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 Pakistans (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, preprepared 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 8:00-8:30 Themes /sessions Session 1:Introductory session - Introduction of the training - Introduction of the participation - Sharing objectives of the workshop to the participants - Setting ground rules Session-2: Introduction to Child Rights to education - Role of schools in addressing child right - Analysis of enrolment barriers Tea Break Session-3: a)Effective classroom management b) Classroom management in multi-grade situation Lunch and Prayer Break c) Developing lesson plan for multi-grade situation d) Demonstration of teaching and learning material

8:30-8:50 8:50-10:40

10:40-11:00 11:00 -12:00 12:00-1:00 1:00-2:00 3:00-4:00 4:00-4:30

Day-II
8:00-8:15 8:15-10:30 Reflection on pervious days session Session-4: Promotion of health and hygiene education - Promotion of hygiene - Techniques of teaching hygiene Tea Break Session-5: Overview of food crises and purpose of food distribution and educational intervention in child education Session-6: Ways of developing linkages with community and parents Role of PTC/SMC to assist the school Lunch and Prayer Break Session-7: a) Action Plan ( School Development plan) b) Celebration of School Day

110:30-11:00 11:00-12:00 12:00-1:00 1:00-2:00 2:00- 4: 30

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 Introduction of participants Outline of the course objectives Set training ground rules Total 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. 15 minutes 15 minutes 15 minutes 10 minutes 55 minutes

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 20 minutes CRC and Islamic context 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. Al-Hadith Right of children in Islam In accordance with Islamic precept children means both male and Female Acquisition of knowledge is obligatory for all true believers Right to be brought up properly, looked after and provided for and educated Right to religious, moral, ethical guidance, provided with an understanding of right and wrong 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 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 It is a childs right that his father should teach him how to read, write 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 What the teacher can do?

Al-Hadith Al-Quran 66:6 Al-Quran 52.51

Abu Bakr (RAA)

Al-Hadith Abu Daud

B). United Nations - Child Right Convention (UN-CRC) CRC articles 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; Article 12 Right to express views freely in; Matters affecting child In a jury situation In an administration proceeding Article 13 Right of freedom of expression ensuring the child has written and oral access Article( 23,16, 33, 34) Recognition that a mentally or physically disabled child should enjoy a full and decent life ensuring; Artilce-13: 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 Right Based approach Inclusion (nondiscrimination based on sex, religion, status, Ethnic/tribal group etc.) Respect What teachers can do

Learning according to potential

Protection

Equal opportunity Safety

Effective School
Reaching All Children Article 28 Achieving Child Centered Environments Article 29, 30 Including All Children Article 23 Needing Effective Learning Article 13, 28,29

Objectives of child right at school level

Promoting rights of children within the community Enrolling excluded children in programmes Treating children within the child rights Concerned about the health of the child Learning activities develop the childs full potential Act in the best interest of the child Safe and secure school environment

What teachers can do

Free education
Treat children fairly in school Respect diversity Provide quality learning for all children Activity based, co-operative, learning methods Learning involves use of quality material, cultural and local resources Assessment and monitoring systems use Ensure a healthy, safe, hygienic environment Promote both the physical and the psycho-socio-emotional health of teachers and learners Prohibit corporal punishment Girls and boys are in a non violent environment Respect for girls and boys rights, dignity and equality encouraged Gender friendly environments 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

Being Healthy and Protective of Children Article 17,19, 23, 39 Openly Gender Sensitive Article 28,29,39

Involving whole family and community with children Article 14, 27

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 Broad strategy Possible intervention findings/ causes Example: Poor quality environment, e.g.: - poor condition of building - overcrowding - lack of water or sanitation - violence (physical and psychological) Example:- Direct costs of schooling, Increased likelihood of nonenrolment or nonattendance and dropping out after enrolment. School Level 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 "Childseeking" Child Friendly Schools

Home and Community level - school expenses Advocacy for affordable - clothing education. - books / supplies Awareness-raising in importance of child education. Policy Level 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 Incentive programmes, such as small scholarships, subsidies, food, school supplies and uniforms

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 reentry into school.

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) Activity-2: Issues related to Classroom management Activity-3: different dimension of CM Activity-4: developing lessons for multi-grade situation Total Material required: o Flip charts o marker o taps 10 minutes 15 minutes 30 minutes 40 minutes 1: 35 minutes

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!!! Its effective discipline Its being prepared for class Its motivating your students Its providing a safe, comfortable learning environment Its building your students self esteem Its being creative and imaginative in daily lessons And . . . Its 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 Setting routine Lay out of classroom Planning Sharing responsibilities Safe and secure environment Setting rule and procedures Sanction and rewords How do you organize your class? list out your daily routines with timing How should be classroom displays and settings? What needs to be planned and how? Decide roles for students? What points need to be considered? Think of possible rules for your classroom 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.

Atmosphere

Setting routine

Organization

Planning Classroom Management Sanction and rewords Lay out of classroom

Setting rule and procedures

Safe and secure environment Figure - 1

Sharing responsibilities

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.

Effective sitting arrangement in multi-grade classroom

C-1
C-4 C-3

C-2 C-5

(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

Social Studies: Access to school,

Art: Drawing of school

My School
Maths: No Rooms, area, shape, capacity Sciences: School health and hygiene

3.4.1. Vertical Horizontal

and integration of lessons

Language: Writing sentences on school

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 1. science/ language 2. Science 3. Social studies Class-1 Visit to zoo Cleanliness My parents Class-2 Animals Prevention from diseases 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 Teacher (Teaching in C-1 ) Class-2 Group Activity (students doing activities) Teacher (Teaching) Written (Students) Class-3 Group Written (Students writing) 40 mins

Period-1

13 mins

Period-1

Written (Students) Activity (Students)

Activity (Students) Teacher (Teaching)

13 mins

Period-1

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 Subject Objective Content Materials Activity Evaluation Session 1/C- 1 Session 2/C-2 Session 3/C-3

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 Activity 2: Strategies to teach hygiene Activity 3: Prevention and minimization of diseases Action-Plans for school health Conclusion Total Materials required o Flip chart paper, o marker pens, o tape, o Workbook for each of the participants. 10 minutes 20 minutes 20 minutes 05 minutes 55 minutes

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 1. Wash hands 2.--------------3.--------------4.--------------5.--------------Teaching strategies 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. Risk condition Common Health Problem Diarrhea , cholera, dysentery Poor sanitation, inadequate water condition, poor personal hygiene Prevention, minimization, intervention Sanitation facilities, Water purification Personal hygiene, ORS (treatment only) Effective surveillance systems to prevent or minimize disease outbreaks Health education; raising awareness about the risks of standing water,

Malaria and other vector

Standing uncovered water increasing the risk of

borne diseases mosquitoes breeding (e.g., typhoid) Congested living conditions increasing the possibility of infection. Exposure to areas where disease-transmitting organism are more common Increased population density promoting mosquito bites Respiratory Inadequate shelter tract Poor health care services infections Overcrowding (including Lack of food, malnutrition Pneumonia) Rainy season Water borne Contaminated water (garbage Diseases in water source, urine contamination animal or human) Inadequately treated drinking water (un-boiled or insufficiently boiled) Poor hygienic conditions in Shelters Skin Inadequate hygiene Infections Poor hygienic conditions in Shelters

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

Improved shelter (especially from wind but ensuring ventilation) Dry clothes when wet Use of antibiotics with doctors Consultation 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 Regular washing with soap and water Thorough drying of skin Elimination of vermin from the environment Medication where necessary under medical supervision Clean wounds (antiseptic if available, or soap and water) Cover wounds with clean cloth or Dressings Seek medical help immediately Ensuring that animals are slaughtered according to Islamic law (meat is halaal) Use of antibiotics under medical supervision

Tetanus

Open wounds (due to trauma) Poor hygiene

Animal transmitted diseases

Unhygienic slaughtering Contact with infected animals due to lack of veterinary control Increased rate of diseases in Animals

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 Diarrhea, cholera, dysentery Malaria What Water Interventions Who Teachers and Students All How Clean water When

Clean environment

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 Activity 2: purpose of food distribution to schools and its impact on child education. Activity 3: food distribution project Conclusion 10 minutes 20 minutes 20 minutes 05 minutes

Total 1.1. Materials required o Flip chart paper, o marker pens, o tape,

55 minutes

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 students 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 Enhance learning environment Enhance teachers quality

School ration (wheat and oil)

Parents outreach;

Provision of teaching and learning materials Teachers complete a two-day Head Teachers training receive Provision of teaching and learning kit school food distribution managed by parent, IEC campaign, PTC training, Management of ToT training for head teachers

Enhance learning capacity Increase community participation Improve support to schools

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 Activity-2: ways of communication with community- School improvement booklet and awareness raising message Conclusion Total Materials required: o o o o Flip chart paper, Marker pens, Tape for sticking papers to the walls. Workbook for each participant

40 10 05 minutes 55 minutes

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 Children not attending schools

Assistance PTAs/SMCs can advocate in the community and support families to send their children to school through provision of

Distribution of food and teaching learning materials

scholarships especially their girl children 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 Activity-1: design action plans for their schools Activity -2: Presentations Summing up Total 10 50 20 10 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 1. School health How Providing clean water Who HT Teachers PTC/SMC When March 09 Comments 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 Activity-1: Discuss in small groups how the day will be celebrate 10 minutes 20 minutes

Make plans when the day will be celebrated at their school Total Materials required: o Flip Chart, o Marker pens,

30 minutes 60 minutes

o School Day Chart, o Tape, o White Sheets,

Celebrate a School Day

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.
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

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-ofmouth. 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 Registration of the participants Recitation verses from the holy Quran by one of the students Naat by a student Time in Minutes 03 05

1 2

3 4 5 6 7

Welcome address by PTA/PTC/SMC representative 10 Introduction of the day by the Head teacher 20 Poem, song or some creative item from the students. 20 Discussion on the key messages (what does the messages mean? how it will be disseminated 40 in the village? How to achieve it?) Discussion on the topics (use group work) followed by whole group open discussion; 40 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) Develop a School Development Plan (SDP) while using the following pattern 40 Issues1 How it will be Who will be Resources Source of Time (By resolved responsible required funding 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).

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.

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 childrens 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 For example student attendance has declined in the past two months. School Day.

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? ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. What did you like from the training ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. What particular learning will you implement? How? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4. What are the suggestions to improve the training? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------5. How do you rate the facilitator knowledge, skills and attitude? Knowledge Skills Attitude 1------2--------3--------4--------5 1------2--------3--------4--------5 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 -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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 preschool 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 childs 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. Al Hadith Right of children in Islam
In accordance with Islamic precept children means both male and female Acquisition of knowledge is obligatory for all true believers 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

What the teacher can do?

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. The teacher is in loco parentis (in the place of the parents) and has the responsibility to provide the same care as the parents 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 As teachers are in the place of parents they too may be held accountable

Al Quran 52.51

Abu Bakr RAA

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 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 childs 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

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. 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. 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