Punjab English Enhancement Programme (PEEP) was planned and implemented following discussions on improving English language teaching and learning with key stakeholders in Punjab state to improve English Language teaching for Grades IX-X, through a cascade model involving customised content creation, training, monitoring and evaluation.
Punjab English Enhancement Programme
- To improve the English language confidence and enhance the lesson delivery of government school teachers of English in grades 9 and 10
- To identify the training needs of teachers and address through a range of face to face and self access interventions
- To develop a cohort of 160 master trainers to cascade input to 3000 teachers across the state
- To build capacity within the state to enable effective monitoring and evaluation of English language teaching and training.
- Focused needs analysis to identify areas where support was required
- Customised content and materials developed based on results of the needs analysis and in collaboration with stakeholders
- Phase I: 10-day training intervention for 160 MTs. MTs cascaded training to 3000 teachers in 89 venues across Punjab
- Phase II: 5-day training intervention for 160 MTs, followed by a similar cascade programme to Phase I
- Selected MTs provided with mentorship training with an aim to provide teachers with ongoing support
- Post training impact analysis study done prior to and after Phase II, including classroom observations and feedback from all stakeholders
- Monitoring of cascades and MT support following each phase of training.
160 teachers designated as master trainers (MTs) underwent training in two phases over two years. The MTs cascaded training twice to 3000 teachers.
The state government and the participants were very positive about the programme with 90 per cent of master trainers reporting that they had acquired new knowledge and skills after taking part in the training and 88 per cent agreeing that the sessions were of a high quality.
During monitoring of the classroom impact following the final phase of the project, we observed that an encouraging 64 per cent of the teachers are actively working to create a positive learning environment and 67 per cent of the teachers are making a concerted effort to engage their students by starting their lessons in interesting and stimulating ways.