Assessment of Effectiveness of Teacher Training Conducted by Save the Children

Background   
This study is an assessment of trainings being provided by SC Nepal. The training inputs provided by SC Nepal are based on the understanding that there is the need for enhancing the capacity of teachers to compliment Government of Nepal’s efforts to build the capacity of teachers. The project thus aimed towards enhancing the capacity of primary level school teachers with a focus on those who were untrained or poorly trained or who are hired from local sources but not trained.  Also, the Government of Nepal through its Ministry of Education had provided training to primary teachers and SCI Nepal specifically focussed on working on the identified gaps and issues in the process of transferring skills learned in trainings by primary school teachers. Overall, the study is aimed at assessing the existing training modality in order to make the contents and processes more effective in transferring skills by teachers in their classrooms.

Purpose/objective (including evaluation questions)   
The evaluation overall aimed towards assessing the existing training modality and suggest improvements for effective transfer of skills by teachers in the primary sections. The specific objectives of the evaluation are as follows:

(1) To assess the effectiveness of teacher training in improving teaching methods and processes in the classroom
(2) To assess adoption of teaching methods, concepts and processes introduced by Save the Children inside the classroom
(3) To identify the enabling/hindering factor in the adoption of teaching methods
(4) To review the module, training guidelines content and processes of training conducted for teacher
(5) To suggest future modality

Methodology   
The study uses qualitative approach by utilizing  Kirkpatrick’s four level training evaluation framework for assessing the effectiveness of trainings. Existing training manuals on ATL and reports on training processes have been reviewed. Classroom practices of ATL trained teachers of grades one and two have been observed and group discussion conducted with relevant stakeholders such as District Education Offices; trained teachers and SCI partner NGOs and fieldworkers. Three district of Nepal were selected for this study.
 
Key findings   
The evaluation highlights six key findings:-
(1) Training of Trainers courses were found implemented with very brief interaction among the trainers rather than a standard TOT for preparing trainers.
(2) Management of Trainings does not follow a uniform process across districts as in some District Education Office takes the lead while in others the partner NGO takes this lead.
(3) Implementation of training design was also found not to be uniform across districts as training cycles were found to vary in terms of frequency of follow-ups and number of days of trainings.
(4) It was found that trained teachers felt that they are better equipped in engaging students in the learning process and could share contents of the trainings
(5) The classroom environment has improved with instructional materials and teachers have started to engage students  in the learning process
(6) Students are participating in managing classroom activities, have become less shy in comparison and are also more regular but the teachers are not sure whether there is a distinct improvement in the learning environment

Recommendations   
(1) Uniformity in design and management of trainings across the districts is recommended especially this could support assessing effectiveness of trainings
(2) Trainings have been designed with certain assumptions, eg. schools will adopt grade teaching, but assessment of actual reality will make trainings more effective
(3) Follow up and post training support activities can involve social mobilizers and the DEO for which their involvement from the beginning and familiarity with key content  trainings is necessary
(4) Effectiveness of trainings can be enhanced with overall support from the school for which all primary teachers including the headmaster require training/orientation  in ATL and CFS
(5) Besides ATL trainings general child centered pedagogical skills are necessary for all teachers and with follow up support a balanced engagement of teachers and students is necessary.

Follow up (with reference to Action Plan) 
 Action Plan Tracker has been designed and will be implemented to prepare an action plan to take forward the recommendations.