Teacher Training Phase II for Hushe Valley Teachers


Teacher Training Phase II for Hushe Valley Teachers


Some key achievements of the program were as follows

  • Contextual misconceptions were successfully identified to address in the training program.
  • Provided with a need based content development training program for key subjects at the door steps of the participants to ensure participation of more participants from remote areas of Hushe valley.
  • Participants were orient with the learner centered collaborative instructional strategies for effective teaching in the classrooms
  • Those female teachers who have difficulty to attend trainings at out stations due to socio cultural and religious factors had an opportunity to participate in the training.
  • Low cost no cost materials were developed by the participants.
  • Conduction of training in Hushe valley was economical due to fewer charges of transportation of participants and non-involvement of hoteling charges.
  • Participants were given ample opportunities to present their learning from the activities on daily basis to promote their confidence in teaching the key subjects.
  • Local trainers have benefit to make the participants understand in local language as well as better understand the contextual needs of teachers.
  • Use of low cost and no cost materials was introduced in teaching abstract concepts


The following were the some challenges faced during the program.

  1. Being harvesting season the participants were not comfortable to attend the training program.
  2. Diverse academic and professional background of the participants was difficult to deal with same level in terms of session planning.
  3. Male participants were dominated in terms of their numbers so that female participants used to hesitate in participating group works.
  4. Use of ICT could not be introduced due to non-accessibility.


  • Follow up mechanism must be devised to ensure the implementation of training in the classrooms teaching learning process.
  • Modular training program should be planned to fulfill the need of teachers in specific subjects.
  • Gender balanced group of participants should be nominated to discourage the male dominated programs to encourage females active participations in future.
  • Travelling and daily allowance must be provided to the participants to encourage their participation.
  • Training need assessment must be carried out to nominate the participants on need basis.
  • Separate trainings must be organized at primary, elementary and secondary levels to pin point their professional needs
  • Subject based teacher associations must be promoted to encourage collaborative learning i.e. science teachers association or mathematics teachers etc under the umbrella of Felix foundation Baltistan.
  • Exposure visits for teachers to effective schools may be arranged to get ideas for school improvement.
  • An educational journal may be published to encourage the writing skills of students and teachers.
  • Afternoon debriefing sessions may be encouraged to share the challenges and opportunities in between the teaching staff.
  • Monthly review meetings must be conducted to assess the academic progress in Felix Foundation adopted schools.
  • Feedbacks may be received from the school management to improve the future’s professional development programs.


The clear difference between the achievement scores of pre and post-test shows that the training went effective to the participants. The program was evaluated by participants through the evaluation tool design by the trainers. Data analysis shows maximum participants were satisfied from the program. Most of the participants suggested that this program may be continued in future too. Moreover, a comprehensive follow up mechanism may be devised to ensure the implementation of the training program in the classrooms. Feedback may be received from the head teachers of concerned teachers to make the training more effective.