head teachers' training manual
TRANSCRIPT
Government Primary Schools Head
Teachers’ Training
Training Guide
Supporting Primary Schools through Food and other Education-based
Incentives for the Vulnerable Populations of NWFP, Sindh and Balochistan
Introduction
This short head teachers training course needs to be understood under the bigger
picture of the project. The WFP-UNESCO joint program has been designed to provide
food and non-food assistance in 20 severely affected districts of NWFP, Balochistan and
some districts of Arid Zone of Sindh as an effort in support of the GoP safety net
activities. The Joint Program will adopt a two-pronged approach, i.e., i) to ameliorate the
effect of the food crisis through the provision of a 36 liter tin of edible oil (4 litre
distributed per month for 9 months in a school year)and 150 Kg of wheat per family( 50
kg distributed on a quarterly basis 3 times in a school year) during a one year period
(2008-09) for each student who would enroll in primary school (grades 1-5) or attend
classes in the aforementioned grades for a minimum of 20 days per month. ii) Through
the provision of non-food incentives in the form of IEC material for the parents of school
children containing useful awareness raising messages to foster their support in the
schooling of their children (through enrollment, attendance and retention) even during the
crisis-ridden circumstances.
The point to be communicated is that sending messages to parents to send their
children is one part of the process. The other part is improving schools’ internal
conditions to make teaching and learning happen in a conducive environment. In order to
strengthen collaboration from various stakeholders for effective implementation of the
joint program, the non-food incentives involves orientation/ training workshops and
capacity building at the provincial and district levels and training of head teachers to
improve school internal conditions and organize 3 “school days” per school per year for
distribution of food items and IEC material /messages in the selected 5400 primary
school for girls.
This training course is designed to meet the requirements of the head teachers to
make their schools as affective as possible for student attendance and learning for the
students. This course includes Classroom Management, School Management, Health and
Hygiene, Use of Teaching and Learning Kit, ensuring attendance and reducing drop out,
community involvement, celebration of School Day in the overall Child Rights
perspective. Besides this training each school will get a School Improvement Booklet
published by UNESCO. All these materials will help you in planning for your school
improvement.
It is therefore our personal and professional obligation to implement in our
schools whatever we learn in the workshop.
A. Background
Head teachers are the most important facilitators of school improvement. The Head
Teachers are also change managers who plan for the betterment of their schools on
regular bases. Also, the Head Teacher is a bridge between the school, the community and
the education authorities. To manage the school in a context in which an increasing
amount of responsibility is delegated to head teachers requires new skills and knowledge.
In Pakistan, most of the government primary schools are in multi-grade situation. In
majority of schools there is a single teacher concept. In such situation the head teachers
are responsible of school management as well as teaching the students. Keeping the needs
and interest of the schools, UNESCO has designed a 2-days’ training program including
the essential aspects of school and classroom management, child right, health and
hygiene and orientation to School Feeding Programme. This training component aims at
providing the necessary training and skills for Head Teachers to use their responsibilities
well. Moreover this training has been designed in line with the Strengthening Teacher
Education in Pakistan’s (STEP) generic teachers’ training standards.
This training programme consists of a total seven sessions. Each of these sessions
attempts to address the current needs of the government primary schools of Pakistan,
particularly in NWFP, Sindh and Balochistan.
This manual clearly outlines the training sessions with interactive learning activities.
Including to this training manual a workbook has been designed to help participants to
acquire the learning materials required and work on it during and after the sessions.
B. Objectives
The in-service training program objectives are as follows:
• To introduce to the head teachers about child rights to education, barriers to
enrollment, effective classroom management in multi-grade situation and
importance of food for education programme in increasing/maintaining school
enrolment.
•••• To train head teachers in effective utilization of teaching and learning material, in
their classrooms and in the schools.
•••• To train head teachers in strategies to promote improved school health and
hygiene and to increase community involvement in the school improvement
processes
•••• To enhance head teachers’ knowledge and skills for school management and
effective school documentation including budgeting and record keeping
The above interventions have been designed in line with the generic professional
standards for teachers of Pakistan. It will address some of the professional standards set
under STEP, which includes: knowledge of pedagogy, teaching method, learning
approaches and human development, reflective practice and collaborative partnership.
C. Content of the Training The content of the workshop is very ambitious therefore the trainers are requested not to
go into details rather follow the simple activities suggested against each topic.
•••• Child Rights to education and barriers to enrolment and learning.
•••• Strategies for effective classroom management in multi-grade setting.
•••• Promotion of school health and hygiene education.
•••• Strategies to promote community involvement/ PTCs/SMCs
•••• Purpose of food distribution and its impact on students’ learning achievement
•••• Effective monitoring system of enrolment and attendance and its documentation
D. Training Methodology The training will be interactive and participatory. The participants will be exposed to
varieties of approaches to experience alternatives teaching methods. They will also be
exposed to new knowledge and skills that can help them to develop as effective head
teachers. This will not only provide them an opportunity to reflect critically on their
present practices also to work on alternative strategies to develop their action plans for
bringing about improvement in their schools. The following methods have been
suggested to employ in the training: 1) Debates, 2) role-play, 3) presentations, 4)
demonstrations, 5) presentations; as group, pair and individual work.
The training facilitators are requested to be creative and use
methods that best fits a situation. Please mix the methods and
the social settings, like there should not be only group work or
only pair work. In the same ways only discussions and
presentation will make the participants loose their interest in
the session.
E. How to use the manual?
This manual is a guideline of how to conduct the Head Teachers
trainings in the project districts. Since the sessions are carefully
planned it requires the facilitators to make preparations well
before the sessions. All formats needs to be printed out, pre-
prepared charts ready, additional reading materials read and
understood. Please use the “School Improvement Booklet” for
additional reading in which UN-CRC articles are also mentioned.
The activities are designed using methods of adult learning so
please follow the patters suggested in this manual.
Some sessions like orientation on the project and Celebration of
School Day are very important if you feel any difficulty in this
regards please contact UNESCO representative in your regions.
F. TIME TABLE OF THE HEAD TEACHERS’ TRAINING
Day-I Time Themes /sessions
8:00-8:30 Session 1:Introductory session - Introduction of the training
- Introduction of the participation
8:30-8:50 - Sharing objectives of the workshop to the participants
- Setting ground rules
8:50-10:40 Session-2: Introduction to Child Rights to education
- Role of schools’ in addressing child right
- Analysis of enrolment barriers
10:40-11:00 Tea Break
11:00 -12:00
12:00-1:00
Session-3: a)Effective classroom management
b) Classroom management in multi-grade situation
1:00-2:00 Lunch and Prayer Break
3:00-4:00 c) Developing lesson plan for multi-grade situation
4:00-4:30 d) Demonstration of teaching and learning material
Day-II
8:00-8:15 Reflection on pervious day’s session
8:15-10:30 Session-4: Promotion of health and hygiene education
- Promotion of hygiene
- Techniques of teaching hygiene
110:30-11:00 Tea Break
11:00-12:00 Session-5: Overview of food crises and purpose of food distribution and
educational intervention in child education
12:00-1:00 Session-6: Ways of developing linkages with community and parents
Role of PTC/SMC to assist the school
1:00-2:00 Lunch and Prayer Break
2:00- 4: 30 Session-7: a) Action Plan ( School Development plan)
b) Celebration of School Day
DAY -I
1. Introductory Session
Objectives: By the end of this session the participants will be able to:
• Get to know each other
• Become well acquainted with the training objectives
Time Allocation
Introduction and opening 15 minutes
Introduction of participants 15 minutes
Outline of the course objectives 15 minutes
Set training ground rules 10 minutes
Total 55 minutes
Materials required
o String (a roll of string that the participants will throw to each other
while holding one end and making a web)
o Pre-prepared flipchart with the course objectives written on it clearly
and neatly.
o Pre-prepared flipchart with “content/methodology” written on it.
1.2. Introduction
Welcome the participants and introduce yourself, other team members and your
background being chosen a trainer. After official opening tell them that it is important for
all the workshop participants to become familiar to each other. Ask the participants to
stand in a circle. Explain them to throw the role of thread to each participant while
holding one end of the thread. In this way everyone has got an end of thread. Once the
participants got the thread they will say their name, position and reason to attend this
workshop and make a web. Once everyone has got the thread the facilitator will probe
from the participants that what does it means. The say it means interaction, sharing,
respecting each others experiences, openness and so on.
1.3. Course outline and Objectives
This is a 2-days training-to train head teachers in developing skills of effective classroom
management, effective monitoring and documentation, making links between
community/parents and promotion of health education at the school level. The themes of
the courses are:
• To introduce the head teachers child right to education, barriers to enrollment,
effective classroom management in multi-grade situation and importance of food
for education programme in increasing/maintaining school enrolment
•••• To train head teachers in effective utilization of teaching and learning materials,
in their schools.
•••• To train head teachers in strategies to promote improved school health and
hygiene
•••• Increase community involvement through PTC/SMCs
•••• To enhance head teachers’ knowledge and skills for school improvement and
effective school management
After sharing the training objectives ask the participants if they have any question about
the course objectives. Add these on a new flip chart sheet separately (use your own
creative ways to introduce the session).
Make sure the participants are well informed about the methods to be used in the training.
The core methodology will be interactive and participants centered. Since they are adult
learners the participants will be given ample chance to contribute to the session through
discussion, role-plays, demonstrations and presentations.
The participants will be encouraged to list down all the approaches used during this
workshop and try to utilize them in their classroom with their students.
Also set a ground rule for the workshop. Tell the participants to write down these rules
for the workshop on the flip charts. These rules could be punctuality, listening and
sharing in the sessions, respecting each others and switching off mobile phones.
Explain to the participants that there is also a small portion of readings in their Work
Books that they will read for more information. Explain that this should be read on their
free time as there is not enough time during the course to do this.
2. Session: Introduction to Child Rights and barriers to
enrolment and learning
Objectives:
By the end of the session the participants will be able to:
• Get well acquainted with the Child Protection and child right in Islamic context
• Analyze the barriers to enrolment at the school, home and family level
• Implement child right to programme
Session-2: Introduction to child right to education and barriers to enrollment
Activity-1: Sharing Protection of Child Right 10 minutes
Activity-2: Comparative analysis of Protection of Child Right in
CRC and Islamic context
20 minutes
Activity-3: Implement child right to programme 25 minutes
Activity-4: Analysis of enrolment barriers 40 minutes
Total 1:35
Material required:-
o UN CRC worksheets,
o flip charts,
o marker pens,
o blackboard,
o grids of enrolment analysis,
o workbooks
2.1. Child Right in Islam and Child Rights Convention
Activity-1:
Facilitator will write “Child Rights” on the flip chart and elicit the participants’ responses
of what this notion signifies? Different responses will come from the participants, which
will be listed around the statement. Encourage more and more responses of the
participants. This is an opportunity to engage the entire participant to think and
contribute. Once participants’ responses were listed on the flip chart the facilitator will
lead the discussion specific to the child rights in Islamic context and in the Holy Quran.
Activity-2
The next step, participants will comparatively look at Child Rights in Islamic, United
Nation Child Rights Convention and on their own context. Moreover the participants in
groups of five will discuss (workbook) how it can be addressed in schools.
Move to the next activity ‘Implement child right to programme’. The participants in the
same groups will discuss the actions to implement the child right at the school level and
write them in their worksheet. Once the participants have gone through this exercise the
facilitator will summarize some the CRC articles that discuss right to educate. The
facilitator can also bring right to education in the light of Holy Quran that every Muslim
man and women must be educated. The facilitator will also discuss the current situation
of low enrolment in our schools.
Activity-3: Implement Child Right to programme
The participants will discuss how they will implement Child Rights at their schools so
that all children at schools and their rights are taken care of.
A. Child Right in Islam
Ref. Right of children in Islam What the teacher can do?
Al-Hadith In accordance with Islamic precept “children”
means both male and Female “Acquisition of
knowledge is obligatory for all true believers”
Al-Hadith Right to be brought up properly, looked after and
provided for and educated
Al-Quran
66:6
Right to religious, moral, ethical guidance,
provided with an understanding of right and wrong
Al-Quran
52.51
Children are given in trust to their parents – who
will be held accountable. “Everyone of you is a
caretaker and everyone of you is answerable for his
subjects”
Abu Bakr
(RAA)
Justice and equality: Inequality is injustice
(forbidden in Islam) “He dieth not who takes to
learning, to treat children affectionately and to kiss
them are charitable acts”
Al-Hadith “It is a child’s right that his father should teach him
how to read, write…”
Abu Daud “Whoever has a girl under his guardianship…[and
does not] treat her with contempt, nor gives
preference to his sons over her, Allah will admit
him
to paradise”
B). United Nations - Child Right Convention (UN-CRC)
CRC articles Right Based approach What teachers can do
Article (2, 18, 28, 30)
Right to education based on
equal opportunities ensuring; All
ethnic or indigenous minorities
have the right to enjoy and
practice;
Inclusion (non-
discrimination
based on sex, religion,
status,
Ethnic/tribal group etc.)
Article 12
Right to express views freely in;
Matters affecting child In a jury
situation In an administration
proceeding
Respect
Article 13
Right of freedom of expression
ensuring the child has written
and oral access
Learning according to
potential
Article( 23,16, 33, 34)
Recognition that a mentally or
physically disabled child should
enjoy a full and decent life
ensuring;
Protection
Artilce-13: Equal opportunity
Equal opportunity
Article: (19, 34, 37)
Right to Legislative and
Administrative Social and
Educational measures to ensure
the child is protected and safe
from all forms
Safety
Effective
School
Objectives of child right at school level
What teachers can do
Reaching
All Children
Article 28
� Promoting rights of children within the
community
� Enrolling excluded children in
programmes
� Treating children within the child rights
Achieving
Child Centered
Environments
Article 29, 30
� Concerned about the health of the child
� Learning activities develop the child’s
full potential
� Act in the best interest of the child
� Safe and secure school environment
Including
All Children
Article 23
� Free education
� Treat children fairly in school
� Respect diversity
� Provide quality learning for all children
Needing
Effective Learning
Article 13, 28,29
� Activity based, co-operative, learning
methods
� Learning involves use of quality
material, cultural and local resources
� Assessment and monitoring systems use
Being
Healthy and
Protective of
Children
Article 17,19, 23,
39
� Ensure a healthy, safe, hygienic
environment
� Promote both the physical and the
psycho-socio-emotional health of
teachers and learners
� Prohibit corporal punishment
Openly
Gender Sensitive
Article 28,29,39
� Girls and boys are in a non violent
environment
� Respect for girls and boys rights, dignity
and equality encouraged
� Gender friendly environments
Involving whole
family and
community with
children
Article 14, 27
� Link school with family/community
� Children participate in all aspects of life
� Encourage parents/community involve
in school affairs
� Parents send their children to school
2.2. Analysis the barriers to school enrolment
Activity-4
The facilitator will explain to the participants how to identify barriers of enrolment at
different levels.
1. Home and Community level
2. School level
3. Policy and system level barriers
The participants will be divided into groups of five (according to the number of the
participants) and will be given grids (in the work book) to analyze barriers to enrolments
as example given below.
Areas of analysis Possible
findings/ causes
Broad strategy Possible intervention
School Level
Example: Poor
quality
environment, e.g.:
- poor condition of
building
- overcrowding
- lack of water
or sanitation
- violence
(physical and
psychological)
Increased
likelihood of non-
enrolment or non-
attendance and
dropping out after
enrolment.
Provide support and
technical assistance to
government and
communities to ensure
increased access for
those children who are
hardest to reach
School mapping to
improve planning and
targeting "Child-
seeking" Child Friendly
Schools
Home and Community level
Example:- Direct
costs of schooling,
- school expenses
- clothing
- books / supplies
Advocacy for affordable
education.
Awareness-raising in
importance of child
education.
Incentive programmes,
such as small
scholarships, subsidies,
food, school supplies and
uniforms
Policy Level
Example:
Inadequate legal
framework in such
areas as:
- compulsory
education
- child labour
- re-entry into
school
Education not free
and compulsory in
principle or
practice.
Increased
likelihood that
children will fall
through the safety
net, be unable to
take examinations
or be forbidden re-
entry into school.
Advocacy for
implementation of
compulsory education
laws
Advocacy for
implementation of labour
laws
Advocacy for laws
allowing for continued
schooling for pregnant
girls, or re-admission to
schools after pregnancy
Birth registration
campaigns
Analysis, planning and
implementation of
policies supporting girls’
education
Once the participants have identified the potential causes they will be encouraged to think
of possible intervention to bridge these barriers. This will be a rigorous exercise therefore
the facilitator must support and encourage each groups to work out the enrollment barrier
in the grid. Once the participants worked out the analysis they should produce it on a flip
chart and present it to the whole group. Once all the presentation finished display these
charts on the walls. The participants will have an opportunity to look at each others work
and learn from each other.
3. Session-3: Effective Classroom Management
By the end of the session the participants will be able to:
• get practical experience of classroom management
• discuss what are classroom management issues in the multi-grade situation
• gain knowledge of effective classroom management
Session-1: Effective classroom management
Activity-1: Brain storm on Classroom Management (CM) 10 minutes
Activity-2: Issues related to Classroom management 15 minutes
Activity-3: different dimension of CM 30 minutes
Activity-4: developing lessons for multi-grade situation 40 minutes
Total 1: 35 minutes
Material required:
o Flip charts
o marker
o taps
o board
o clips
o white papers for writing
3.1. Introduction classroom management (5
minutes)
The facilitator will introduce the session by showing
the following picture on the flip chart (if possible) or
participants will look the picture in their workbook.
Find out what are the issues. The participants will bring
different response but facilitator will link it with the
issue of classroom management. Introduce the topic of
Classroom Management.
Activity-1 (10 minutes)
Participants will brain storm “what do you mean by
classroom management” and write all the response on
the flip chart.
Start with the special note on classroom management!!!
� It’s effective discipline
� It’s being prepared for class
� It’s motivating your students
It’s providing a safe, comfortable learning
environment
� It’s building your students’ self esteem
� It’s being creative and imaginative in daily lessons
� And . . . It’s different for EVERYONE!!
Activity-2 (15 minutes)
After this exercise, ask the participants write down all the issues related to classroom
management they face in their class. This is an individual task- the facilitator will
encourage each of the participants to think two issues and share it with the other
participants sitting near by. The responses might be discipline, sitting issues, over
crowded class and so on. They will also prepare them on the flip charts and facilitator
will display them on the wall.
3.2. Discuss different dimensions of Classroom management
Classroom organization is the key to managing teaching effectively. Classroom
atmosphere is the key to managing the needs of the students. Classroom planning,
assessment and record keeping are the keys to managing the curriculum learning
outcomes. Classroom routines, roles, responsibilities, relationships, instructions and
positive praise are the keys to managing successful learning. Planning is an essential
management guideline so the next step of learning and most effective way to manage
resources can be decided. Teachers need to ensure children reach their potential and gain
educational outcomes and skills for life long learning.
Activity-3:
Facilitator will give his input about Classroom Management. There are different
dimensions to the classroom management as mentioned in the table below. The
participants will be divided into 8 pairs or groups depending to the size of the class. Give
them themes of the Classroom Management with instructions (as mentioned below), the
participants will discuss and make suggestions under each headings.
Organization How do you organize your class?
Setting routine list out your daily routines with timing
Lay out of classroom How should be classroom displays and settings?
Planning What needs to be planned and how?
Sharing responsibilities Decide roles for students?
Safe and secure environment What points need to be considered?
Setting rule and procedures Think of possible rules for your classroom
Sanction and rewords How will you deal with behaviors?
Once the groups finished discussing in their themes groups, they will then write those
points on the flip charts. Next the facilitator will consolidate all the group work and
display around the classroom management.
Discussion
At the end of the session summarize classroom management by using the information
below. The facilitator will require summarized chart of classroom management and share
it with the participants. Facilitator will also provide these readings to the participants to
read on their own time. (Reading on Work Book)
3.3. Classroom management in Multi-grade situation
Since most of the government primary schools are in multi-grade situation, we have to
keep in mined our classroom before teaching.
Activity
Ask the participants to draw their classroom where the sitting may be:
• Classroom may be in different shape (triangle, rectangle, etc)
• Sitting arrangement of mats or chairs (in lines, circle, u shape or in groups)
• Number of doors, windows ( if tents specify)
• Location of black board and teachers desk
• Location of teaching material
• Displays of students work or charts
After the participants illustrate their classrooms they should display them on the wall.
Facilitator will share the following classroom setting to encourage favourable learning
environment.
Classroom
Management
Organization
Lay out of
classroom
Atmosphere
Setting routine
Setting rule and
procedures
Safe and secure
environment
Planning
Sharing
responsibilities
Sanction and
rewords
Figure - 1
C-3
C-1 C-2
C-5
C-4
Effective sitting arrangement in multi-grade classroom
(Students sitting in groups on desks in multi-grade situation)
(Students sitting in semi-circle on mats in multi-grade situation)
3.4. Planning and routine setting in Multi-grade situation
A multi-grade situation is where there are a number of students in a classroom who are
classified into different grades. This situation is common in a village where the number
of children for an average class size is insufficient, and the practical solution is to sit
them all together in one classroom. The most difficult hurdle for a multi-grade teacher is
the demand to complete a curriculum or textbook for each grade regardless of student
ability, needs or skills. In the Government primary school are exam driven which
multiplies the challenges. Effective planning and conscious effort can address this issue.
Facilitator will show how to integrate lessons and set effective routines for their classes
My School
Art:
Drawing of
school
Sciences:
School health
and hygiene
Social Studies:
Access to
school,
Maths:
No Rooms, area,
shape, capacity
Language:
Writing
sentences on
school
3.4.1. Vertical and
Horizontal integration of lessons
A. Horizontal integration Give examples of horizontal integration of topics carefully.
b. Vertical integration- Block planning and teaching
Select topics of different levels, which have common purpose, for example similar topics in
science, social studies, Language, Islamiyat.
Block Number Class-1 Class-2
1. science/ language Visit to zoo Animals
2. Science Cleanliness Prevention from diseases
3. Social studies My parents My family
3.5. Classroom Timetable and Routine setting
Develop a timetable for your classroom; keep in mind the number of classes, children,
teachers, classrooms and subjects. See how best you can utilize the time available in a
working day.
3.6. Effective Grouping
A multi-grade classroom needs students doing group work, so careful management is
required. There will be a wide range of ages, abilities, attainments and interests.
Grouping must be flexible during the day and times when grouping sitting in groups and
doing group work will be necessary. This grid shows teachers’ students’ activities during
a period with different group in multi grade situation.
Period
Class- 1
Group
Class-2
Group
Class-3
Group
40 mins
Period-1
Teacher
(Teaching in C-1
)
Activity
(students
doing
activities)
Written
(Students
writing)
13 mins
Period-1
Written
(Students)
Teacher
(Teaching)
Activity
(Students)
13 mins
Period-1
Activity
(Students)
Written
(Students)
Teacher
(Teaching)
13 mins
The same pattern can follow for the next periods. The teacher must be very specific in
her planning stating what objectives will be taught, what written work and type of
activities will be done, which should be monitored on a regular basis.
Facilitator will explain “for the multi-grade situation, the period lesson plan needs to be
extended to include the specific activities the students will do and how the teacher will
divide her/his time with the different groups.
3.7. Developing lessons in Multi-grade situation
Activity-4
Participants in groups will be given books to design lessons for class-1 and class-2.
Facilitator will assist the participants in identifying topics of different classes with same
objectives. For example in science take the topic “plants”. For class-1 students will have
to learn three main parts of tree (root, stem, and leaves) and for class-2 the students have
to learn more then three parts of tree. The participants will identify similar topics in
sciences, language, social studies, mathematics, and Islamiyat and make and try to
integrate the lesson.
For example:
Action
Session 1/C- 1
Session 2/C-2
Session 3/C-3
Subject
Objective
Content
Materials
Activity
Evaluation
3.8. Utilization of Teaching and learning material
Facilitator will demonstrate to develop some teaching and learning materials and it will
use it in the classroom. He/she will explain teaching and learning material to the
participants how it supplements teaching.
During demonstration the facilitator will make the following points!!!
An interesting teaching/learning material makes learning easy for children. Learning
becomes more interesting by focusing the curiosity of the children with verities of
teaching support. UNESCO teaching and learning material consists of range of subject
matters. It encompasses all the curriculum subjects in an activity based child centred
approach.
Children can visualise things easily especially when it involves their sense of learning
and sight. The children gain lots of confidence when presenting or working in front of the
class. The natural desire to move is fulfilled by the use of teaching and learning
materials.
DAY-II
4. Session-4: Promotion of Health and Hygiene Education
Objectives: By the end of the session the participants will be able to:
• Acquire knowledge on principals of hygiene and healthy practices
• Identify potentially harmful situations in schools regard to health
• Devise strategies to promote health and hygiene in schools
Time Allocation
Activity 1: Principle of hygiene and healthy practices 10 minutes
Activity 2: Strategies to teach hygiene 20 minutes
Activity 3: Prevention and minimization of diseases
Action-Plans for school health
20 minutes
Conclusion 05 minutes
Total 55 minutes
Materials required
o Flip chart paper,
o marker pens,
o tape,
o Workbook for each of the
participants.
4.1. Introduction: Principal of Hygiene
In this session we will look at some physical health issues that occur because of the
condition under which people have to live while they rebuild their lives. The WHO
defines health as a state of complete physical, mental and social wellbeing and not merely
the absence of disease or infirmity. Hygiene is defined as the principles and laws
governing the preservation of health and their practical application; practice conducive to
good health it may refer to keeping clean in order to prevent diseases and maintain health.
Activity 1: Principles of hygiene [10 minutes]
The participants individually should think of five principles of hygiene (healthy life)
keeping the current situation of children in the primary schools.
1. Wash hands with soap after using toilet and before eat meal
2. Daily bath
3. Do not spit, cover nose, suppression
4. Use purified and boiled water, keep water covered
5. Wash fruit before eating fruit
After the participants listed the principle of hygiene, the facilitator will write the
definitions of health and hygiene on flip charts and explain it to the participants.
4.2. Strategies to teach hygiene
Activity: 2
In your small groups pick the five principles that are most common to the group and
develop teaching strategies to help students understand the need for these principles
Principles Teaching strategies
1. Wash hands
2.---------------
3.---------------
4.---------------
5.---------------
Demonstration of hand washing with soap
---------------------------------
---------------------------------
---------------------------------
---------------------------------
Allow 15 minutes for this exercise
Bring the groups back to plenary and put up the flip charts on the walls. Ask people to
move around the room and read all the sheets. Encourage people note down if any
strategies they like.
Allow 5 minutes for questions and discussion.
4.3. Prevention and minimization
Activity-3
Explain to the participants that while regular hygiene activities are necessary, there are
specific diseases that my be spread more easily in situations of temporary shelter,
contaminated water, insufficient water and the other conditions under which people are
still living. Ask the group to find one person with whom they would like to work. Explain
that this activity will be completed as pair work. However, each person should fill in the
table in their workbook.
Common
Health Problem
Risk condition Prevention, minimization,
intervention
Diarrhea ,
cholera,
dysentery
Poor sanitation, inadequate
water condition, poor
personal hygiene
Sanitation facilities, Water
purification Personal hygiene, ORS
(treatment only) Effective
surveillance systems to prevent or
minimize disease outbreaks
Malaria and
other vector
Standing uncovered water
increasing the risk of
Health education; raising awareness
about the risks of standing water,
borne diseases
(e.g., typhoid)
mosquitoes breeding
Congested living conditions
increasing the possibility of
infection.
Exposure to areas where
disease-transmitting
organism are more common
Increased population density
promoting mosquito bites
use of mosquito nets, understanding
of symptoms of the disease etc.
Advocates for measures for vector
control; spraying for example
Effective surveillance systems by
health authorities
Respiratory
tract
infections
(including
Pneumonia)
Inadequate shelter
Poor health care services
Overcrowding
Lack of food, malnutrition
Rainy season
Improved shelter (especially from
wind but ensuring ventilation) Dry
clothes when wet
Use of antibiotics with doctor’s
Consultation
Water borne
Diseases
Contaminated water (garbage
in
water source, urine
contamination – animal or
human)
Inadequately treated drinking
water (un-boiled or
insufficiently
boiled) Poor hygienic
conditions in
Shelters
Boil water for cooking washing and
drinking where possible Use water
purification tablets where possible.
Care of immediate environment
in terms of covering water, getting
rid of standing water, ensuring that
clothes and
bedding are well-aired. Use of
antibiotics under medical
supervision
Skin
Infections
Inadequate hygiene
Poor hygienic conditions in
Shelters
Regular washing with soap and
water
Thorough drying of skin Elimination
of vermin from the environment
Medication where necessary under
medical supervision
Tetanus Open wounds (due to
trauma)
Poor hygiene
Clean wounds (antiseptic if
available, or soap and water) Cover
wounds with clean cloth or
Dressings Seek medical help
immediately
Animal
transmitted
diseases
Unhygienic slaughtering
Contact with infected
animals due
to lack of veterinary control
Increased rate of diseases in
Animals
Ensuring that animals are
slaughtered according to Islamic law
(meat is halaal) Use of antibiotics
under medical supervision
When the participants have completed the exercise, ask for one or two examples that are
particularly relevant and possible to accomplish. While the pairs are working, move
around the room so that you can see any really good examples to discuss in plenary. Now
ask the participants to develop Health Action Plans for their school. An example is shown
below;
4.5. Action-Plan- School Health and Hygiene Programme
Health problems Interventions
What Who How When
Diarrhea, cholera,
dysentery
Water Teachers
and
Students
Clean water
Malaria Clean
environment
All Dustbins
Conclusion
Basic health and hygiene are more difficult in situations of disaster and lack of
infrastructure in place. In situations like NWFP, Balochistan, and Sindh (natural and man
made disaster at peak), it is important to reinforce the basic principles as people who are
under stress often neglect these basics and so children may not learn appropriately.
5. Session-5: Overview of the food crises and purpose of
food distribution
Objectives: By the end of this session the participants will be able to:
• Discuss the recent food crises and its impact on common people particularly on
children
• Purpose of food distribution to schools and what are the indirect impacts on child
education
Time Allocation
Activity 1: discuss the recent food crises and high prices issue 10 minutes
Activity 2: purpose of food distribution to schools and its impact on
child education.
20 minutes
Activity 3: food distribution project 20 minutes
Conclusion 05 minutes
Total 55 minutes
1.1. Materials required
o Flip chart paper,
o marker pens,
o tape,
o workbook for each of the
participants,
o leaflets of food distribution
programme,
Introduction
Introduce the WFP-UNESCO in partnership with the Government of Pakistan has
initiated school feeding programme to mitigate short term hunger. When children come
for school with empty stomach (without breakfast) they are less likely to concentrate and
engage in learning activities. This programme can temporarily bridge food gapes in
families and can be helpful in refocusing student’s attention to the lessons. This can also
be an incentive to increase the enrolment, attendance and decrease dropout. It is also
assumed that this programme may increase the education quality improvement from
school to district level.
Activity- 1
Facilitator will explain the following agendas of Food for Education. The following
catchphrase of school feeding programme will be written on flip chart and discussed
thoroughly:
• School feeding can decrease short-term hunger thereby increasing learning
capacity.
• School feeding and take home ration can improve school enrollment and
attendance and decrease drop-out
• Food assistance can encourage community participation in education
• Involvement of district government, education department can act as a lever for
school quality improvement
• School feeding can improve nutritional status and hence improve school
performance
• School feeding and Take home ration are education intervention
Activity-2
The participants will discuss in groups and workout the grid mentioned below. The
participants will be encouraged to think on the activities that school can perform to
enhance school feeding programme specific objectives.
Objectives and activities for school feeding programme
Objectives Activities
WFP/UNESCO What school Can do
Increase enrollment,
attendance, retention and
completion
School ration (wheat and oil) Parents outreach;
Enhance learning
environment
Provision of teaching and
learning materials
Enhance teachers quality Teachers complete a two-day
Head Teachers’ training
receive
Enhance learning capacity Provision of teaching and
learning kit
Increase community
participation
school food distribution
managed by parent, IEC
campaign, PTC training,
Improve support to schools Management of ToT training
for head teachers
o Flip chart paper,
o Marker pens,
o Tape for sticking papers to the walls.
o Workbook for each participant
6. Session-6: Community and Parents engagement in school Objectives: By the end of this session the participants will be able to:
• Identify roles of PTC/SMC in school
• How to mobilize community/PTC in the school affairs
• What are their role in food distribution, teaching material distribution and
monitoring
Time Allocation
What PTC and SMCs can do for the schools
Activity-1: Need and response 40
Activity-2: ways of communication with community- School
improvement booklet and awareness raising message
10
Conclusion 05 minutes
Total 55 minutes
Materials required:
Introduction
Facilitator will introduce community participation in education? Community and parents
are best resources to be utilized. In Pakistan, SMCs/ PTCs representing
community/parents have been initiated to assist the school.
6.1. Activity 1: Needs and Responses
Divide the participants into small groups (3-4). Ask participants to open their workbooks
and list in the first column, the 5 pressing needs of their schools. Then the second column
they should list one point for each need where SMC/PTCs can assist. The groups have 20
minutes for this exercise.
Needs
Assistance
Children not attending schools PTAs/SMCs can advocate in the
community and support families to send
their children to school through provision of
scholarships especially their girl children
Distribution of food and teaching
learning materials
PTC and SMC can monitor of the fair distribution
Activity-4
The community is part of the class room atmosphere and school physical environment.
Head teacher needs to build a good relationship with the community. Know the
community, develop co-operation communicate with them. There are many ways of
connecting with the community as mentioned below:
6.2. Ways of making linkages with Community/Parents
Some suggested ideas for information sharing below
� letters,
� Events like School Day, parents day
� PTC/SMCs and teachers meetings
� community projects, clean ups, information promotions (heath and sanitation)
� the school as a centre for community activities and adult classes
� sharing School Improvement Booklet-awareness raising materials
7. Session-7: Action-Plan
Objectives:
By the end of this session the participants will be able to:
• Develop Action Plans to address the following School Improvement Indicators
o School attendance and enrollment
o Improved School environment
o Health and hygiene
o Utilization of teaching and learning resources
o Monitoring and recording wheat and oil ration
o Activation of PTC/SMC
Present Action plan format 10
Activity-1: design action plans for their schools 50
Activity -2: Presentations 20
Summing up 10
Total 1: 30 minutes
Materials required:
o Flip Chart,
o Marker pens,
o Action plan format
o School Day Chart,
o Tape,
o White Sheets,
Introduction:
The facilitator will share format of Action Plan to the participants. Clearly explain how to
go about it. Then ask the participants individually develop Action plan that will be
implemented in their schools. The participants will also be informed that on the bases of
these Action Plans they will be monitored.
What How Who When Comments
1. School
health
Providing
clean
water
HT
Teachers
PTC/SMC
March 09 Head teacher in
collaboration with
PTC/SMC will make
sure there is a safe clean
water for students in the
school
2. Students
enrolment
Enrolment
campaign
School
day
Visit
homes
PTC/SMC
HT
5th Apr-09
3. School day
4. SMC
meeting
5. Improve
school
environment
The training participants will fill out this action plan according to their school needs and
priority. Share these Action Plans to the whole group and encourage others to make notes
from each others work incases they see it relevant to their schools as well.
Objectives:
By the end of this session the participants will be able to:
o To develop an understanding of how a School Day is celebrated
o Plan for their own schools of how they will celebrate the day
Present: School Day Plan 10 minutes
Activity-1: Discuss in small groups how the day will be
celebrate
20 minutes
Make plans when the day will be celebrated at their school 30 minutes
Total 60 minutes
Materials required:
o Flip Chart,
o Marker pens,
o School Day Chart,
o Tape,
o White Sheets,
School Day A ‘School Day’ is the day in the GOP-WFP-UNESCO project when parents, teachers and project
officials meet in the school premises to discuss ways to improve the school. Several factors
contribute to school improvement; School attendance and enrollment, Retention of students,
School environment, Health and hygiene of students, Utilization of teaching and learning
materials, PTA/Community involvement, Nutrition and diet and use of oil and wheat rations. On
a School Day the head teacher with the help of Social Mobilizer of the implementing partner will
discuss the school improvement factors with the parents and children of the school.
Activities The following activities are suggested to make the day useful and attractive to the children,
parents and community members.
Activity 1: Preparation of activities of the day
Send invitation to all parents at least a week before the “School Day”, through children verbally
and also in writing (hand written notes would suffice) and also spread the message by word-of-
mouth. At least two days before the program send a reminder by writing the message on the
students’ copy books or paper slips; and read it loudly and clearly in the classrooms. Make sure
that the children have understood the message by asking them to explain. And, if possible invite
the community members through telephone calls or by sending the school children to spread the
news. Advance planning is the key to success.
Activity 2: Follow the agenda
S.N. Activities Time in
Minutes
Registration of the participants
1 Recitation verses from the holy Quran by one of the students 03
2 Naat by a student 05
Celebrate a School Day
Make sure you have;
1. All parents, children, teachers, head teacher, supervisor/ADO and the PTA/SMC/ PTC are invited
2. A plan is ready for the day
3. Food items (wheat and oil) ready for distribution
4. Key messages and teaching and learning kits are available and are on display
5. Students prepared to show their talents to their parents and to the community members
6. Successes and areas needing improvements for discussion with parents and community
7. Constituted a committee for organization of the School Day
8. Informed the students that they should come neat and clean and in school uniform
Notes for the Head Teacher: � Use the day to celebrate to celebrate the schools’ achievements.
� Open the school gates for parents, community members and social workers of the villag.
� Involve everybody in the sessions and avoid a lot of talking (Sweeten the small stuff).
� Give children space to speak about their successes and problems at the school.
� If you have more than one teacher involve them in planning of the day.
� Ask teachers to facilitate group discussions without dominating the discussion. If teachers
are not available ask some literate volunteers from the village or NGO representatives, if
available to help.
� Decorate the school with children’s work and readymade displays and locally available
flowers and plants. You have some of the resources available in your teaching and
learning kit.
� Have a positive focus: Do not talk with parents about what their children can not do
rather talk about what the children can do.
� Explore use of local resources.
� Take ideas from School Improvement Booklet (SIB) for the event.
� Appreciate students’ successes and achievements with some rewards, if possible.
� Pray for every ones success and those who have helped in providing an opportunity to
celebrate the day, pray for the country and the people for their good health, wealth, peace
and prosperity, and thank everyone for their participation.
� Actively follow up on the implementation of School Improvement Plan prepared on the
School Day.
3 Welcome address by PTA/PTC/SMC representative 10
4 Introduction of the day by the Head teacher 20
5 Poem, song or some creative item from the students. 20
6 Discussion on the key messages (what does the messages mean? how it will be disseminated
in the village? How to achieve it?)
40
7 Discussion on the topics (use group work) followed by whole group open discussion;
School attendance and enrollment, School environment, Health and hygiene, Utilization of
Teaching and Learning materials, PTA/Community Involvement, Nutrition and diet and
Use of oil and wheat rations (please involve some representative students as well)
40
8 Develop a School Development Plan (SDP) while using the following pattern
40
Issues1 How it will be
resolved
Who will be
responsible
Resources
required
Source of
funding
Time (By
When?)
Note: Please use short term and quickly doable plans like reducing absenteeism by students and teachers, cleaning
the school, planning trees (use School Improvement Book for more ideas).
9 Conclude the day by stating the background and the purpose of food and educational
incentives and by asking the parents and children to take their food ration and remind them
about the key messages. As a concluding activity, invite the parents and the community
members to visit the classrooms and ask the students to explain to them their creative work.
10
Activity 3: Documentation and Reporting
Document the proceedings of the day and develop a short report for Project Implementation Unit,
ADO circle or talka.
1 For example student attendance has declined in the past two months.
Course Evaluation
Note: Please take a few minutes to complete the form and return to the facilitator
1. List out; what have you learnt from this training?
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2. What did you like from the training
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3. What particular learning will you implement? How?
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4. What are the suggestions to improve the training?
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5. How do you rate the facilitator knowledge, skills and attitude?
Knowledge 1------2--------3--------4--------5
Skills 1------2--------3--------4--------5
Attitude 1------2--------3--------4--------5
Note: 1 is the lowest and 5 is highest rate. Please circle the number that you think
the facilitator has performed
6. Over all comments about the training
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Reading Materials
Facilitator: Child Rights Our Educational Responsibilities
All Education programmes must be based on the understanding of the Convention on the Rights of a Child. When training is based on these values then the child will be the centre of all topics presented. The teacher's job is to provide opportunities the atmosphere and environment so the rights of the child are met in the place they will spend much of their waking hours. The main educational rights involve in schools are based from rights number, 13, 17, 28, 29 and 31
Important Rights to note � children's right to leisure and play � children's need for space to develop � the need to take children's opinions into account � the need to involve children in the learning process � the need for policies and training to be in the best interest of the child � the need for learning to be life skills relevant � local roots and global connections � the importance of a change in attitude towards facilitating learning
The following needs to be in place so it can happen in Child Friendly Schools Universal Access Reference to the many million children still deprived of education, many of whom are girls, many of whom finish primary school lacking essential knowledge, skills, attitudes and values.
Role of Parents, Teachers and Community � awareness of the role of teachers and trainers being imperative in realising the idea
of children's rights � basing training on interpreting the Convention on the Rights of the Child, and
putting it into real practice � having all the skills necessary to encourage and assist all in the learning process � realising that learning is not just about the facts but learning how to access and
process information so it is beneficial and relevant � supporting and rewarding trainers and teachers � ensuring that parents are given a key responsibility in forming constructive
relationships with teachers and schools for learning and training requirement for their children
Equal Opportunities � an understanding of non-discrimination against girls, special needs, learning
difficulties, children who are nomadic, indigenous, immigrant or are a linguistic minority
� a realisation that every child has unique characteristics, interests, abilities, needs
The Appropriate Quality Education Content
� training of teachers and school learning being relevant to the child now and for the future
� training sessions and consequently classroom and schools helping to develop personalities, talents, mental and physical abilities to their fullest potential.
Cultural roots and Global Values � the need to include respect for human rights in our learning environments � an awareness of combination of learning to respect ones own nation and culture and
the culture of others � the need to encourage tolerance and harmony for a better understanding of
minorities, indigenous peoples, refugees, immigrants and gender equality
New Methods of Learning � an agreement that learning is a combination of critical thinking and having fun, that
passive listening and rote memorisation are less valuable than application and process to enhance understanding
� the need for training workshops and classrooms to be participant friendly � allowing for curiosity, time to question, receive answers, to argue, debate, test and
make mistakes, to create, be spontaneous, to be recognised and respected
Mutual Respect � reflecting in training and inner life of a school the education message of vision,
values, human rights, tolerance, respecting dignity � encouraging problem-solving skills, allowing teachers to help children develop tools
for peaceful conflict resolution � in all new learning situations the need to feel safe, secure and totally trust our
teachers Student Participation � Opportunities for learners to express their points of view; encouraging learners to
take personal responsibility for their studies � Having a system of sharing responsibilities, sharing ideas, regular feedback and
learning evaluation � Knowing that a good school and a good training workshop both promote total
participation and is a model of fairness for all
Child Rights and our Primary Health Care Responsibilities
The Child Health Rights directly concerning the teacher and the school must also be considered as the school can play a vital role in ensuring they are addressed. The following particularly relate to articles, 19, 23, 24, 29 and 31 � educational policies in schools and classrooms must be in place to protect children
from all forms of physical punishment, mental violence, injury, abuse, neglect or maltreatment
� that an effort be made to include mentally and physically disabled children in the school and classroom programmes, so they can enjoy a full and decent life, which promotes dignity, self reliance and participation in the school and community
� that schools may assist in facilitating a child in health rehabilitation
� to ensure basic medical assistance is given in school for first aid and the development of primary health care awareness
� keeping health records and observing nutritional state of individual children � providing clean water in schools � to ensure the educational programmes support mental and physical development � a child has an opportunity at school to rest and leisure and play
In Pakistan there is higher infant mortality, lower immunisation, lower literacy rates, lower school enrolment, lower access to safe water and more severely underweight children. Primary health care is vital on the long list of human development needs. All children have the right to the best health care that is available. This area is of concern to all involved in teaching as the child entering the school can take advantage of all the opportunities if they are healthy and well cared for in pre-school environments and homes. Schools also must ensure their primary role in health care so children can carry the learning to other parts of the community. The two concerns involve preventive or curative methods.
Ignorance, polluted surroundings, negligence in food care, washing facilities, animals close to living areas, unsafe drinking water, sanitation, living surroundings seasonal diseases, communicable diseases, personal hygiene, girl children and their health and communicable diseases are all areas of concern. The population growth rate is increasing and many are deprived of basic Primary Health Care.
When the population rate is more than the resources the situation can be extremely difficult and expensive to remedy.
In classroom and at schools, areas of health can be addressed throughout the primary years, so information is clearly disseminated with the help of the children. Awareness of healthy habits helps children build their self-esteem and learning to value your-self is an important aspect of primary health care.
The value of children learning aspects of Primary Health Care
� they are very good and quick learners � they share with others whatever they learn � the learning in childhood is long lasting � the teachers instructions or words are important words for a child � children experience that is they do practical work and learn more � school is the place where a child’s thought is effected for a practical life
Teachers and Community Role � recording weight, height and skin colour � observing health changes carefully � observing and noting abnormalities and informing the parents � having positive discussions with parents � joyful learning lessons on primary health care � making a health class and playground environment � ensuring there is safe water in the school
� ensuring there are adequate male and female toilet facilities in the schools � having regular health chart challenges
Primary Health Care having healthy well nourished children learning in a healthy hygienic environment, with clean safe water, clean safe surroundings, clean safe personal habits, clean safe food preparation. Classroom Climate, caring for the emotional and physical well-being of children.
Appendix-A
Ref. Right of children in Islam What the teacher can do?
Al Hadith In accordance with Islamic precept
“children” means both male and
female
“Acquisition of knowledge is obligatory
for all true believers”
Ensure that both boys and girls have
access to school.
If there is a mixed class of boys and
girls; the girls should have as much
attention as the boys.
Right to be brought up properly,
looked after and provided for and
educated
The teacher is in loco parentis (in the
place of the parents) and has the
responsibility to provide the same care
as the parents
Al Quran
66:6 Right to religious, moral, ethical
guidance, provided with an
understanding of right and wrong
The teacher needs to know and
understand the teachings of Islam so
as to provide the child with a good
education without bias and with a
good ethical foundation
Al Quran
52.51 Children are given in trust to their
parents – who will be held
accountable.
“Everyone of you is a caretaker and
everyone of you is answerable for his
subjects”
As teachers are in the place of parents
– they too may be held accountable
Abu Bakr
RAA Justice and equality: Inequality is
injustice (forbidden in Islam)
“He dieth not who takes to learning, to
treat children affectionately and to kiss
them are charitable acts”
The teacher must be very sure that the treatment
of all children is equal and fair: no favoritism,
no bias against certain children for whatever
reason.
This is especially important with regard to those
children who have been left as orphans or
disabled either as a result of the earthquake or
for any other reason.
Al Hadith “It is a child’s right that his father
should teach him how to read, write,
….”
Teachers have a responsibility to be
professional in their teaching and also
to help parents and the community to
understand their obligations about sending all
their children to school.
Abu Daud “Whoever has a girl under his
guardianship…[and does not] treat her
with contempt, nor gives preference to
his sons over her, Allah will admit him
to paradise”
Teachers have an obligation to treat
girls equally and without bias and to
help the parents and community to
understand their obligations in terms
of helping girls to have an education