Ministry of Education Literacy Department...master trainers, monitoring officers, and other stakeholders in literacy education. This would be a precise and detailed manual and reference

Islamic Republic of Afghanistan

Ministry of Education Literacy Department

Guideline for Statistic Forms of Literacy Courses

Learners’ Assessment Tools & Guideline

t

Tools

Monitoring Manual for Literacy ACtivties

2014

Guideline for Statistic Forms of Literacy Courses

Learners’ Assessment Tools & Guideline

t

Tools

Monitoring Manual for Literacy ACtivties


Ministry of Education Literacy Department

Authors:

LEAF2/JICA Japanese Experts: Prof. Yumiko Ono, Ms. Madoka Mori, Ms. Utako Morita, Ms. Yoko

Satomi, Ms. Harumi Tsukahara, Ms. Sakiko Yamaguchi, Ms. Rie Koarai, Mr. Nayouki Sato, Ms.

Satoko Okamoto, Mr. Takuya Sasaki, Ms. Hiroko Saito and Mr. Masami Suda.

LEAF2 National Staff:

Ziaulhaq Jamal Project Coordinator

Razia Joya Technical Officer

Mohammad Hasan Khalo Qurishi Project Coordinator

Shakila Elham Technical Officer

Editors: Allah Baz Jam Literacy Programs Directorate

Rahima Asmar Monitoring and Evaluation Unit

Shahla Hafizi Developing Project Planning, Budget Implementation and

Reporting Unit

Compose and Design: Akbar Hashimi

Preface

LD in partnership with the Japan International Cooperation Agency (JICA) initiated the “Project on the Improvement of Literacy Education Management in Afghanistan” (here in after referred to as “LEAF2”) in April 2010. The objective of LEAF2 is to enhance the capacity of literacy administration in monitoring and technical support for quality improvement of literacy education and there are four outputs as follows:

1. Framework of monitoring and technical support covering all literacy courses is developed.

2. Measures for assessing learning achievement of learners after completion of course are developed.

3. Measures for reporting and information sharing are developed and implemented.

4. Measures for technical support are developed.

In order to achieve the above-mentioned objectives, “Monitoring Manual”, “Learners’ Assessment Tools and Guideline” and “Statistic Data Collection Guideline” were developed by LD technical working groups’ members with financial and technical cooperation of JICA/LEAF2 in 2013. After the Monitoring Manual, Learners’ Assessment Guideline and Statistic Data Collection Guideline were developed successfully, they were shared to relevant literacy personnel, including PLC managers, monitoring officers, statistic officers, and DLC managers and monitors through training provided by LD/LEAF2 throughout Afghanistan.

Based on the experience of conducting the nationwide training, this Training Manual was developed to help those who would like to train relevant personnel in the field of literacy. We hope that this will be beneficial to further promote literacy activities and capacity building of literacy personnel in Afghanistan.

Mohammad Azim Karbalai

Deputy Minister for Literacy

Ministry of Education

Abbreviations

LD Literacy Department

LEAF2 The Project on Improvement of Literacy Education Management

in Afghanistan

JICA Japan International Cooperation Agency

TWG Technical Working Group

DLC District Literacy Centre

PLC Provincial Literacy Center

NGO Non-Governmental Organization

Training Manual on Monitoring, Learners’ Assessment & Data

Collection

Table of Contents

Authors

Preface

Abbreviations

Contents Pages

Chapter 1: Introduction ..................................................................................... 1

1-1 What is this Manual for? .......................................................................... 1

1-2 Structure of Manual ................................................................................. 1

Chapter 2: Overview of Training Program ....................................................... 3

2-1 Objective of Training ............................................................................... 3

2-2 Contents of Training Program ................................................................. 3

(1) Monitoring Manual ............................................................................ 3

(2) Assessment Guideline ........................................................................ 4

(3) Statistic Data Collection Guideline .................................................... 4

2-3 Training Participants ................................................................................ 4

2-4 Trainers .................................................................................................... 4

2-5 Venue and Duration .................................................................................. 5

2-6 Materials to be distributed ....................................................................... 5

Chapter 3: Implementation of Training ............................................................. 7

3-1 Before training ......................................................................................... 7

3-2 During Training ...................................................................................... 12

(1) Overall Training Process .................................................................. 12

(2) Training Process for Monitoring Manual ......................................... 14

(3) Training Process for Learners’ Assessment Guideline ..................... 31

(4) Training Process for Data Collection Guideline .............................. 42

(5) Evaluation of the training ................................................................. 51

3-3 After Training ......................................................................................... 54

(1) Report Writing .................................................................................. 54

(2) Follow up of Training ....................................................................... 56

Chapter 4: Tips for Trainers ............................................................................ 57

4-1 Characteristic of Good Trainers ............................................................. 57

4-2 Training Methods ................................................................................... 58

(1) Icebreaking activity .......................................................................... 59

(2) Label work ...................................................................................... 59

(3) Role Play ......................................................................................... 60

(4) Case Study ...................................................................................... 60

(5) Presentation .................................................................................... 60

(6) Questions and Answers (Q &A) ..................................................... 61

(7) Energizing activity .......................................................................... 61

(8) Group discussion (Group Work)..................................................... 62

1

Chapter 1: Introduction

1-1 What is this Manual for?

The objective of this “Manual for Training on Monitoring, Learners’

Assessment and Data Collection in Literacy Activities” is to help trainers to

conduct practical and effective training on the latest manuals and guidelines

of monitoring of literacy activities, assessment of learners and data

collections.

Manual/guideline for Training on Monitoring, Learners’ Assessment and

Data Collection in Literacy Activities explains essential activities and

methods needed to plan and implement training for monitors, facilitators,

master trainers, statistic officers and other related staff of literacy program.

The users of Manual for Training on Monitoring, Learners’ Assessment and

Data Collection in Literacy Activities are the LD and PLC staff, and it

mostly depends on the package and target of designed trainings could be

master trainers, monitoring officers, and other stakeholders in literacy

education.

This would be a precise and detailed manual and reference for those who

want to conduct trainings of the manuals and guidelines developed by LD

and JICA/LEAF2.

1-2 Structure of Manual

The Manual for Training on Monitoring, Learners’ Assessment and Data

Collection in Literacy Activities is composed of 4 chapters. Chapter 1 is

brief introduction of this training manual, Chapter 2 explains the overview of

training program, which includes the objectives and contents of training

program and brief introduction of monitoring manual for monitoring literacy

classes, assessment tools and guidelines for assessment of learners’

achievements and data collection guidelines, participants, trainers, venue,

duration and distributing materials. The chapter 3 tells us about the

implementation of the training, what the training team have to do before,

during and after the training. In chapter 4, there are some important tips for

2

the trainer’s further information such as characteristics of a good trainer,

training methods, time management… are explained.

At the end of Manual for Training on Monitoring, Learners’ Assessment and

Data Collection in Literacy Activities you can see the appendixes, which are

the presentations materials made based on the monitoring manual,

assessment tools and guidelines and statistic data collection guidelines that

used in nationwide training.

3

Chapter 2: Overview of Training Program

The training program consists of three training packages which are training

for “Monitoring Manual”, training for “Learners’ Assessment Tools and

Guideline”, and training for “Statistic Data Collection Guideline”. In this

section, three mentioned training packages are described. The training

programme can be adjusted (some packages/topics could be skipped or

added) based on the needs or requests found in the field where the training

will be conducted.

2-1 Objective of Training

The objective of training is;

Sharing the Monitoring forms and manual, Lesson plan, Learner’s

assessment tools and guidelines, statistic data collections forms and

manual.

Improving knowledge and skills of PLC Staff, DLC managers and DLC

monitors in monitoring, learner’s assessment and statistics data

collection.

At the end of the training it is expected that the participants effectively

implement and practically use the contents which they have learned in the

training in their work in the field for improvement of literacy activities in

Afghanistan.

The objective of the training could be different based on the target group of

the trainees for example if LD, PLC or other literacy stakeholders want to

conduct training for the facilitators on the assessment tools and guidelines, in

this case definitely the objective could be diverse and just assessment tools

and guideline would be trained for them.

2-2 Contents of Training Program

Contents of the training program is about Monitoring Manual, Learners’

Assessment Tools and Guideline and Statistic Data Collection Guideline.

Contents of these guidelines and manuals are briefly introduced as follows:

(1) Monitoring Manual

Monitoring Manual provides necessary information about the important

aspects of monitoring of literacy activities, such as concept, methods, roles

4

and responsibilities of monitors, and practical guide on how to monitor

literacy activities with the use of monitoring forms. This manual is a precise

guide, resource and standard tool for all monitors, managers and other

personnel who are working for literacy education.

(2) Assessment Guideline

Assessment guideline includes details, methods, and practical guides on how

to conduct the learners’ assessments, record and use the assessment results.

This Guideline is a precise and standard tool for all facilitators, monitors,

managers and other personnel who are working in the field of literacy in

Afghanistan.

(3) Statistic Data Collection Guideline

Statistic Data Collection guideline provides necessary information on how to

collect statistic data of literacy activities and fill statistic forms and submit

the necessary and accurate data to DLC, PLC and Literacy Department

(LD).Users of this guideline are monitors, DLC managers, statistic and

planning staffs of PLCs and NGOs which have activities in literacy.

The above mentioned contents could be covered in one training or could be

partially trained based on the request received from the field or it can be

selected by the training conductor.

2-3 Training Participants

Target participants would be PLC manager, PLC monitoring officers,

statistic officers and master trainers at PLC level, and DLC manager, DLC

monitors, and literacy facilitators in DLC level.

In addition, the monitoring staff of other organizations that work in literacy

activities can also be participants of the training. The facilitators can be the

training participants, too, for some packages/topics such as; learners’

assessment guideline and course registration form in the statistic data

collection guideline.

2-4 Trainers

Trainers would be LD and PLC staff and based on the target of the trainings

designed, master trainers and monitoring officers of PLC, and other

stakeholders work in literacy education could also be the trainers. Language

5

of the participants should be considered in selecting trainers.

2-5 Venue and Duration

Training team will decide venue for the training considering who will be the

participants. If the participants are from several districts, the training can be

conducted in provincial centre or major district centre. If PLC has a

meeting/seminar room, that room can be utilised for the training.

Duration of training depends on the contents and types of the training.

Monitoring training requires 900 minutes, while Learners’ Assessment

requires 440 minutes and Statistic Data Collection training duration would

be 345 minutes according to their session plans.

Note: Duration of the trainings (session plans) of monitoring, learners’

assessment and statistic data collection guidelines can be adjusted as

required.

2-6 Materials to be distributed

The following materials related to each manual and guideline should be

prepared and distributed for all participants of the related training of each

manual:

1) For Monitoring Manual Training:

Monitoring Manual

Monitoring Form for Literacy Classes

Monthly Qualitative Report of Monitoring Results from DLC

to PLC

Monthly Qualitative Report of Monitoring Results from PLC to

LD

Teaching Materials (Presentations) of Monitoring Manual

(Attached at the end of this manual)

2) For Learners’ Assessment Tools and Guideline Training:

Learners’ Assessment Tools and Guideline

Pre-Assessment Tool

Record Sheet of Pre-Assessment

1st Assessment tool of )Basic Literacy(

2nd Assessment tool of )Basic Literacy(

3rd Assessment tool of (Post literacy)

Record Sheet of Assessments of Basic and Post Literacy Books

Teaching Materials (Presentations) of Learners’ Assessment

6

Guideline (Attached at the end of this manual)

3) For Statistic Data Collection Guideline Training:

Statistic Data Collection Guideline

Monitor Monthly Data Collection Form

Monitors' Quarterly Data Collection form

Quarterly Statistical Report form from DLC to PLC

Quarterly Statistical Report Form from PLC to LD

Quarterly Statistic Report Form of NGOs

Course Registration Form

Teaching Materials (Presentations) of Statistic Data Collection

Guideline (Attached at the end of this manual)

Hand-out should be prepared in sufficient number so that each participant

can take a copy with him/her.

In addition, supplementary materials can be distributed to participants for

further understanding of participants such as filled monitor forms, etc. for

the supplementary teaching materials of each activity please see the session

plans for each manual and guidelines introduced in this manual.

7

Chapter 3: Implementation of Training

The effective training implementation consists of three steps which are

“before training” (preparation), “during training” (implementation) and

“after training” (follow up). Below you can see the cycle of the whole

training implementation process:

In this chapter each step and their requirements is explained as follows:

3-1 Before training

As shown in the cycle, the following items should be done/prepared by the

training team before starting the training:

Contents: Contents of the training should be adjusted with the consideration

of:

Objective of the training,

Background of the participants

Available financial and human resources for the training

Number of the training days

Participants: The exact participants should be identified. When selecting

participants for the training, the following should be considered:

Those whose work is related to the training contents should be invited.

Appropriate number of participants should be trained or invited.

8

Those who have not received the same training before is prioritized.

Trainers/Training Team: Trainers should be specified and training team

should be established. Training team is a group of people who are involved

in all activities of the training such as; administrative matter, logistic issues

and teaching matter from the beginning up to end of the training. The

training team should have meetings and specify tasks of each individual

member of the team for instance; making agenda and identifying the trainer

for presenting each part of the contents.

Trainers must be able to communicate with the trainees by their native

language and also consider gender issue in involving participants to the

training activities.

After the trainers selected, they need to study all the contents of the training

including; guidelines, presentations and session plans before conducting the

training in order to be more familiar and have more confidence on the

training contents.

Making agenda by Training Team during NWT in Kabul

Date: Date of the training should be specified based on:

Progress of training preparation

Availability of the participants

Weather situation

Venue: Venue should be selected in consideration of the following aspects:

Accessibility and security

Size of room and furniture/equipment available

Cost for rent (if any)

Water/toilet facilities, lighting and ventilation conditions

9

In addition, needed facilities for tea break and lunch should also be prepared

according to the number of the participants (if any).

Invitation of Participants: Invitation letter of training should be sent out

well ahead of time so that the participants can make necessary arrangement

at their offices/homes to attend the training.

Preparation of necessary material: Necessary material of the training

should be decided by the training team and they should be prepared

(purchased, collected) before the training. Sample of the necessary materials

are as follows:

Flip chart

White board and markers

Registration/Attendance sheet

Certificates

Large and small pieces of paper for label work

Other necessary stationeries such as; notebook, ruler, pen and etc. for

training and participants should also be prepared. For more detail refer to the

stationery checklist in the next page.

10

Check lists for preparation of training:

Before training starts the following checklist should be checked and tick

marked by training team in order to reassure that everything is ready for

conducting an effective training.

Checked on ( )

Checked by ( )

Name of Province ( )

Agenda and Session Plan Preparation Check

Is agenda prepared sufficiently?

Are date, time and venue mentioned clearly in agenda?

Are the training objectives correct and clear?

Does agenda have a logical sequence?

Is sufficient time allocated for each session?

Are trainers identified for each session?

Is session plan prepared sufficiently?

Are teaching methods suitable in each session?

Are activities of session plan prepared clearly?

If they have group works, are questions of group works

prepared?

Training Venue and Lunch Preparation Check

Is training venue appropriate based on the accessibility?

Is training venue secured?

Is learning environment appropriate for the training? (For

example, is room of training venue calm, clean, bright and

warm/cool?)

Are water and toilet facilities available in the training

venue?

Are lunch and tea prepared?

Training Materials Check

Is agenda prepared sufficiently? (If they make photocopy

for each participant, is agenda prepared according to the

number of participants? If they cannot make photocopy to

each participant, writing on flip chart paper is the other

way)

Are Monitoring Manual, Learners’ Assessment Guideline

or Statistic Data Collection Guideline prepared according

to the number of participants?

11

Are Monitoring forms, Learners’ Assessment tools or

Data Collection forms prepared according to the number

of participants?

Are important points by referring to Monitoring Manual,

Learners’ Assessment Guideline or Statistic Data

Collection Guideline written down on flip chart papers for

the presentation sufficiently?

Are supplementary teaching materials such as; filled

forms for pair and group works prepared?

Is participants list prepared and submitted to Host

Organization?

Is invitation letter prepared and sent to participants?

Stationery Check

Are stationeries prepared for participants according to the

number of participants and made package?

Pen

Notebook

Plastic Bag

Are stationeries prepared for trainers?

Markers (black 10, blue 5, red 5 in total 20)

Flip chart papers (3 rolls, 60 sheets)

Scotch tape (1)

Ruler 50 cm (4)

Pencil (1 box) and 2 erasers

Preparation by Host Organization Check

Is attendance sheet prepared?

Is agreement about transportation and allowance payment

prepared and signed by PLC Manager?

Is certificate prepared and signed?

Are payment sheet and money for transportation and

allowance prepared?

12

3-2 During Training

(1) Overall Training Process

The following are the process for each monitoring manual, learners’

assessment guideline and statistic data collection guideline trainings:

1) Registration: At the beginning of each training, training

participants should be registered in registration sheet. The

registration sheet includes; name, position, contact number and

signature of each participant.

2) Recitation of Quran Karim: As usual, training begins by the

recitation of some verses of Quran Karim by one of the training

participants.

3) Introduction of the Training Participants: Trainer asks all the

training participants to introduce them to each other. After the

training participants introduced to each other, the trainer also

should introduce him/her to them.

4) Introduction of the Agenda and the Training Objectives: After

introduction of the participants, trainer introduces agenda and

explains objectives of the training.

5) Tea Break: After some contents of the training presented a tea

break is necessary. Tea break can be around 15 minutes in the

morning and in the afternoon.

6) Lunch and Pray: Lunch and pray are required.

7) Review on the Last Day: At the second and third day of the

training, reviewing on the contents of the last day is required.

8) Evaluation of the training: At the end, trainers can evaluate the

training in order to understand how the training was and how much

objectives of the training are achieved. It also helps us to get

suggestion of the participants.

9) Certificate Distribution: At the end of the training certificate is

distributed for the participants of the training.

10) Closing Remark: At the end of the training, the training closes

with speech of the trainer or another authorized person.

13

Some activities of the nationwide trainings in pictures

Group work discussion during NWT in Badakhshan

Presentation by trainer during NWT in Kabul

Sharing group work during NWT in Nangarhar

Certificate distribution during NWT in Balkh

14

(2) Training Process for Monitoring Manual

Monitoring manual has 5 chapters and is taught by 12 sessions which

contains topic of the chapter, objectives that should be achieved at the end of

each session and the duration. Titles of the manual are divided into activities

including time and needed materials. Each activity describes how trainer can

present the monitoring manual training materials (presentations) that are

attached at the end of this manual using the session plans.

Session

number

Title Duration

Session 1 Introduction of Monitoring Manual (Chapter

1)

20 minutes

Session 2 Basic Concept of Monitoring (Chapter 2,

2-1 to 2-6)

85 minutes

Session 3 Importance of Monitoring and its

Methodology (Chapter 2, 2-7 to 2-11)

85 minutes

Session 4 Teaching related monitoring items (Chapter

3, 3-1)

80 minutes

Session 5 Monitoring Procedure Planning of

Monitoring (Chapter 3, 3-1)

100 minutes

Session 6

Implementation of monitoring and reporting

on DLC level (Chapter 3, 3-1 to

3-2 and Chapter 4, 4-1)

105 minutes

Session 7 Introduction Monitoring Form ( Chapter 4,

4-2 and 4-3)

70 minutes

Session 8 Group Work on model lesson filled forms 65 minutes

Session 9 Integrating the monthly qualitative

monitoring report from DLC to PLC

( Chapter 4, 4-3)

100 minutes

Session 10 Integrating the monthly qualitative

monitoring result from PLC to LD (Chapter

4, 4-4)

90 minutes

Session 11 Utilization of Monitoring Results for

Improvement of Literacy Education

(Chapter 5)

40 minutes

Session 12 Lesson plans (Chapter 5) 70 minutes

15

Following is the step to step session plans with their objectives for

monitoring manual training which is being taught in 900 minutes:

Session1: Introduction of Monitoring Manual (Chapter 1)

Objective: Participants will understand overall contents of the monitoring

manual and particularly the Chapter 1.

Duration: 20 minutes

Duration Teaching Activity Teaching

Material

5

minutes

1 What is the Manual for?

Introduction

The trainer presents some preliminary

information on how monitoring manual and

monitoring form have been developed and

what is the requirement of developing of the

above mentioned materials.

Monitoring

Manual,

Prepared flip

charts

5

minutes

1-2 How was the Manual developed?

The trainer gives brief explanation by lecture

method.

Monitoring

Manual,

Prepared flip

charts

5

minutes

1-3 Who is the Manual for?

The trainer presents on who is the manual for

by lecture method and the trainer asks

participants to have any questions based on

their obtained information from the lecture

Monitoring

Manual,

Prepared flip

charts

5

minutes

1-4 Structure of the Manual

The trainer presents the structure of the

manual using prepared flip charts and

responds the questions of the participants.

Monitoring

Manual,

Prepared flip

charts

Session2: Basic Concept of Monitoring, Chapter 2, 2-1 to 2-6

Objective: Training participant will be able to improve their knowledge

about the basic concept of monitoring.


Duration Teaching activities Teaching

Material

20 minutes Activity 1: 2-1 monitoring literacy classes Prepared chart

16

The trainer shares some word as good starting

from the text of monitoring of literacy classes to

the trainees and then, asks the following

questions:

-What is monitoring?

-What is the difference between monitoring and

inspection?

-What is the difference between monitoring and

evaluation?

The trainer selects two or three persons from the

participants, the assigned people will explain their

understanding regarding the asked questions.

After that, the trainer presents his/her prepared

chart.

of trainer,

marker

15 minutes Activity 2: 2-2 Objective of Monitoring

The trainer asks the following questions from the

participants:

-What is the purpose of monitoring on literacy

classes?

-Why is it important to monitor form literacy

courses activities?

The trainer will select some of the participants for

answering the above questions then he/she will

poster their chart on the board and read the

objectives of monitoring (2-2) one by one and

asks the participants to share his or her

understanding about each part with others. If the

trainer gets satisfied answer form participants

they will accept their given answers otherwise

they would explain the topic briefly.

Prepared chart

of trainer

15 minutes Activity 3: 2-3

The trainer instructs the participants to read

principles of monitoring (2-3) silently for 5

minutes. By utilizing the balling game method,

the trainer throws the ball to one of the

participants and asks him/her to share one part of

his/her understandings from the read text of

17

principle of monitoring to the other participants.

The owner of the ball throws the ball to another

participant, the person who catches the ball- will

act the same as before, the trainer continues the

game based on the time limitation and finally,

consolidates the participant s understandings

based on the prepared chart.

35 minutes

15 minutes

for silent

reading and

20 minutes

for Q and

A

Activity 4: 2-4 2-6

The trainer instructs the participants to read 2-4

up to 2-6 silently for 15 min. Then, trainer asks

participants to take flash card which contains

questions from the text and share his/her

understandings from the written text with other

participants.

The following questions should be written on the

flash card:

-Please explain your understanding about

effective monitoring?

-Please explain your ideas about characteristics of

effective monitoring by cooperation with

governmental and nongovernmental organizations

who work for literacy?

-Please explain communication and creative

initiation in characteristics effective monitoring?

-Please explain focus on the main objectives in

characteristics of effective monitoring?

-Please explain achievements of specific

objectives in characteristics of effective

monitoring?

-Please explain solving problems by consultation

in characteristics of effective monitoring?

-Please explain conveying the achievement of

monitoring to the other section in characteristics

of monitoring?

-Please explain continual monitoring for

achieving the objectives in characteristics of

effective monitoring?

Monitoring

manual and

flash cards

18

Session3: Importance of Monitoring and its Methodology (Chapter 2, 2-7 to

2-11)

Objective: Participants will understand the importance of monitoring of

literacy classes, and the monitoring methodologies.



materials

15

minutes

Activity 1st : From 2-7 to 2-9

The trainer makes the group work instruction,

and divides the participants into four groups,

then offers them the following questions.

-Why is it important to monitor literacy

classes?

-What should be monitored?

-How can the monitoring be done? (Types of

Monitoring Methods?)

-What are the information collection

methods?

Group works

questions,

markers and flip

charts

15

minutes

Activity 2nd : Sharing the group work result of

2-7 to 2-9:

The trainer asks from each group’s

representatives to share the group work result

with the other participants.

Group work

charts

15

minutes

Activity 3rd : Trainers explanations about 2-7

to 2-9:

The trainer presents the prepared chart of 2-7

to 2-9 and explains the discussed items.

trainer s

prepared charts

25

minutes

Activity 4th : From 2-10 to 2-11:

1. Trainer asks the participants about 2-10

that when should be monitored? After

getting the answers the trainer is going to

explain the mentioned subject for the

participants shortly.

2. Trainer asks the participants to write their

monitoring roles and responsibilities on

the paper then by the help of a participant

19

each group s idea will be written on a flip

chart / board. If the participants’ ideas are

same trainer is listening to each

participant’s ideas but he or she is writing

the ideas which hasn’t been written on the

flip chart before and at the end trainer

reviews all previous ideas which has been

written on the flip chart.

15

minutes

Activity 5th : Trainer’s explanations:

Trainer is using the prepared chart to explain

from 2-10 to 2-11.

Flip chart

Session4: Teaching related monitoring items (Chapter 3, 3-1)

Objectives: The participant will be able to know the teaching and

administrative relates items.



Materials

20 minutes

Activity 1st :

The trainer catches today’s topic by

investigatory questions, the questions are

following.

Question: what items will be monitored by

monitors while monitoring the literacy

activities?

While the trainer got the today’s topic from

the participants, he writes today’s topic on

the board (Monitoring of Literacy Classes

at District Level) and explains the chap3

from 3-1 to teaching related monitoring

items.

Prepared chart

of trainers

20 minutes

Activity2nd: (Group work)

The trainer instructs the group work

instructions as following;

Assign the group work members by

counting 1 to_5, determine the place of each

group, distributing flip charts and markers,

20

offer the group work questions to each

group, proclaiming starts and end time of

group work, select the time keeper, select

the- writer; and group’s representatives for

sharing the result of group work.

Group questions:

1. During the monitoring which teaching

related monitoring items should be

monitored?

2. During monitoring which administrative

related monitoring items should be

monitored?

After the group work instruction the trainer

announce starting of group works.

20 minutes

Activity 3rd:

After the conclusion of group work, the

trainer asks the group work representative to

share the group work result to the rest of the

training participants.

Group work

Prepared chart

20 minutes Activity 4th :

The trainer presents his/her prepared charts

from the Teaching and Administrated related

monitoring items.

Trainer charts

Session 5: Monitoring Procedure Planning of Monitoring, Chapter 3, 3-1

Cont.

Objectives: The participants will be able to get information on definition

and Monitoring planning of the monitoring plan through explanations of the

trainer.

The participants will be able to prepared (annual, semi-annual, quarter,

monthly and weekly) monitoring plans.

Duration: 100 minutes.

Duration Teaching Activities Teaching

Materials

30

minutes

Activity 1: 3-1 Definition and plan

preparation methods.

The trainer explains about definition of plan,

Prepared chart of

the trainer

21

content plan preparation method (annual,

semiannual, quarterly, monthly and weekly

plans one by one through prepared charts.

5 minutes

Activity 2nd: group work on 3-1

Monitoring planning:

The trainer assigns the group work members

into 6 groups by counting the form 1-6, and

instructs the group work instruction as

following :

Assigning the place of each group, assigning

the time keeper, proclaiming the beginning

and ending time of group work, creating

spaces between groups, and offering the

group work questions each group.

Questions of the group working:

-Please prepare the monitoring activities

plan of the second semiannual of year 1391

by cooperation of your group members.

-Please prepare the 3rd quarter monitoring

plan for the year 1391 by cooperation of

your group members.

“Question no. 2 should be given for two

groups”

-Please prepare monitoring plan of the first

month of the 3rd quarter of the year 1391.

-Please prepare weekly monitoring plan by

cooperation of your group members.

Questions of

group working,

maker, flip chart

Rulers for

making tables of

the plans

group working

questions

30

minutes

Activity 3rd:

The groups start group work activities and

the trainer support each group in plan

preparation.

35

minutes

Activity 4th: Sharing the group work result.

The group work result will be shared by the

group representatives to the rest of the

training participants.

prepared group

work charts

22

Session6: Implementation of monitoring and reporting on DLC level

(Chapter 3, 3-1 to 3-2 and Chapter 4, 4-1)

Objectives: The Participants will be able to understand about the

implementation of monitoring, reporting and monitoring the Monitoring of

Literacy Classes at Provincial Level.



Materials

15

minutes

Activity 1st:

The trainer asks the following questions

from the participants by utilizing- question

and answering method.

-Which item has to be carried by the

monitors when monitoring the literacy

activities?

-Which points and working procedure

should be followed by the monitors when

monitoring literacy classes?

The trainer receives the responses from the

participants and utilizes the prepared chart

for the explanation of implementation of

monitoring.

The prepared

chart of trainer

15

minutes

Activity 2nd:

The trainer explains Reporting format of

monitoring manual with the participants.

Monitoring

manual/ prepared

flip chart on

Reporting Format

25

minutes

Activity 3rd: Group work

The trainer makes the group work

instructions, and he/she distribute the

following group work questions.

-Please prepare your previous month plan’s

activities report in the reporting format?

flip chart and

group work

questions

20

minutes

Activity 4th:

The group representatives share the group

work result to the rest of the participants.

Group work

question

10

minutes

Activity 5th:

The trainer explains 3-2 of chap3 (the

Prepared charts

23

Monitoring of Literacy Classes at Provincial

Level.)

20

minutes

Activity 6th :

The trainer distributes the new monitoring

forms on literacy classes to the participants

and instructs them to study the received

monitoring forms; in 5 minutes. Then

explains on 4-1 (Guideline on how to use the

new monitoring form on literacy classes.) in

15 minutes.

The prepared

chart of trainer

New monitoring

form

Session7: Introduction Monitoring Form (Chapter 4, 4-2 and 4-3)

Objective: The training participant will be able to know about the procedure

of filling out and reporting and filing out of the new monitoring form.



materials

15

minutes

Activity 1st :

The trainer asks the participants to read 4-2 of

the monitoring manual.

Monitoring

form

25

minutes

Activity 2nd:

Trainer asks each participant to read two

numbers of parts 2-4 and explain them for

others and if the participant’s explanations

weren’t good for more helping and

information the trainer would explain them

for the participants.

Monitoring

manual

5 minutes

Activity 3rd : Trainer is consolidating the main

result of performed activities.

15

minutes

10

minutes

Activity 4th: 4-3 reporting and filing procedure

of new monitoring form on DLC level.

Trainer sharing the reporting and filing

procedure of new monitoring form on DLC

level for the participants.

Activity 5th: Sharing Monthly qualitative

report of monitoring result.

Prepared charts

24

Session 8: Group Work on model lesson filled forms

Objective: The participants will deeply understand the content of the

monitoring form.

The participants will understand how to fill out the monitoring form

properly.



Materials

5 minutes

Activity 1:

Trainer divides the participants into 2 groups

(the learners and monitors,) And asks the

monitors to monitor the model lesson

activities based on Monitoring Form content

and ask the learners to plan the role of the

literacy learners.

Monitoring form

of literacy classes

90

minutes

Activity 2:

Presenting of model lesson (90 minutes)

Materials of

model lesson

30

minutes

Activity 3: Group work

Trainer divides the participants into seven

groups and offers the group work material to

them. And asks the following questions to

each group.

1. Please write the unclear point and the

exited problem of the new Monitoring

Form

2. Compare filled forms with each other and

explain regarding different answers

3. Define positive and improvement points

of the facilitator.

Filled forms by

group work

30

minutes

Activity 4: Sharing the group work result:

Trainer asks the group representatives to

share the group work result with other

participants.

Session9: Integrating the monthly qualitative monitoring report from DLC

25

to PLC.

Objectives: Participants will be able of integrating the quarterly qualitative

monitoring result from DLC to PLC.



Material

10

minutes

1st Activity: reading the text

The trainer will asks participants to review on

the real filled monitoring form on literacy

classes with the content and format of

quarterly qualitative monitoring result DLC to

PLC form and finally would be compared to

each other.

Monitoring

Manual,

Prepared flip

charts

15

minutes

2nd Activity: The trainer relates the content of

the monitoring form on literacy classes and

the quarterly qualitative monitoring result

from DLC to PLC form, and will ask some

related questions on the importance of

integrating the filled monitoring forms on

literacy classes.

Trainer’s possible questions to be asked:

-Why the filled monitoring forms on literacy

classes have to be integrated?

-How can be the filled monitoring forms on

literacy classes are integrated in the quarterly

qualitative monitoring result from DLC to

PLC.

-Who will integrate the quarterly qualitative

monitoring result from DLC to PLC form?

-If the filled monitoring forms on literacy

classes would not be integrated what

challenges the literacy classes will face?

Monitoring

Manual,

Prepared flip

charts, filled

monitoring form

(good sample)

15

minutes

3rd Activity: The trainer explains the content

of quarterly qualitative monitoring result from

DLC to PLC Based on filled form (good

example).

5-10 Filled

monitoring

forms, flip chart

papers, markers,

blank quarterly

26

qualitative

monitoring form

from DLC to

PLC

40

minutes

4th Activity: Group work

The trainer will assign the group work

members by DLC, and instructs the group

work instruction as following:





group work questions to each group.

Based on the plan the trainer has to give the

below question for each group :

-Based on the filled monitoring forms on

literacy classes please integrate the quarterly

qualitative monitoring result from DLC to

PLC.

(1-4 for each

group)

20

minutes

5th Activity: sharing the group work results

The good example will be presented will be

shared by their y the group representatives,

the others would be putted on the wall and the

trainers make precise comments on each

result to improve the way of filling out the

form and decide which group does the best.

Session 10: Integrating the monthly qualitative monitoring result from PLC

to LD.

Objective: Participants will be able to integrate the quarterly qualitative

monitoring result from PLC to LD.



Material

5 minutes

1st Activity: reading the text

The trainer asks the participants to read the

part 4-4 of monitoring manual silently.

Monitoring

manual.

27

5 minutes

2nd Activity: The trainer explains the content

of quarterly qualitative monitoring result

PLC to LD form.

Quarterly

qualitative

monitoring result

from PLC to LD

forms

40 minute

3rd Activity: group work activity:

The trainer will split the group members by

categorizing them into PLC and DLC

members, So the PLC group members will

work on how to integrate the DLC to PLC

Quarterly qualitative monitoring result form

into PLC to LD Quarterly qualitative

monitoring result form and the DLC

members once again will start integrating the

LEAF2 filled quarterly quality integration

monitoring result form from pilot provinces

as practice instruction as following :





group work questions to each group.

Questions of the group working each split

categories:

-Please integrate the quarterly qualitative

monitoring result from DLC to PLC forms

into quarterly qualitative monitoring result

PLC to LD form.

-The trainers once again will ask the

separated DLC members improvement

practice based on the new filled monitoring

form on literacy classes the DLC members

please

-Start practice working on integrating the

quarterly qualitative monitoring result from

DLC to PLC.

Group work

questions

28

30

minutes

4th Activity: sharing the group work result:

The training participants share the result of

group work by the group work

representatives.

Filled quarterly

qualitative

monitoring result

forms from DLC

to PLC,

10

minutes

5th Activity: The trainer will have some

interrogative questions from the participants

and share his/her comments regarding the

filled monitoring forms from PLC to LD.

-Why PLC has to write actions for

Improvement in this quarter in his quarterly

qualitative report?

-If we don’t mention the strengths and

obtained experiences from the activities, and

mentioning only the problems and

challenges, what would be the loss to report?

-Based on PLC possibilities what actions can

be taken for Improvement of Literacy

Classes for the Next Quarter?

-In case if the PLC could not afford or solve

the problems how can PLC integrate the

request different districts into the request cell

PLC to LD for Improvement of Literacy

Classes?

blank qualitative

monitoring result

forms from PLC

to LD,

Session11: Utilization of Monitoring Results for Improvement of Literacy

Education

Objectives: The training participants will be able to understand the cycle of

monitoring result for improvement of literacy education.



Material

29

10

minutes

1st Activity: The trainer will ask some related

questions on how to utilize the cycle of

monitoring result for the improvement of

literacy activities.

Possible questions:

-After analyzing the monitoring result, what

actions should be taken for the improvement

of literacy activities?

As based on the result we find some good

points and some challenges, the good pints as

following where the learners encouraged by

the facilitator for better participation and

having and utilizing the lesson plan. And the

challenges as not having supplementary

teaching materials and not utilizing the

various teaching methods rather than lectures,

and some challenges as the literacy courses

are not being supported by local community.

-Please share your understanding on the cycle

of monitoring activities in literacy education.

Trainer prepared

charts

20

minutes

2nd Activity: Based on the prepared charts the

trainer explains on cycle of monitoring result

for improvement of literacy education.

Trainer prepared

charts

10

minutes

3rd Activity: trainer explanation on 5-2

Based on the trainer prepared explains on

Example of Improvement Actions as

“Technical support for facilitators in

development and utilization of lesson plans.

Monitoring

Manual

Session12: Lesson Plans

Objectives: The training participants will be able to understand and practical

work on the daily lesson plan preparation.



Material

30

10 minutes

1st Activity: The trainer will ask some related

questions on about lesson plan?

-What is the importance of plane?

-What is the purpose of having lesson plan?

20 minutes 2nd Activity: Explanation on daily lesson

plan:

Based on the prepared charts the trainer will

explain on daily lesson plan, How to make

the plan and what are the steps of daily lesson

plan.

Monitoring

manual and

daily lesson

plan format

20 minutes 3rd Activity: group work activity:

The trainer will assign the group work

members into 4 proper groups by counting

the form 1-4, and instructs the group work

instruction as following :




spaces between groups, and offering from the

below mentioned two group work questions

one question to each group.

Group work question:

The trainer will offer the groups work

question to all groups:

-Please prepare by the cooperation of your

group members the daily lesson plan lesson

15 of basic literacy.

-Please prepare the daily lesson plan on

lesson 23th of Basic literacy.

Daily lesson

plan format

20 minutes 4th Activity: Sharing the group work result:

The training participants share the group

work result by the group work representative

and the trainer comment on their developed

daily lesson plans for improvement

Blank lesson

plan format,

Land Afghan for

each group

31

(2) Training Process for Learners’ Assessment Guideline

Learners’ assessment guideline has 4 chapters and is taught by 4 sessions

which contains topic of the chapter, objectives that should be achieved at the

end of each session and duration. Titles of the guideline are divided into

activities including time and needed materials for each activity. Each activity

describes how trainer can present the learners’ assessment guideline training

materials (presentations) which are attached at the end of this manual using

the session plans.

Session

number

Title Duration

Session 1 Introduction of guideline (Chapter 1) 30 minutes

Session 2 Concept of Assessment of Learners in

Literacy Activities (Chapter 2 )

90 minutes

Session 3 Pre assessment of learners in literacy

activities (Chapter 3)

125 minutes

Session 4 Basic and Post Literacy Standardized

Assessments (Chapter 4)

195 minutes

Following is the step to step session plans and their objectives for learners’

assessment training which is being taught in 440 minutes.

32

Session1: Introduction of guideline (Chapter 1)

Objective: By the end of this session participants will get comprehensive

information about the assessment guidelines.


Duration Activity Teaching

Material

10

minutes

5 minutes

5 minutes

5 minutes

5 minutes

Before starting presentation trainer asks a

general question regarding learner’s

achievement assessment. i.e

-What is the current practice for assessment

of learners’ learning achievement in Literacy

classes?

Trainer listen to the comments from 3 or 4

participants, and then mention about the

newly developed assessment tools by LD

with the cooperation of LEAF2 and starts the

presentation.

1st activity

1-1 Purpose of the guideline?

The trainer presents for what this guideline

was developed, talks about the needs for

development of this guideline, and also

explains what the facilitator/reader will

understand by reading this guideline.

1-2 How was the guideline developed?

The trainer presents PPT slides and gives

some briefing by lecture method.

1-3 who are the Guidelines for?

The trainer presents on who are the guidelines

for by lecturing method.

1-4 Structure of the Manual

The trainer presents regarding the structure of

the guideline based on prepared flip charts.

Q & A for Chapter 1

Assessment

guideline,

Prepared flip

charts or PPT

33

Session2: Concept of Assessment of Learners in Literacy Activities (Chapter

2)

Objectives: By the end of this session participants:

- Understand the concept and types of assessment, importance and need

of learners learning assessments.

- Get information about the competencies of LAND AFGAN.

- Understand the framework of standardized assessment of learners in

literacy class.



materials

5 minutes

20

minutes

1st Activity: From 2-1 to 2-6

Before starting group work, trainer asks

participants’ comments about

1. What is assessment?

2. Why learner’s achievements should be

assessed?

3. What skills of learners should be

assessed?

And then the trainer will instruct the group

work instruction and divide the participants

into four groups (If the No of participants is

more, you can divide them into 5 or 6

groups), then asks them to write opinions

regarding the following questions.

1st group: What do you think about

assessment? Write your comments regarding

the types of learning assessment?

2nd group: Why is assessment of learners’

achievement

Important?

3rd group: How we can assess learners’

learning achievements effectively?

4th group: What should be assessed? (What

kind of learning skills to be assessed?)

Group works

questions,

markers and flip

charts

34

10

minutes

10

minutes

10

minutes

20

minutes

10

minutes

2nd Activity: Sharing group work and

Presentation by trainer

1st group: The trainer asks representatives of

1st group to share the group work result with

the other participants.

-Trainer makes comments on the

presentation.

-Presentation: Trainer presents (2-1.What

is assessment and 2-2. Types of assessment)

parts by using PPT or prepared charts.

Question and answer

2nd group; Trainer asks 2nd group to share

their group work.

-Making comments on the presentation.

-Presentation: Trainer presents (2-3. Why is

assessment of learners important?), using

PPT or prepared charts.

-Question and answer

3rd group: 3rd group share their group

work.

-Trainer make comments on the presentation.

-Presentation: Trainer explains (2-4.

Method of the assessment of learners) by

using PPT or charts.


4th group: Trainer asks 4th group to present.

-Trainer makes comments on the presentation

if needed.

-Presentation: Trainer explains (2-5. What to

be assessed? 2-6. Framework of

Standardized Learner Assessment) using PPT

or charts in details.

Question and answer.

Group work

charts

Prepared charts

or PPT

35

Session3: Pre assessment of learners in literacy activities (Chapter 3)

Objectives: By the end of this session participants:

Will understand pre assessment and its importance.

Will understand method of conducting and how to use the result of pre

assessment.

Duration: 125 min


materials

10

minutes

Activity1:

-Before starting presentation trainer asks the

following question to the participants to

bring them to the topic of the session as

below:

1- Do you know what pre-assessment is and

Why it should be conducted?

Trainer hear comments from 3 participants

and then introduce the topic of session (Pre

assessment of learners), and start the

presentation.

20

minutes

Activity 2: Presentation (3-1 up to 3-3)

-Presentation: Trainer explains, what is

pre-assessment? Its objectives? Who, when

and where it should be conducted by using

the prepared PPT or written charts.

-Questions and answer

PPT or charts

10

minutes

15

minutes

Activity 3: Silent Reading (STEP1 up to

STEP5)

-Trainer asks participants to read (3-4. How

to conduct pre assessment up to STEP4 of

the assessment guideline silently. (Page 14

and 15 Dari)

-After silent reading part trainer:

Divide the class into 2 groups, and provide

two questions to each group to ask the

opposite group.

Assessment

guidelines

36

Questions:

-What are the steps of conducting pre

assessment?

-What materials a facilitator should have

before doing pre assessment?

-Who will prepare Pre-Assessment tools to

facilitator?

-How facilitator should explain the purpose

of pre assessment?

-How pre assessment should be conducted

(Group Interview, individual interview).

-What Questions should be asked from the

learners?

Prepared

questions in

small papers

30

minutes

Activity 4: Explanation of pre assessment

tool and record sheet (General

Information)

-Trainer explains pre assessment tool based

on the information provided in General

information part in detail such as; which

parts does it have? How many Questions,

How the questions are developed, How to

ask each question….

-After that trainer introduce pre assessment

record sheet and how to record the result?

PPT or charts

Pre assessment

tools

20

minutes

Activity 5: Role play (using pre

assessment tools practically)

-Trainer asks participants, now it is time to

practically use pre assessment tool.

Now attention to me and my other

colleague, we will use pre-assessment tool

practically (I as a facilitator and Mr.”

“as a new learner) and carefully look at the

record sheet how I am going to fill it up.

The record sheet should be displayed on the

projector or use big chart, so that all

participants could see it.

Pre assessment

tools ,

Projector or

large size

printed record

sheet

37

10

minutes

The facilitator will suppose all the

participants as learners and introduce

him/herself to all learners and explain to

them why s/he is going to do the

pre-assessment. (According the instruction

in STEP2 and STEP3 of conducting

pre-assessment.

-Then facilitator asks the already nominated

learner’s name to come in front of the class.

-After that facilitator asks the pre

assessment questions to the learner and

he/she answer the questions and record the

result in the record sheet displayed in the

projector. After that, the facilitator identifies

grades of the learner in each parts.

-Lastly facilitator encourages the learner.

-After practical use of pre assessment

Facilitator will ask participants comments

about the following :

-How was the role play? Tell me good

points and points to be improved?

-How we can improve?

The learner should act as real learners, who

just joined literacy class, they should not

answer to all the questions correctly or read

the sentence but do not read the Alphabet.

20

minutes

Activity6: Presentation (How to report

and use the result of pre-assessment

-Trainer explains whom to report? And how

to use result of pre-assessment for the

improvement of teaching in the class.


PPT or written

charts

38

Session4: Basic and Post Literacy Standardized Assessments (Chapter4)

Objective: By the end of this session participants:

Will understand the 1st, 2nd and 3rd assessment tools.

Could be able to conduct the 1st, 2nd and 3rd assessments.

Could be able to record the result of assessments.

Duration: 195 min


materials

20

minutes

Activity1: Presentation (4-1, 4-2, 4-3 and 4-4)

-Before starting presentation trainer asks to

attract participants’ attention to the topic of

session and asks them;

As we have mentioned in Chapter2 about the

standard assessment, now who can tell me what

the standardized assessment is?

Trainer hearing from 1 or 2 participants’ and then

starts the presentation.

-Trainer presents information about literacy

books (Basic and Post literacy), characteristics of

standard assessment questions, assessment tools

during Basic and Post literacy, Objectives of

assessment for facilitator and learners and who,

where , when will conduct the assessments?


Trainer asks the participants if they need more

clarification or have any question about the

contents of the presentation, I and my colleagues

are here to answer you.

PPT or prepared

charts

30

minutes

Activity2:Presentation)

Introduction of 1st, 2nd and 3rd assessment

tools)

Trainer introduces the assessment tools (1st, 2nd

and 3rd), i.e. 1st assessment tool contains 3

sections writing, math, reading, each section has

5 question, read each question and how to ask

each question and then explains 2nd and 3rd

PPT or charts

39

assessment as well by using projector or large

size printed assessment tools.

15

minutes

5 minutes

Activity 3: Presentation (4-5 Implementation

steps of assessments)

-After that trainer explains the implementation

steps of conducting assessments by using

prepared slides or charts.


Trainer asks if they have any question regarding

the implementation steps of the assessments.

15

minutes

30

minutes

15

Activity 4: Group work (Using assessment

tools in Model classes)

-The trainer instructs the group work instructions

as following;

Divide the participants into 3 groups, give

assessment tools (1st assessment for group1 , 2nd

assessment to group 2 and 3rd assessment to

group 3) and flip charts and markers to each

group to use as blackboard and chalk.(if possible

board and marker/chalk is better to be provided)

Group 1: 1st assessment tool (refer to the

guidelines for questions to page 33)

Group 2: 2nd assessment tool (Refer to the

guidelines for each question to page 40).

Group 3: 3rd assessment tool (refer to the

guideline for each question to page 48).

Trainer instruct all groups to select one member

from each group as facilitator and the rest of

participants as real learners.

Facilitator will ask all the learners to have a pen

and paper to write and solve the writing part

questions in their papers.

It’s better that each group members especially

facilitators have to read the instructions for how

Assessment

Guidelines

Assessment

tools

Flip Charts

Markers

40

minutes

15

minutes

10

minutes

to ask each question before starting the role play

in the above mentioned pages.

-After that facilitator do the written part of

assessment questions based on the given

instructions in the assessment guidelines.

-After collecting learners’ hand writing papers

facilitator will conduct the reading part with

maximum 4 learners and note marks on the back

of his/her written test papers.

-Trainers should closely observe the practical

implementation process;

-Scoring: After doing role play facilitator with

the help of learners will give score to each

question based on the given instructions in the

guideline for example; this learner write answer

for 1st question like this, let’s check in the

guideline how to give scores and will discuss

among group members and make scores.

Question and answer:

Trainer asks both groups as whole:

How was the role play?

What were good points and points to be

improved?

Any suggestion for improvement?

After hearing from facilitator and 1 or 2 learners

from each group, move to next activity.

10

minutes

Activity 5: Presentation (4-6 Assessment

record sheet)

-Trainer explains Assessment record sheet in

details, total score for each assessment, and

sample of filled record sheet by using prepared

charts or PPT.

PPT or charts

15 Activity 6: Practical use of record sheet Assessment

41

minutes -Trainer provides assessment record sheets to

groups and asks each group to write assessment

result for at least 4 learners from their memo in

previous group work.

-Then groups should exchange their filled record

sheet, and see how they filled and also should

write the result of 1st, 2nd and 3rd assessments

which they conducted.

Question and answer:

Trainer asks participants are the record sheet

easily understandable for the facilitators?

How is the way of recording scores?

record sheets,

Assessment

tools

15

minutes

Activity 7: Presentation (4-7. How to use

result);

-Trainer explains how to use the result of

assessments (Basic and Post literacy) for the

improvement of learners and certification

purposes by using prepared charts or PPTs.


PPT or charts

42

(3) Training Process for Data Collection Guideline

Statistic data collection guideline has 3 chapters and is taught by 7 sessions

which contains topic of the chapter, objectives that should be achieved at the

end of each session and duration. Titles of the guideline are divided into

activities including time and needed materials for each activity. Each activity

describes how trainer can present the statistic data collection guideline

training materials (presentations) which are attached at the end of this

manual using the session plans.

Session

number

Title Duration

Session 1 Introduction of statistic data collection

guideline (Chapter one and two)

60 minutes

Session 2 Monitors’ Monthly Statistical Data

Collection Form Guideline (Chapter 3, 3-1

to 3-3)

65 minutes

Session 3 Monitors’ Quarterly Statistical Data

Collection Form Guideline (Chapter 3, 3-4)

45 minutes

Session 4 Terms of human resource and DLC

Quarterly Statistical Data Collection Form

Guideline (Chapter 3, 3-5 and 3-6)

80 minutes

Session 5 PLC Quarterly Statistical Data Collection

Form Guideline (Chapter 3, 3-7)

65 minutes

Session 6 NGOs’ Quarterly Statistical Data Collection

Form Guideline (Chapter 3, 3-8)

20 minutes

Session 7 Course Registration Form Guideline

(Chapter 3, 3-9)

20 minutes

Following is the step to step session plans and their objectives for data

collection guideline training which is being taught in 345 minutes.

43

Session1: Introduction of statistic data collection guideline (Chapter one and

two)

Objective: At the end of session, participants will learn information about

structure of the manual, importance of the statistical information, and

procedure of collecting statistical data information on proper time.

Duration: 60 Minutes

Duration Lesson activities Teaching

material

15 Minutes First Activity:

- Trainer asks the below questions to the

participants for motivation at first:

1. What is statistics?

2. What is the need to collect statistical data

of the literacy activities?

- After taking idea from 3 or 4 participants,

a facilitator explains the need of

development of Guideline and data

collection forms from the LD and NGO

courses.

4 Minutes Second Activity: Introduction to Chapter

one from (1.1 - 1.3)

1.1 Objective of Guideline:

- Facilitator will explain about the

development of data collection forms and

guideline for literacy activities.

Guideline,

prepared charts

or slides,

projector,

markers, board,

computer

3 Minutes 1.2 Whom is this guideline for?

- Facilitator will give information about by

using the prepared chart or slides.

Guideline,

prepared charts

or slides,

projector,

markers, board,

computer

4 Minutes 1.3 Structure of the guideline:

- Facilitator explains about a structure of

the guideline by using the prepared chart or

slides.

Guideline,

prepared charts

or slides,

projector,

markers, board,

computer

44

4 Minutes Third Activity: Introduction to Chapter

two from (2.1 –2.3)

2.1 What is statistics?

- Facilitator explains what statistics is by

using the prepared chart or slides with

referring the participants’ answers which

were taken at the first activity.

Guideline,

prepared charts

or slides,

projector,

markers, board,

computer

6 Minutes 2.2 Objectives of statistic data collection:

- Facilitator explains the objectives of

statistic data collection by using the

prepared chart or slides.

Guideline,

prepared charts

or slides,

projector,

markers, board,

computer

4 Minutes 2.3 Application of statistic information of

literacy activities

- Facilitator explains how the statistical data

will be used by using the prepared chart or

slides.

Guideline,

prepared charts

or slides,

projector,

markers, board,

computer

5 Minutes Q & A about the explained contents

- If participants have any question about the

explained contents trainer will answer to

them.

15 Minutes

Fourth Activity: Introduction to chapter

3 from (3.1 – 3.2)

- Facilitator explains the (3.1 procedure of

data collection from the literacy courses

and 3.2 Annual schedule for statistical data

collection) by using of prepared charts or

slides to the participants.

- Question and Answer if there is.

Guideline,

prepared charts

or slides,

computer

45

Session2: Monitors’ Monthly Statistical Data Collection Form Guideline

(Chapter 3, 3-1 to 3-3

Objective: At the end of session, participants will understand and be able to

fill out the Monitors’ Monthly statistical data collection form.


Duration Lesson Activities Teaching

material

30

Minutes

First Activity: Introduction of (3.3)

3.3 Monitors’ monthly statistical data

collection form’s guideline

- Facilitator asks the participants for silent

reading of (3.3) for five minutes.

- Facilitator explains the content of (3.3) by

using of prepared charts or slides to the

participants.

-Facilitators explain the literacy Class

sample attendance sheet, using role play

method (one workshop facilitator as a

monitor and the second as a facilitator of

literacy class).

Guideline,

prepared charts

or slides,

projector,

computer,

literacy class

sample

attendance sheet

25

Minutes

Second Activity: Pair work

Facilitator guides all the participants for pair

works; one of them as literacy facilitator and

other one as a monitor to fill the Monitors’

Monthly Statistical Data Collection Form

based on the prepared sample literacy course

attendance.

- During the practice if they face with any difficulty

or question facilitator going to help them.

Sample chart

and hand-out of

literacy class

info of one

class, pen,

monitors’

monthly form,

marker, board

10

Minutes

Third Activity: sharing the Pair work

result

- after finishing their work facilitator will

distribute the sample of filled monitors’

monthly form which already prepared by the

TWG3 members to participants and asks

them to compare their filled forms and

correct their mistakes if they have.

Sample of filled

monitors’

monthly form,

result of pair

work

46

Session3: Monitors’ Quarterly Statistical Data Collection Form Guideline

(Chapter 3, 3-4)


fill out the Monitors’ quarterly statistical data collection reporting form.



Material

15

Minutes


3.4 Monitors’ quarterly statistical data


-At first facilitator asks the participants for

silent reading of (3.4 Monitors quarterly

(Statistical Data Collection) Form

Guideline) for five minutes.

- Then facilitator going to explain the

content of Monitors’ quarterly data

collection form by using of prepared charts

or slides to the participants.

Guideline of

Statistical forms

and prepared

charts or slides,

projector

20

Minutes

Second Activity: Group work

- Facilitator going to divide all the participants

in 5 groups and distributes the sample

monitors’ monthly forms and asks them to

integrate it in to Monitors’ quarterly form.

(one monitors’ monthly data collection form

which filled in the previous session and 4

other which filled out by TWG 3 members)

Monitors’

quarterly data

collection form,

sample of

monitors’

monthly form,

chart, Markers,

board

10

Minutes

Third Activity: sharing the group work

result

- After the finishing group work facilitator

going to pest the sample of integrated

monitors’ quarterly form which already

prepared by the TWG3 members on the

board, and then asks the groups to compare

their group works’ result with it, and correct

their mistakes if they have any. Then

trainer asks each group; “did you find any

Sample of

integrated

monitors’

quarterly form,

result of group

work

47

defects in your group work?”

Session4: Terms of human resource and DLC Quarterly Statistical Data

Collection Form Guideline (Chapter 3, 3-5 and 3-6)

Objective: At the end of the session, participants will understand about

some necessary Terms of human resource also will be familiar and be able to

fill out the DLC quarterly statistical data collection form.



Material

10

Minutes


3.5 terms of human resource

Facilitator explains the content of (3.5) by

using of the prepared chart or slides.

Guideline, chart

or slides,

projector,

computer

20

Minutes

Second Activity: Introduction

(3.5) DLC quarterly statistical data


-at first facilitator asks the participants for

silent reading of (3.5) for five minutes.


content of (DLC quarterly data collection

form) by using of prepared charts or slides

to the participants.

40

Minutes

Third Activity: Group work

- Facilitator going to divide all the

participants in 5 groups and distributes the

filed sample of Monitors’ quarterly forms,

and asks them to integrate it in to DLC

quarterly form.

(Two monitors’ quarterly data collection

form which filled out by TWG 3 members)

DLC quarterly

data collection

form, sample of

monitors’

quarterly form,

chart, Markers,

board

10

Minutes

Fourth Activity: sharing the group work

result


going to pest the sample of integrated DLC

quarterly form which already prepared by

Sample of

integrated DLC

quarterly form,

result of group

works

48

the TWG3 members on the board, and then

asks the groups to compare their groups’

work result with it, and correct their

mistakes if they have any.

Then trainer asks each group; “did you find

any defects in your group work?”

Session5: PLC Quarterly Statistical Data Collection Form Guideline

(Chapter 3, 3-7)


fill out the PLC quarterly statistical data collection form.


Duration Lesson Activities Teaching Material

15

Minutes


3.7 PLC quarterly statistical data


-at first facilitator asks the participants for

silent reading of (3.7) for five minutes.


content of PLC quarterly data collection

form by using of prepared charts or slides

to the participants.

Guideline ,prepared

charts or slides,

projector, computer

25

Minutes

Second Activity: Group work

- Facilitator going to divide all the

participants in 5 groups and distributes the

sample of filed DLC quarterly forms and

asks them to integrate it in to PLC

quarterly form.

(for integrating of PLC forms trainer

going to distribute the sample of DLC

quarterly form which integrated by TWG3

members)

PLC quarterly data

collection form,

sample of DLC

quarterly form,

chart, Markers,

board

10

Minutes

Third Activity: sharing the group work

result


going to pest the sample of integrated PLC

quarterly form which already prepared by

Sample of

integrated PLC

quarterly form,

result of group

work

49

the TWG3 members on the board, and

then asks the groups to compare their

groups’ work result with it, and correct

their mistakes if they have any.

Then trainer asks each group; “did you

find any defects in your group work?”

Session6: NGOs’ Quarterly Statistical Data Collection Form Guideline

(Chapter 3, 3-8)

Objective: At the end of session participants will understand and be able to

fill out the NGOs’ quarterly statistical data collection form.



Material

15

Minutes


3.3 NGOs’ quarterly statistical data

collection form guideline

-At first facilitator asks participants for

silent reading of (3.8) part for five minutes.

-Then Facilitator going to explain the

content of NGOs’ quarterly data collection

form by using of prepared charts or slides

and sample filled NGOs (by ANAFAE)

form to the participants.

Guideline,

prepared charts

or slides,

projector,

computer and

sample filled

form

5 Minutes Second Activity: Q&A

-Facilitator gives answer to the participants’

questions if they have.

50

Session7: Course Registration Form Guideline (Chapter 3, 3-9)


fill out the course Registration form.



Material

15

Minutes

First Activity: Introduction of (Course

Registration form)

-At first facilitator asks participants for

silent reading of (Course Registration

Form) for five minutes.

- Then Facilitator going to explain the

content of the form by using of prepared

charts or slides to the participants.

Guideline,

prepared charts

or slides,

projector,

computer and

sample filled

form

5 Minutes Second Activity: Q&A

-Facilitator gives answer to the participants’

questions if they have.

51

(4) Evaluation of the training

At the end of the training, it is useful to collect feedback from participants

on what they have learned in the training, whether their expectations have

been fulfilled, how well the trainers have performed in facilitating the

sessions, and the level of confidence and readiness to apply the skills and

knowledge they acquired in the training. Feedback from participants helps

organizers to identify the strengths and weaknesses of the program and to

improve it for the future.

Here is a sample of questions to get feedback from participants. These

questions were asked at the end of the nationwide training on monitoring

forms and manual, learners’ assessment tools and guideline and statistic data

collection forms and guideline. These questions can be used for all training

programmes, by modifying them according to the contents of each training

programme as below:

52

General Questions to be asked at the end of all trainings (Monitoring,

Learners’ Assessment and Data Collection)

1. How do you evaluate the following of the training?

Date Option: Appropriate, Inappropriate

Remarks:

Time length

Option: Appropriate, Too short,

Too long

Remarks:

Venue

Option: Very good, Good, Fair,

Poor, Very Poor

Remarks:

Material


Poor, Very Poor

Remarks:

Facilitators


Poor, Very Poor

Remarks:

Contents


Poor, Very Poor

Remarks:

2. What have you learnt most from this training workshop and why?

Please explain specifically

3. The lessons you got from this workshop, how do you use them for

Monitoring activities? Specify.

4. Please write suggestions to improve this training, if any.

53

Specific questions related to each training according to its contents

Specific questions related to Monitoring Manual Training:

Did you understand contents of each chapter of Monitoring Manual?

Chapter 1 Option: Very good, Good, Fair, Poor, Very Poor Remarks:




Chapter 5 Option: Very good, Good, Fair, Poor, Very Poor

Remarks: Did you understand filling and reporting with the quarterly qualitative report form (DLC to PLC and PLC to LD) (Part 4-3 of the Monitoring Manual)?

Option: Very good, Good, Fair, Poor, Very Poor Remarks:

Did you understand how to make lesson plans (Annually, Quarterly, Monthly and daily)?


Specific question related to Learners’ Assessment Training: Did you understand how to use Assessment tools and guidelines?(Pre-assessment, first, second and third assessments and their record sheets)


Specific question related to Statistic Data Collection Training: Did you understand how to use Guideline for statistic forms and statistics data collection forms?


54

3-3 After Training

Training is not an end itself, but a means to achieve improvement. It is only

part of a continuous process to strengthen the capabilities of participants.

The following activities/tasks are necessary to be done after the training.

(1) Report Writing

After the training program, all trainers and training staff should get together

to reflect on the overall training process. Both positive and negative aspects

should be pointed out, which serves as the basis for improving the future

implementation of program.

Trainers should prepare a brief report of the training, using the proceedings

recorded by the note taker during the training. Use the below report format.

Training Team internal meeting during NWT in Herat

55

Template of Report Writing

Submission Date:

Province:

Reporter with Position:

1. Province

2. Date

3. Venue

4. Objective

5. Participants

7. Facilitators

Name Role

8. Good Points/ Achievements

9. Weak Points/ Improved Points

10. Suggestions for Future Training

56

Attachments of training report: When training finished, training report

should be attached with the following items and deliver to the training

conductor or others:

1. List of training participants

2. Agenda of training

(2) Follow up of Training

Monitoring, learners’ Assessment and Statistic Data Collection trainings

should be followed in order to ensure that the participants have really

benefited from what they have learned during the training. Following are

suggested post-training activities:

Analyze answers of the training participants to the training evaluation

form questions in order to find out how the training was, how the

trainers were dealing with participants and how much the participant

have learned from the training and consider their results in the next

trainings.

Get feedback from PLC and DLC managers on whether and how the

literacy activities are improved using contents of the training.

Observe monitor’s activities during their visit from literacy class and

provide them technical support as needed.

Check the monitoring and statistic data collection forms filled by the

monitors and statistic officers who have participated in the training.

Request periodic reports from monitors, statistic officers, master

trainers and facilitators on how they applied their learned skills.

57

Chapter 4: Tips for Trainers

Quality of the training is directly related to the behavior and skills of a

trainer. So trainers have to be qualified and be familiar with different

methods of training and teaching. Following is the characteristics of a good

trainer and some teaching methods which help trainers in conducting an

effective training.

4-1 Characteristic of Good Trainers

When trainers teach his/her knowledge, skills, and experiences to trainees

and/or participants work in a group, how trainers prepare, conduct, and

communicate make a huge difference in the effectiveness of training.

Hereinafter, some points that help trainers to conduct the training effectively

are listed as below:

1. Trainers have an agenda, session plans, contents and presentations of the

training.

2. Trainers study all contents of the training before conducting the training

in order to have confidence on the training content.

3. Trainers pleasantly smile and show their happy facial expressions.

4. Trainers create a supportive environment so that participants can support

trainer and each other for an effective training.

5. Trainers have ability to use the board, projector, presentations and

contents effectively to illustrate the subject matter.

6. Trainers avoid reciting what they are writing on the board.

7. Trainers have eye contact with participants during facilitation.

8. Trainers do not keep standing still and move around during facilitation.

9. Trainers’ speaking voice has dynamic pitch.

10. Trainers avoid pointing at participants with a pointer/one finger. They

use their hands to identify and point at participants and if possible call

them by their names.

11. Trainers use a pointer effectively (hands if not available) for participants

to easily follow what is being explained.

12. Trainers encourage participants to respect others’ work/opinions by

applause.

13. Trainers do not read the presentations line by line from the projector.

14. Trainers clearly explain presentations so that the participants can

understand it very well.

15. Trainers listen to the participants actively and sensitively and give

58

opportunity to those who have questions.

16. Trainers listen to the whole question before answering.

17. Trainers are friendly and congenial to the participants.

18. Trainers are skilled at conflict resolution and can manage opposite

opinions of participants.

19. Trainers are patient and flexible.

20. Trainers are creative and can use various methods of teaching during the

training.

21. Trainers are committed to their job.

22. Trainers can be team players.

23. Trainers are willing to share their knowledge related to the contents.

24. Trainers authenticates contents with experiences and practical

applications.

25. Trainers have sense of humour and keep the participants happy.

26. Trainers have professional appearance (including clothes, using

meaningful body language, good attitude, and self-confidence).

27. Trainers seek out opportunities to learn new skills and use negative

feedbacks of participants as an opportunity to improve.

Time management:

Trainers should be aware of the time allocated for each session, while

allowing reasonable degree of flexibility in pacing. Trainers may decide to

extend the duration of one session and skip another session as needed in

order to maintain time management. In particular, consider the reactions,

views and opinions of the participants and be prepared to modify the training

approaches and content accordingly. It is good to have alternative plans and

activities just in case.

Be reminded that it is important to avoid the planned activities falling behind

the schedule and out of sequence, yet just as important is to ensure through

understanding of participants.

4-2 Training Methods

All participants of the training would be working adults with or without

previous experience as a monitor in literacy education. Some may have

attended training before and some others may not. Considering the different

backgrounds of prospective participants, trainers should be ready to adopt

various training methods in order to motivate their learning and ensure their

59

understanding.

(1) Icebreaking activity

As the name suggests, an icebreaking activity is designed to "break the ice"

at the program. Training may start with an icebreaking activity to make the

participants familiarize with each other and to promote interaction among

them. Icebreaking can make participants more enthusiastic and comfortable

in taking part in the training.

Ideally, icebreaking activity would involve appropriate amount of physical

movement and would not require too much time. Following are some

examples of icebreaking activities:

Peer introduction by participants: Ask participants to get into pairs of

two persons. Each person then interviews his/her partner about him/her

(name, family, job, hobbies, etc.). When the group reconvenes, each

person introduces their peer to the rest of the participants.

“True of False” game: Ask the participants to introduce themselves and

make three or four statements about themselves, one of which is false.

Then other participants vote on which fact is false.

(2) Label work

Label work method can be used for brainstorming and consensus building to

be made by small groups, in which as many ideas as possible related to a

certain topic are generated by participants by means of collective thinking.

Each participant writes his/her idea on a small piece of paper (called a

“label”) and shares it with peer participants in the group. It is important that

all ideas are accepted at the initial stage. Ideas given on the labels can be

categorized and re-organized through discussion, but there should be no

direct refusals. Label work can be useful in identifying core problems or

prioritizing issues, as the ideas are visualized by labels.

Trainers should explain the following rules in writing the labels.

Write in simple language and in short sentences

Write clear, specific and practical content

Write only facts and real problem

As is the same case with group discussion, assigning assistant trainer to each

group would be helpful in label work.

60

(3) Role Play

Role play is a simulation activity where each participant is given a role to

play, such as the role of facilitators, of learners, and of monitors, and acts

them to depict a situation from real life. Typically the scene or scenario of

the role play is a situation that participants will find themselves when they

undertake their duties in the field. In monitoring training, the situation to be

performed may be a literacy class where teaching and learning activities take

place. It is important that participants are given an opportunity to see the

field situation from perspective other than those that they might be taking in

reality. Through role play, participants can analyse a problem and further

discuss it with objectivity.

Before starting a role play, trainers should give general description of the

roles as well as the key points to be depicted in the role play. Trainers should

also make sure to have sufficient time for discussion after the play, in order

to reflect the issues found in the play.

(4) Case Study

Case study is an in-depth detailed analysis and discussion of an event that

actually happened or could have happened in reality. Cases should be

relevant to the work situation or experience of participants, and should

contain matters on which opinions would vary among participants. Through

case studies, participants will have opportunity to think and decide what

actions they might take if they faced the similar situation.

Cases can be presented orally, in writing, or through pictures or even films.

Participants discuss the issues they find in the particular cases, typically on a

specific topic or questions given by the trainer.

(5) Presentation

For certain technical topics, the trainer may give a presentation to convey the

information to participants. Forms of presentation may vary from straight

one-way lecture to one that has some involvement of participants through

question or discussion. One of the advantages of this method is that it can

cover many issues in a short time. Trainer should be aware that the

participant’s role would be passive, thus need to pay attention that

participants are able to follow what is being told. Visual aids are not a must,

but presentation will be more effective when it is made with projector (OHP

or PowerPoint).

61

(6) Questions and Answers (Q &A)

Questions are a great source of learning opportunities as well as a positive

sign of learning – having a good question indicates learning process. Q&A

can be in either way – trainer may ask questions to participants, or

participants may ask questions to the trainer. Q&A method can be adopted

during other sessions.

(7) Energizing activity

When the training program continues for several hours, participants may

become tired and inactive. Participants may need time for relaxation in order

to acquire energy for involvement in training activities. In such cases,

trainers may find it necessary to refresh participants from time to time during

the program.

Following are some example of energizing activities:

“What’s on your back?” Game Time required: 5-10 minutes

(1) Explain that in this exercise the participants will be asked to

identify what is written on their backs.

(2) write any word (name of a person, an object, etc.) on a piece of

paper.

(3) Attach this paper to the back of a participant.

(4) Ask him/her to identify what is written on the paper by asking the

other participants questions. Participants can only answer yes or no.

(Ask 10-15 questions.)

(5) If the participant fails to answer, try it with another person.

Shir Jangi (Shiritori) Time required: 5-10 minutes

(1) Explain this is the word game in which one player has to say a

word starting with the last syllable of the word given by the previous

player.

(2) Speak one word (a noun) and ask the next participant to speak one

word starting with the last syllable of your word.

(3) Continue this till any participant fails to find a word. Person’s name

and the word already used by others should be avoided.

100-box calculation Time required: 5-10 minutes

(1) Provide the paper with 11×11 squares.

62

(2) Ask participants to write single-digit figures (from 0 to 9) on the

boxes in the top line and left row, as in the figure below.

(3) With the trainer’s starting signal, participants start calculations

(addition) between figures in line and row as quickly as possible.

(4)You can check the time by stopwatch, but there is no need to decide

a winner for this exercise because each person has its own pace.

Performance game Time required: 5-10 minutes

(1) The trainer writes down instructions to ask the holder of the paper

to perform some comic role, some poets, or role-play on each piece

of paper and put those pieces into a box.

(2) Ask one participant to take out a piece of paper from the box.

(3) The participant performs based on what is written on the paper.

“Grab a chair!” game Time required: 5-10 minutes

(1) Arrange chairs in a circle, but the number of chairs should be one

less than that of participants.

(2) Ask participants to keep walking around the arranged chairs until

the trainer says “Stop”.

(3) Once trainer tells them to stop, participants try to sit on the chair as

fast as possible.

(4) One person who fails to grab a chair loses the game and stays out of

the game.

(5) The game continues until one of the two remaining participants

grabs and sits on the last one chair.

(8) Group discussion (Group Work)

Small group discussion can encourage participants to express their opinions

63

more freely and openly with less pressure. Generally it is easier in groups

than in plenary session to make a friendly and welcoming atmosphere for

people to talk in front of others. In each group, roles can be assigned to

participants, such as facilitator, recorder, presenter, etc.

Trainers should pay attention to groups so that there will be no dominant

speakers in each group. It is better to have one assistant trainer to sit with

each group and facilitate the discussion.

The group work has to be clearly instructed (time of the group work,

nominating group members, offering group work questions, place of each

group, time keeper for each group, writer and finally selection of each group

work representative by the group members.

Trainers make well-balanced groups when grouping participants for group

work and allocate enough time for the result of group work to be shared with

the rest of participants by the group representative.

Specific measures for using group work and above mentioned training

methods:

1. Trainers prepare group work questions beforehand.

2. Trainers make well-balanced groups when grouping participants for

group work.

3. Trainers allocate suitable place to each group for group work/discussion.

4. Trainers clearly announce starting and ending time of group work to

participants.

5. Trainers walk around each group to follow how their work is going

during group work.

6. Trainers encourage each participant to take part in group work and other

training activities.

7. Trainers allocate enough time for the result of group work to be shared

with the rest of participants by the group representative.

8. Trainers provide opportunities for participants to ask questions about

other groups’ work.

9. Trainers are open to new ideas and ask the participants to respect each

other’s ideas and opinions.

Appendix

Teaching Materials (Presentations)

1

1. Monitoring Manual Training Teaching Materials (Presentations)

Session 1 Presentations:

Presentations of Activity 1

Structure of the Manual The manual consists of the 4 chapters. Chapter1 explains about the general content of the monitoring manual. Cahpter2 introduces readers to the basic concept of monitoring manual and roles of monitors. Chap3 explains different levels of monitoring (monitoring at national level, PLC leve and monitoring at DLC level) Chap 4 guides readers to practical usages of the monitoring form on literacy class activities.

2



Presentation of Activity 2 Presentation of Activity 3

3 (Activity 3)

3




4




3- 1 Monitoring of literacy classes at District Level

Main Objective of monitoring Plan implementation Literacy activities progression Programs implementation Teaching methods Capacity of facilitators teaching Teaching environment Equipment use Educational curriculum and ToR

implemental

5





6


7

8



Presentations of Activity

9


10



11



P r o v i n c e N a m e ( )

( )

O r g a n i z a t i o n o f M o n i t o r e d C l a s s( )

A c t i o n s f o r I m p r o v e m e n t i n t h i s m o n t h

P l a n n e d A c t i o n s f o r I m p r o v e m e n t

A c t u a l l y I m p l e m e n t e d A c t i o n s f o r I m p r o v e m e n t

SN District Requests from DLC

PLC Actions for Improvement of Literacy Classes for the Next month

Request to LD for Improvement of Literacy Classes

T h e s t r e n t h s a n d o b t a i n e d e x p e r i e n c e s f r o m

t h e a c t i v i t i e s P r o b l e m s a n d C h a l l e n g e s

M o n t h

M o n t h l y Q u a l i t a t i v e R e p o r t o f M o n i t o r i n g R e s u l t s f o r m ( P L C t o L D )



12


Presentations of Acvitity 1

13


Sample Daily Lesson Plan Name: Razia Lesson: (14) Course Venue: Qalai Fathullah

Literacy book: Basic

Language Part Topic: Recognition of letters (Qaf – Che) Page: (35)

Objectives Time

90

minutes

Activities of facilitator and

learners

Teaching

method

Teaching

materials /

Supplementary

materials

Remarks

1. Knowledge: At

the end of the

lesson the learners

could understand

the sound,

complete and half

form of alphabets,

and could use the

letters (Qaf-Che)

in different

positions.

2. Skill: At the end

of the lesson the

learners could be

able to specify the

sound and form of

letters (Qaf-Che)

and find them at

the beginning,

middle and end of

the words.

3. Attitude: The

leaners could be

able to understand

to importance and

advantages of

groing potatoes.

15

minutes

1)Greetings, managing class by the

help of learners, attendance sheet,

observing homework, reviewing

previous lesson (letter “Zhe”) by

asking these questions:

1. What are losses of hail in

cultivation?

2. Who can write a word containing

letter (Zhe)?

3. Who can read content of previous

lesson (Hail is harmful for

cultivation)?

Question &

answer

Attendance sheet,

basic literacy

book, teacher

guide book, board

and chalk

20

minutes

2) Facilitator relates previous lesson

with new lesson (Qaf and Zhe letters)

by saying: you have learned

something about losses of hail that

harms cultivation, for example; trees,

plants and etc. Next, facilitator

shows picture of lesson 14 to the

learners and asks them to explain

what they see in the picture and

listens to their questions. After taking

title of lesson from learners, writes

the title on the board with (Qasim

grows potato in his garden), (Potato

has benefits). Facilitator motivates

learners by telling them a short story.

Question &

answer,

Display,

brain

storming

board and chalk,

picture of book

40 minutes 3) 10 minutes: Facilitator shows learners the key words

(Qasim and Potato) by flash cards, writes them in the

board and then analyzes them into letters and finally

distinguishes (Qaf-Che) among the letters, and repeats

them by learners.

20 minutes: The facilitator scatters the written words

of flash cards from lesson 14th on the carpet, and asks

learners to pick the flash cards one by one and show it

to other learners, pronounce it, and other learners

should follow his/her pronunciation. After showing

and pronouncing the word in flash card, the learner

stands in a place and this continues till all the flash

cards are picked up. At the end the facilitator asks

those learners who did not participate in picking the

flash cards, to take the words from those who have

participated and arrange them according to the book

content.

10 minutes: The facilitator asks the learners to write

the letters of key words in the plotted table in book

and then combine the letters.

Explanation Flash card, board and chalk

10 minutes Facilitator assess learners by asking the following

question:

1. Specify the letters (Qaf-Che) in these words

(Chaman-Qamar-Chadar)

2. Who can analyze the words of (Qaseem-

potato)

3. Who can talk about advantage of potato?

Question & answer Board and chalk

5

minutes

Facilitator summarizes today’s

lesson with these sentences: Dear

learners today you studied these

alphabets (Qaf – Che) at the start,

middle and eat the end of words,

made new words from these

alphabets and knew the importance

of growing potato.

Facilitator gives learners the

following homework, (the facilitator

should give the homework according

to learners willing and their time

limitation).

1. Writing sentences (Qaseem grows

potato in his garden) and (Potato has

benefits).

2. Writing words containing (Qaf -

Che) letters.

Math’s part Topic: Subtraction Page: (36)

Objectives Time

30

minutes

Activities of facilitator and

learners

Teaching

method

Teaching

materials /

Supplementary

materials

Remarks

1. The learners

should know

subtraction of

one-digit

numbers, and be

able to solve its

question

practically.

5

minutes 1st activity:

Evaluation of the previous

lesson by asking questions.

What is subtraction?

Which sign is used in

subtraction?

Who can solve question of 8-3?

Checking home work.

If the facilitator gave homework

to the learners so he/she checks

and observes each learner’s

homework and then corrects the

mistakes if exist.

Question &

answer

Basic literacy

book (teaching

material) board

and chalk

(teaching material)

If the

facilitator

changes

the

assigned

activities

of plan

based on

his or her

necessities

so they

can write

it in the

remarks

column.

20 minutes

2nd activity: Motivating learners for the new lesson.

Facilitator attracts the attention of learners and tells them, “Murad had 9 Afg, with 5 Afg he bought a bag of salt so how much Afg is remained with him? The learners answer voluntary.

By the help of asking a learner, facilitator starts his/her new lesson by using supplementary teaching material (sticks) practically and give 9 sticks to one of the learners and ask him/her to remove 5 sticks and asks from other learner that how many sticks are remained with him?

After that facilitator does the subtraction by showing picture of shapes with learners and says, “from 6 drown shapes, 3 shapes should be cross mark so how many shapes would be remained?” so it is clear that 3 shapes are remained and facilitator write the question of

Question and answer Observing and showing Showing method Showing picture

Sticks (supplementary materials) Sticks (supplementary teaching materials)

//

14

Assessment 3 min Third activity: Facilitator write 9-4 and 7-3 on the board and asks from the learners who can solve question number one and question number two on the board. So the learners who have known the subtraction practically they will raise their hands. And facilitator will choose one person for solving each question.

Question and answer Practical work

Chalk, board

Summary of the

lesson and giving

homework

2 min Facilitator writes the following question on the board and give as assignment for the learners. 5-2=? 6-5=?

Announcing end of the lesson

Question and answer

Board, calk, notebook

15

2. Learners’ Assessment Guideline Training Teaching Materials (Presentations)



16



17

18

19




LEAF2/LD

2. Father's Name 3. Age 4. Gender5. Mother

tongue

6. Grade

completed7. Job

1

Q1

Q2

Q3

2

Q1

Q2

Q3

3

Q1

Q2

Q3

4

Q1

Q2

1

2 Use diarrhea medicine.

Q3

1

2

Other necessary knowledge for life

How many pillars does Isalm have?

Facilitator reads the following questions and two given sentences, and then asks learner to select the

correct answer.

)Pre-Assessment(Assessment of Learning Achievement ر

write (Eight).

General Information: Facilitator asks the following information from each learner:

Read the sentence

1. Name of Learner 8. Reasons for joning a litearacy class

Read the word

Math

Count these apples

If you have 24 and add 10 more, how much will be the total?

If you deduct 28 from 38, how much will remain?

Reading

Facilitator asks learner to read only one letter from the following alphabet table.


Ministry of Education

Literacy Department

Cloths must be clean

Writing (Facilitator reads the questions to learner, and then learner writes the answer)

Book

Municipality

Municipality & People

Learner write his/her name.

Learner write his/her province name where he/she is from.

Whose duty is to keep the environment clean.

In order to prevent diarrhea, what should you do?

Wash hands by soap and clean water, and wash fruits and vegetables before eating.

20


21



22


v

(2 Scroe)

1 (2 Scroe)

2 (6 Scroe)

(2 Scores)

Q1: Why did neighbor's wife came to Ahamad's home?

Q2: Who read the letter?

Q3: How Ahmad became a reader?

Q4: How many Afs did son of neighbor’s wife send her for Masjid building?

Ask each learner to read the following text and answer the questions:

Ahmad was a learner and completed the literacy class.

One day his neighbour’s wife came to Ahmad’s home and asked him to bring her

son’s letter to Mullah Emam to read.

Ahmad said: I will read it for you.

Woman said: Can you read?

Ahmad said: Yes! I can read the letter, because I graduated from the literacy

course.

Ahmad read the letter and then explained it briefly to the woman that your son

wrote; his task completed, He sent 2,000,000 Afs for building Masjid of village

and he also wrote that he will send 135,000 Afs more after two months.

Questions: After reading the text, facilitator asks one of the following

questions to each learner:

Reading Part (This part has 2 questions, 1st Q worth 2 scores, 2nd Q has 8 scores, totally 10 scores)

Ask each learner to read the following bilboard and say what it is.

B - Reading assessment: Reading part questions are asked from each student orally which is conducted in 70 minutes.

5

Amina bought 560 notebooks from bazaar and wants to distribute them to 16

literacy courses, find out number of notebooks for each course.

16

FemaleMale

Each of your orders will be accepted such as suit, jacket, skirt, trousers and etc.

Aryana Tailoring

23



24


1

3. Statistic Data Collection Guideline Training Teaching Materials (Presentations)




2


3



Presentation of Activity 1

4





5




Presentation of Activity 1

6



7

JICA Japan International Cooperation Agency

The Project on Improvement of Literacy Education

Management in Afghanistan (LEAF 2)

(۲)لیف مالتړي پروژه پیاوړتیا لیک لوست د د په افغانستان کي

کا(جایاداره ) جاپان د نړیوالو مرستو

Documents

Ministry of Education Literacy Department...master trainers, monitoring officers, and other stakeholders in literacy education. This would be a precise and detailed manual and reference