Training manual monitoring manual for Literacy ACtivties

Monitoring Training Manual 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 Islamic Republic of Afghanistan Ministry of Education Literacy Department Authors LEAF2JICA Japanese Experts Prof Yum.

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

Guideline for Statistic Forms of Literacy Courses

Learners’ Assessment Tools & Guideline

t

Tools

Monitoring Manual for Literacy ACtivties

Islamic Republic of Afghanistan 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

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 KarbalaiDeputy Minister for Literacy Ministry of Education

Abbreviations

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

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

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

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

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

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

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

2) For Learners’ Assessment Tools and Guideline Training:

 Learners’ Assessment Tools and Guideline

 Pre-Assessment Tool

 Record Sheet of Pre-Assessment

 Record Sheet of Assessments of Basic and Post Literacy Books

 Teaching Materials (Presentations) of Learners’ Assessment

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

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:

Participants: The exact participants should be identified When selecting

participants for the training, the following should be considered:

 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:

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

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:

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

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

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?

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?

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?

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?

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

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?

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

Some activities of the nationwide trainings in pictures

Group work discussion during NWT in Badakhshan

Presentation by trainer during NWT in Kabul

(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

105 minutes

4-2 and 4-3)

70 minutes

monitoring report from DLC to PLC ( Chapter 4, 4-3)

100 minutes

monitoring result from PLC to LD (Chapter

4, 4-4)

90 minutes

(Chapter 5)

40 minutes

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

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,

charts

5

minutes

1-2 How was the Manual developed?

The trainer gives brief explanation by lecture

method

Monitoring Manual,

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,

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,

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

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:

After that, the trainer presents his/her prepared chart

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

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

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

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?

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?

achieving the objectives in characteristics of effective monitoring?

Monitoring

flash cards

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

-Why is it important to monitor literacy classes?

-What should be monitored?

-How can the monitoring be done? (Types of Monitoring Methods?)

methods?

questions, markers and flip charts

15

minutes

2-7 to 2-9:

representatives to share the group work result with the other participants

The trainer presents the prepared chart of 2-7

to 2-9 and explains the discussed items

2 Trainer asks the participants to write their monitoring roles and responsibilities on the paper then by the help of a participant

each group s idea will be written on a flip chart / board If the participants’ ideas are

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

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

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

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,

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

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

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

content plan preparation method (annual, semiannual, quarterly, monthly and weekly plans one by one through prepared charts

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

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

-Please prepare weekly monitoring plan by cooperation of your group members

35

minutes

The group work result will be shared by the group representatives to the rest of the training participants

work charts

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

-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

Reporting Format

25

minutes

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?

Monitoring of Literacy Classes at Provincial Level.)

15 minutes

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

Monitoring manual

result of performed activities

15

minutes

10

minutes

of new monitoring form on DLC level

Trainer sharing the reporting and filing procedure of new monitoring form on DLC level for the participants

report of monitoring result

Prepared charts

Session 8: Group Work on model lesson filled forms

Objective: The participants will deeply understand the content of the

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

to PLC

Objectives: Participants will be able of integrating the quarterly qualitative

monitoring result from DLC to PLC

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,

charts

15

minutes

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,

monitoring form (good sample)

15

minutes

of quarterly qualitative monitoring result from DLC to PLC Based on filled form (good example)

monitoring forms, flip chart papers, markers, blank quarterly

qualitative monitoring form from DLC to PLC

40

minutes

The trainer will assign the group work members by DLC, 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 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

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

Duration: 90 minutes

Material

The trainer asks the participants to read the part 4-4 of monitoring manual silently

Monitoring manual