and teaching and teaching pedagogies to teacher’s professional requirements. The issue and challenges while implementing the training program in the province of Sindh and existing support (monitoring and follow up) mechanism have also been critically examined. The research was designed in a qualitative paradigm; individual interviews, focus group discussions, monitoring visits and documents analysis were used to explore the realities and the finding were triangulated. The research participants were primary school teachers, master trainers, course directors, district educators, and district education officers. Major findings from the study revealed that the PST 12000 in-service Teacher’s Training Program was launched in 2003 under ADP scheme with an amount Rs. 76.36 million. Under PST 12000 program 9735 teachers, (51% male and 49% female have been trained. The data collected from group discussion was consolidated. The revealed that before the start of the program no any required assessment survey was conducted. It was found the program improved upon teacher’s content knowledge but it did not help them design activities (teaching material) according to the needs of diverse learners. The findings related to master trainers (MTs) showed that the subjects such as English, Maths and science were taught by those MTs who did not have specific qualifications (i.e. Master degree in Science, Maths or English). Although MTs content knowledge about their subject was the satisfactory, yet it was difficult for them to develop teaching resources and design activities according to the level of their learners (i.e. PST) majority of MTs only used textbooks as a teaching material, only a few MTs were seen with supplementary material. The finding related to course directors to conduct training program. The course directors only focused on the attainment of quantitative targets instead of improving the quality of teaching and learners process. The analysis of interviews conducted with district officers’ education showed that there was communication gap between DOE (academic& Training), ADOE, SPE and teachers. The data further indicates that the District Education Department had no mechanism For Following up the teachers after training. The data collected from monitoring visits indicated that, most of the centers, lacked basic facilities such as OHP, sufficient computers, Science laboratories and well-equipped classrooms. The subject of IT is taught without computers. If the computers were there then a large number was out of order. Majority of the monitoring officers agreed that the content delivered was according to aims and objectives of the training program but it was difficult for MTs to integrate this content with particular pedagogy. In the light of the finding, the study recommended the conduct of a required assessment survey before the start of a new training, revision of training manuals according to new curriculum promotion of action research in all teachers’ training program programs, increase in the budget for activities, arrangement of trainings for MTs according to new curriculum, 100% increase in the remuneration of PSTs, Master trainers and course directors. In order to create interest and an environment of competition in the training program Course Participants should be giving some kind of awards/ best performance certificates. There is a need to develop follow up support mechanism for teachers who have got training. In this regard, PITE and district education department should work together.