The upgrading of education in the Province of Paktika is recognized as a priority for the governments of Afghanistan and Paktika Province and for the United States Military.
Education system's first need in Paktika is qualified teachers.
Formal professional education for teachers in Paktika will improve the quality of education offered to students and justify higher salaries for teachers, and
THE DEVELOPMENT OF AN IN-SERVICE MODEL FOR THE UPGRADING OF TEACHER SKILLS TO MANY TEACHERS THROUGH THE CREATION OF AN INDIGENOUS TEACHER MENTOR CORPS IS AN EMERGING PRACTICE IN AFGHANISTAN SUPPORTED BY THE MINISTER OF EDUCATION.
THE MINISTER OF EDUCATION INTENDS TO CREATE TEACHER TRAINING INSTITUTES IN EACH OF AFGHANISTAN'S PROVINCES USING THE MINISTRY'S MODERN PROFESSIONAL CURRICULUM FOR TEACHERS TO ASSURE THE VIGOROUS DEVELOPMENT OF PRE-SERVICE TEACHER TRAINING WHICH IS EXEMPLARY, PRACTICAL AND COORDINATED WITH THE IN-SERVICE PROGRAM.
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The U.S. Military Leadership in Paktika sponsored, for THREE YEARS an intensive PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION PROGRAM which will utilize and evaluate the Ministry of Education's modern Pre-service and In-service Teacher Education Curriculums. The OUTCOMES after three years will be an indigenous MENTOR TEACHER CORPS IN PAKTIKA TO IMPROVE THE QUALITY OF TEACHING OF MANY HUNDREDS OF MINIMALLY QUALIFIED TEACHERS; and THE NEW PRE-SERVICE TEACHER EDUCATION CURRICULUM ESTABLISHED IN AT LEAST ONE TEACHER TRAINING INSTITUTE IN THE PROVINCE.
The Ministry of Education agrees to give credit and issue certificates to the teachers participating in this project. The teaching sessions and practicum will equal approximately 200 hours of instruction, and the course certificates should reflect this as documents relevant to the Ministry's plan for teacher certification.
The Center for Afghanistan Studies/UNO is willing to contract with Task Force Eagle and commit resources to the project. As you know, UNO has a long history assisting educational development in Afghanistan . With financial and security support from Task Force Eagle and professional and resource support from UNO, a three person core project staff can work with educators in Paktika and the Ministry of Education to create an integrated pre-service and in-service teacher education program that is consistent with national education policy, responsive to Governor Khpalwak's educational goals for Paktika, sustainable through local resources in the Province, and relevant to educators in neighboring provinces.
It is important to note that the in-service teacher education plan capitalizes on a fact that physicians have known for a long time; competent practicing teachers (doctors) are the best teachers for their less experienced colleagues. Fortunately, there is now universal awareness of this fact and teacher education programs throughout the world use experienced teachers, still in practice, to mentor other teachers. Experienced, competent teachers as teachers for their colleagues have a multiplier effect, too. For example if each of the 22 teachers attending the first year seminar significantly improves the teaching of five more teachers in his school alone, we have over 100 teachers benefiting from the original seminar. Exploiting this multiplier strategy, we expect to reach all practicing teachers in Paktika within a three year period. Educators in Paktika will also have a corps of teachers whose classrooms can be practicum sites for students preparing to teach through the Teacher Training Institutes.
June 2008 Status Report Paktika Teacher Training & Leadership Project |