In Punjab, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and the British Council are working together to develop the English language teaching skills and language confidence of all secondary level English language teachers in government schools across the state. 191 Master Trainers have been selected and up-skilled in order to deliver training to 3,000 secondary English teachers. PELTI is a three-year project running from 2013 to 2016 and it continues work done as part of the Punjab English Enhancement Programme initiatives between 2010 and 2012.
Punjab English Language Teaching Initiative
1. To improve the English language confidence and enhance the lesson delivery of government school teachers of English in grades 9 and 10.
2. To further develop the skills of 191 Master Trainers (MTs)
- Classroom practice (Year 1)
- Teacher training skills including skills in monitoring and evaluation and observing and giving feedback to teachers (Year 2)
- Planning and writing training sessions and training and classroom resources (Year 3).
3. To build capacity within the state to enable effective monitoring and evaluation of English language teaching and training.
4. To develop individual and institutional commitments to Continuing Professional Development (CPD) through the provision and support of a CPD framework.
Customised content and materials developed based on results of the needs analysis and in collaboration with stakeholders.
- Master Trainer training: Two 4-day training interventions for 191 MTs.
- Cascade training by Master Trainers to 3000 teachers across Punjab.
- Pre and post training impact analysis study, including classroom observations and feedback from all stakeholders.
- Monitoring of cascades and MT support following each phase of training.
British Council conduct extensive baseline, midline and endline classroom and training room observations, assessments, and interviews in order to capture data that helps understand impact and learn lessons that are used to further refine the project.
By the end of Year 2, some significant successes have already been identified, and also areas requiring further improvement in order to meet the ambitious success indicators defined for the project. There is strong evidence that most Master Trainers are now using a more learner-centred style of teaching in their own classrooms, and there is evidence of a positive trend in teachers’ classrooms.
- 54% of teachers observed met or exceeded standards in their appropriate use of English in the classroom (compared to 22% in the baseline)
- 86% of Master Trainers met or exceeded standards in their appropriate use of English in the training room (compared to 58% in Year 1)
- In the training room, Master Trainers’ use of trainee-centred methods and management skills has improved considerably.
- Data also identifies teaching and training skills that many teachers and Master Trainers need to improve further in order to meet agreed standards, including giving instructions, encouraging active participation.
What the stakeholders say
'The project started in 2011, and since then approximately 6,000 English and Social Studies teachers of Punjab have been trained under this project per year. The programme helps the teachers to understand that in a communicative classroom, the students will have more talking time than teachers. Teachers have been trained practically during training by assigning them tasks in pair and groups thereby teaching them classroom management which will help them teach English to students more easily.' -- Sikandar Singh Maluka, Punjab Education Minister
'The learner centred classroom approach has improved my English. It has also changed my view of how students learn English in classrooms.' -- Master Trainer, Amritsar
‘The most interesting session was guided action research planning, because I finally made an action research by myself and showed it to our trainer who helped where needed and I am confident to put it into action in my class.’ -- Sushma Sharma, PELTI Master Trainer from Jalandhar
‘One thing that I learnt today and will try when I get back to my school is … the value of CPD, reflection and feedback as it helps us in our personal and professional development. I also learnt the advantages of having the right body language and an impressive way of presentation to interact our learners. One thing I talked to another teacher about today was … about online apps, networking and digital material which can help us in being innovative. With the use of these technologies we can make our teaching more effective.’
‘The training also changed my belief that teaching English to kids in government school is an impossible task. I now know that it is possible with the right methodology.’