British Council’s State Partnership with Karnataka
British Council’s State Partnership with Karnataka

Sarva Shiksha Abhiyan, Karnataka; Department of State Educational Research and Training (DSERT) Karnataka; Unicef and the British Council worked together in partnership on a number of English Language Teacher Education and Development Programmes in Karnataka since 2009.

These programmes have been designed and delivered to increase teacher confidence when using English in the classroom, to introduce learner centred methodologies and to support the National Curriculum Framework (NCF) 2005 and the Continuous Comprehensive Evaluation (CCE). All teachers and learners from standards 1 – 8 in the state have benefited from this ongoing project. 

These training programmes have been successful in helping participants review and refresh their teaching skills and techniques and develop their proficiency and confidence in using English. The impact of the training during the 3 phases was evident as participants were positive and confident of using the new skills in their classrooms.

Initiated in the state in 2010, these programmes were rolled out in four phases.

Phase I (2010 - 11)

Design and delivery of a 20-day Master Trainer and teacher training course for teachers of standards 5 – 8. 

  • 750 MTs were selected and trained face to face in increasing teacher confidence when using English in the classroom and to introduce learner centred methodologies.
  • These MTs in turn trained 10,000 teachers in three phases using the modules prepared by the British Council and reviewed by DSERT. 

Phase II (2011 - 12)

Delivery of a 5-day ‘English for the English Classroom’ module comprising key sessions from the original 20-day teacher training course for teachers of standards 1 – 8. 

  • 240 of the original MTs were identified and trained face to face to conduct this module for a further batch of resource persons identified by the state
  • They in turn cascaded this module to 1.71 lakh teachers of standards 1 – 8 across the state.

Phase III (2012 - 13)

Further strengthened the skills and knowledge of the cohort of MTs in the state with a second 5-day programme, ‘Using English in the English Classroom’.

  • Delivered face to face to 624 MTs and
  • Cascaded to 1.62 lakh teachers of standards 1 – 8 in Karnataka.

Phase IV (2013 - 14)

Phase IV of KELTEP was delivered in two stages. In stage one, the capacity of the State was built from 700 MTs to 1200 MTs. In stage two, British Council provided face-to-face training to 1200 MTs (Master Resource Persons) who have then provided direct in-service training on ‘Writing Skills Development’ to 1,79,393 lakh school teachers impacting on the learning outcomes of students in elementary government schools in the state.

This project aimed to:

• develop skills and knowledge in how to use interactive and activity-based teaching methodologies in their own classrooms and to train teachers

• gain more confidence in their own ability to communicate effectively in English, especially in the classroom and training room

• develop key trainer training techniques and skills so that they can effectively deliver training to teachers at block level

• be able to deliver effectively the Developing Writing Skills course to elementary school teachers at block level

• develop mentoring skills so that they can effectively support other teachers

• ensure understanding of the underlying reasons for techniques identified in the NCF (2005)

• be better able to reflect on their own performance and evaluate their own teaching/training sessions

• develop strategies to take responsibility for their own professional development

• understand the principles and practices of being a ‘good’ writing teacher.

The teacher training programme aimed to help the teachers to teach learners the mechanics of writing, sentence and paragraph writing, writing process, and to provide positive and constructive feedback to learners on their writing skills.

Some of the CPD activities encouraged during KELTEP were co-planning, peer support, peer observation, British Council academic consultant observations, reading tasks and action research.


What the Master Trainers say

“I never thought there was a structured way to teach handwriting. It doesn’t matter if it is cursive or italics, we can teach handwriting well now!”

“I feel confident about using writing activities in class. I am sure I will have students who can write independently.”

“After this course, I realise that writing for communication has a different focus. I will be able to correct learners differently - with that focus in mind now.” 

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