GELDP project activity

Gujarat English Language Development Programme (GELDP) aims to develop the skills of 3250 language teachers from class 6 to 8 so that they implement a range of learning centered approaches techniques and activities in their classroom. These will enable learners to get more exposure to English and provide them with greater opportunities to develop their speaking skills. 

 

Project objectives

GELDP broadly aims at capacity building of teachers and officials of GCERT involved in the teacher training; this includes:

  • enabling the District Institute of Education and Training (DIET) to plan, manage and support local communities to practice independently as an alternative to traditional cascade models of training
  • enabling teachers to organise, form and implement local communities to practice both digitally and face to face to improve their quality of teaching and build on their continuing professional development.

Expected Outcomes

  • to develop an established cadre of trained and experienced Teacher Educators who are able to deliver effective teacher training and facilitate Teacher Activity Groups (TAGs) at cluster level.
  • teacher Educators to have a recognized role within the state education system, strengthening the capacity of the District Institute of Education and training (DIET) and other government bodies. 
  • to build the English language skills, confidence and knowledge of teachers so they conduct more child-centered and child friendly lessons in line with the recommendations of the National Curriculum Framework (2005)

Key activities

  • Selection of Teacher Educators: To implement the cascade model of teacher training; Teacher Educators have been selected through a careful selection process which entailed potential candidates filling an online application form that was used to assess their interest and motivation, pedagogical knowledge and teaching experience. This was followed by a telephonic interview to make the final selection of suitable Teacher Educators for both UNICEF and Tata Trusts projects.
  • Teacher Educator Training: The focus of TE training has been the development of facilitation skills for Teacher Activity Group (TAG) meetings, training and mentoring skills. This emphasis ensures that  90 Teacher Educators across districts can cascade teacher training programmes effectively in addition to supporting and mentoring teachers. Teacher Educators receive fourteen days of face-to-face training in Year 1 and twelve days of training in Year 2.
  • Teacher Training: The trained cadre of Teacher Educators will facilitate five-day face-to-face training in Year 1 and ten-day teacher training in Year 2 for 2000 teachers across districts. The training focuses on learner-centred methodology, English language proficiency and making teachers aware about approaches to CPD and resources available for this. Furthermore, the emphasis will be on practical and experiential tasks that teachers can adapt and use in their classrooms.
  • Training for Head Teachers and Administrators: The project integrates annual workshops on business communications and project management for 50 administrators/ Head Teachers from districts so that they understand the project and support its implementation. Training will cover project management, soft skills and English business communication skills.
  • Teacher Activity Groups: Monthly cluster-level Teacher Activity Groups (TAGs) will be set up, facilitated and sustained by the Teacher Educators (from Year 2). Each TAG will comprise a Teacher Educator and 25 teachers. TAGs will be held once a month for three hours after school hours.
  • Online e-moderated and self-access courses: British Council online courses will be offered to Teacher Educators and teachers involved in the project. The courses will ensure continuing engagement and learning of these stakeholders between the two phases of face-to-face training.
  • Monitoring, Evaluation and Learning: This includes baseline and end line classroom observations of Teacher Educators, assessment of learning during training activities; focus groups with Teacher Educators, teachers and learners and a reporting structure framework for administrators and officials.