scholarly journals Coordination among Stakeholders in Planning and Implementing Professional Development for Teachers: A Much-needed Element in Rural Pakistan

2021 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Focus Group Interviews ◽  
Governmental Organizations ◽  
Rural Pakistan ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
Professional Development For Teachers ◽  
Group Interviews ◽  
Effective Use

<p><i>Given the importance of continuing Professional Development (PD) for teachers and the government’s lack of capacity, a number of Non-Governmental Organizations (NGOs) have intervened in rural Pakistan to provide teachers with PD opportunities. This research explored the nature of coordination among the key stakeholders in planning and implementing PD opportunities for teachers. Using qualitative approach and focus group interviews, data were collected from teachers, school leaders, district education officials and representatives of PD providers. The findings indicated a lack of coordination among the relevant stakeholders in designing and delivery of PD programs. The lack of coordination not only results in overlapping programs and less effective use of existing resources but also leads to conflicting expectations from teachers. Drawing on the experience of the relevant stakeholders, this paper suggests a model of coordination to effectively design and implement PD programs for teachers in rural Pakistan. </i></p>

scholarly journals Coordination among Stakeholders in Planning and Implementing Professional Development for Teachers: A Much-needed Element in Rural Pakistan

2021 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Focus Group Interviews ◽  
Governmental Organizations ◽  
Rural Pakistan ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
Professional Development For Teachers ◽  
Group Interviews ◽  
Effective Use

<p><i>Given the importance of continuing Professional Development (PD) for teachers and the government’s lack of capacity, a number of Non-Governmental Organizations (NGOs) have intervened in rural Pakistan to provide teachers with PD opportunities. This research explored the nature of coordination among the key stakeholders in planning and implementing PD opportunities for teachers. Using qualitative approach and focus group interviews, data were collected from teachers, school leaders, district education officials and representatives of PD providers. The findings indicated a lack of coordination among the relevant stakeholders in designing and delivery of PD programs. The lack of coordination not only results in overlapping programs and less effective use of existing resources but also leads to conflicting expectations from teachers. Drawing on the experience of the relevant stakeholders, this paper suggests a model of coordination to effectively design and implement PD programs for teachers in rural Pakistan. </i></p>

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Ali Nawab ◽  
Tajuddin Sharar
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Rural Areas ◽  
Influential Factor ◽  
Development Programs ◽  
Study Approach ◽  
Rural Pakistan ◽  
Group Interviews ◽  
Quality Professional Development ◽  
Education Managers

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

The Role of Non-Governmental Organizations in Promoting Lifelong Learning in Botswana

2019 ◽  
pp. 190-204
Author(s):  
Dama Mosweunyane
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Specialized Training ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
School Learning ◽  
The Government

This chapter discusses the role non-governmental organizations (NGOs) play within Botswana. It states that NGOs are useful instruments for learning generally, but particularly they serve as vehicles for lifelong learning. The chapter highlights the fact that NGOs have established the earliest schools in Botswana. However, when it was found that schools alone were not enough to take on the challenges of a Botswana that was growing more complex by the day, NGOs began to complement school learning with specialized training in centers for vocational and professional development. The Government of Botswana came to support NGOs through the development of an NGO policy whose aim is to forge a closer government-NGO cooperation in the promotion of lifelong learning in the country.

Technology Education Teachers' Professional Development Review Through Community Engagement

2018 ◽  
pp. 1-18
Author(s):  
Tome' Awshar Mapotse
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Focus Group ◽  
Critical Theory ◽  
Community Engagement ◽  
Technology Education ◽  
Focus Group Interviews ◽  
Development Review ◽  
Group Interviews ◽  
Teachers Professional Development

It is the supreme art of an action research practitioner to awaken the joy of tapping into professional development review of Technology Education (TE) knowledge with the teachers as co-researchers. TE has been introduced as a new subject nationally and globally just few decades ago. Teachers and learners are still experiencing hurdles in implementing TE. Most teachers are poorly grounded in pedagogy and content knowledge of Technology Education. This AR study does not blame the limited teacher training in TE, as its intention was to empower such. The study was underpinned by critical theory and following the AR strategies and Technology Education Cascading Theory was envisaged to be incorporated. Focus group (interviews) was used as the method to engage these TE teachers. From the findings of the study, it has been proven that the AR approach study can be used in didactic and pedagogic situation to emancipate unqualified and under qualified Technology teachers.

The Relevance of Stakeholders in an International Context

2019 ◽  
pp. 196-214
Author(s):  
Jaime Guerrero-Villegas
Keyword(s):  
Stakeholder Theory ◽  
Basic Principles ◽  
International Context ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
High Level ◽  
Point Of Reference

The study of the stakeholders is key to a firm's survival and success. This chapter serves as a point of reference for managers by providing a better understanding of stakeholder theory and of the different groups of stakeholders. Additionally, the chapter analyzes the international scenario characterized by globalization and a high level of competitiveness in order to understand the role played by specific stakeholders such as shareholders, employees, governments, and non-governmental organizations. After reading this chapter, readers should be able to understand the basic principles of stakeholder theory; to identify the different groups of stakeholders, analyzing the role that they play in the firm; to understand the motives which push firms to operate internationally and the different methods that they can use to carry this out; and to reflect on the key stakeholders in an international context.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

scholarly journals Food aid in emergencies: a case for wheat?

1999 ◽  
Vol 58 (2) ◽  
pp. 355-361 ◽  
Author(s):  
Jacqueline Landman
Keyword(s):  
Public Health ◽  
Continuing Professional Development ◽  
Food Aid ◽  
Policy And Practice ◽  
Management Ethics ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Total Food ◽  
The Usa ◽  
Pattern Number

As disasters and conflict increase, a higher proportion of total food aid is given as humanitarian aid. Most food aid is in the form of cereals, primarily wheat. The main donors are the USA and the EU, but there is an increase in the numbers of donors, including non-governmental organizations, buying food rather than using surpluses. Alongside the greater diversity and complexity of food aid, there is more controversy about policy and practice. If disasters are development failures, emergency food aid must be a step in the continuum from relief to rehabilitation. Comparisons of the seventeen countries that were major recipients of food aid (> 10 000 t) in 1997, show diversity in social development, dietary pattern, number of refugees, relative food inadequacy and wasting (i.e. % standard weight-for-height > 2 SD). In the absence of information of consistent quality, what influences the scale of emergency aid is unclear and susceptible to politicization, so that need and supply may not be matched. Local considerations seem to be as important as external food aid for the nutrition of the recipients. Challenges for the future include assuring the nutritional quality of rations to solve deficiency problems. The implications for the professional public health nutritionist working on emergency food provision include continuing professional development to enhance the technical expertise necessary to design appropriate feeds or rations. These public health nutritionists, more than others, require a grounding in social science theories that underpin management, ethics of professionalism and the politics of food aid.

Use of Community of Practice Dimensions in Community-Based Teacher Professional Development

2016 ◽  
pp. 92-110 ◽  
Author(s):  
Puvaneswary Murugaiah ◽  
Siew Ming Thang ◽  
Hazita Azman ◽  
Radha Nambiar
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Teacher Professional Development ◽  
Continuing Professional Development ◽  
Community Based ◽  
Web Technologies ◽  
Professional Development For Teachers ◽  
Teacher Professional ◽  
Mathematics And Science

The role of communities of practice (CoPs) in teacher professional development (TPD) is increasingly recognized. CoPs help teachers in a cohort to reflect on their practices, develop new skills and find motivation through mutual collaboration. With the affordances provided by Web technologies, the potentiality of online CoPs as a means of improving (TPD) has become a reality and is gaining popularity as the flexibility provided help teachers improve their instructional practices. The Online Continuing Professional Development for Teachers (e-CPDelT) project aimed to develop three online CoPs; that is, English, Mathematics and Science communities among twenty Malaysian Smart school teachers. This paper examined the key CoP dimensions, as expounded in Wenger's (1998) framework, and investigated their use in the English cohort's TPD. The findings revealed that although key CoP dimensions were present, several factors inhibited teachers' participation in the community. It can be implied that it is crucial to consider these factors in developing online CoPs for teachers in Malaysia.

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