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[SGAFP (USAID) MOBILE LEARNING PROJECT]
By: Imran Khan M&E Officer, Reviewer 1: Shahid Akbar Project Manager Reviewer 2: Brenda Erlinger, Program Development Director
DEVELOPMENT IN LITERACY (DIL) PAKISTAN
LIST OF ACRONYMS
DIL CPS FGD ICT ICT IT Math M&E MLP NGO SGAFP SMC USAID Development in Literacy Community Perception Survey Focused Group Discussion Islamabad Capital Territory Information Communication Technology Information Technology Mathematics Monitoring and Evaluation Mobile Learning Project Non-Governmental Organization Small Grants and Ambassador Fund Program Pakistan School Management Committee United States Agency for International Development
October 3. Government. At the end I must admit that all errors and omission in this report are my sole responsibility. Shahid Akbar-project Manager Mobile Learning. Without her guidance I may not have been able to successfully complete this activity. Brenda. This was made possible by team work of some much respected colleagues and professional associated with DIL Pakistan.Program Development Director DIL USA. Agency for International Development (USAID). Finally my heartfelt thanks Ms. My gratitude to Mr. Salma Sufi and School Officer Mrs. Page |3 . some of whom are mentioned in the following lines.S. Imran Khan. the survey methodology and finally in refining this report. My special thanks to Project Manager Mrs. who despite her busy schedule took out time to comprehensively guide me regarding tool development. 2013 This report and the project it describes were made possible with support from the American people delivered through the U. DIL Pakistan. whose tireless effort and guidance made this a successful activity. The contents are the responsibility of Developments in Literacy and do not necessarily reflect the opinion of USAID or the U. Zareena for arranging community meetings in ICT and RRP areas of DIL intervention respectively.ACKNOWLEDGEMENT I am thankful to DIL Pakistan for providing me with a conducive environment to carry out the community perception survey and furnish this report.S.
...............TABLE OF CONTENTS EXECTIVE SUMMARY 1...................7 3..........................6 1........ BACKGROUND OF THE ACTIVITY.........1.........................1..................................... DEMOGRAPHICS ............. FEEDBACK FROM RESPONDENTS 19 4.....................................2...........2................................... FEEDBACK FROM TEACHERS ............................................ 19 4.................................. INTRODUCTION OF THE ACTIVITY 5 6 1......3................... 20 Page |4 ......... RESULTS AND DISCUSSIONS 8 3.........................................2... FEEDBACK FROM PARENTS ..................................................................... 14 4.1...... TEACHERS’ PERCEPTION .......... METHODOLOGY OF THE ACTIVITY 7 2...............................8 3...........9 3...................................................................................................6 2................................................................................... LIMITATION OF THE ACTIVITY ........................... OBJECTIVE OF THE ACTIVITY . PARENTS PERCEPTION SURVEY ........................................................................................1.............................................................................
The majority of the rural and urban teachers preferred mobile learning over traditional classroom training because of convenience and flexibility in terms of timing. Five schools were randomly selected to provide survey and FGD data. The survey also captured attitudes and barriers to continuing education. Majority of the parents identified mobile phone as a communication tool i. FGDs were held with the parents and teachers in order to incorporate their views into the project. Use of personal computer and cell phone among students of rural areas is very less as compared to their counterparts in the urban localities. calling and texting while the concept of mobile learning is new to them.EXECTIVE SUMMARY This document contains consolidated report of Community Perception Survey (CPS) of the Mobile Learning Project (MLP) which is being implemented by DIL Pakistan with assistance from USAID SGAFP. The survey and discussion with parents showed a great extent of support and acceptability for the mobile learning project both among the parents and among the teachers. out of town trainings are preferred by the teachers. Teachers in urban areas are already familiar with the smart phone however their use is limited to calling and texting only and not for learning purpose. In rural areas the issues related to education include lack of colleges and transport while in urban areas the issues include lack of building for schools etc. but those who are enrolled in DIL Schools are familiar with its use. The students in rural areas have no personal computer at home. however. domestic and professional responsibilities. A semi-structured questionnaire was developed for the purpose and field visits for data collection was carried out by the M&E officer of the project in coordination with School Officers. In the urban areas student and teachers have access to computer and internet at home and at school as well. Page |5 .e. In urban areas. The survey was carried out in two regions of MLP namely ICT and RRP. This survey will be helpful in getting community’s perception regarding the project and the results can be used to understand project needs. Majority of the teachers in the rural areas prefer training within their community or village so as to avoid travel and living away from home.
e.e. which aims to understand the views of stakeholder communities regarding the project.2. This document presents a consolidated report on the data gathered and findings of the said survey. Strengthening 200 Primary School Teachers’ Content Knowledge of Mathematics and Engl ish through Mobile Learning. perception and thoughts on education. The survey also captures basic information regarding use of ICT technologies by teachers and students. A total of 200 teachers will deepen their content knowledge and competencies through this innovative learning mechanism. NOKIA LUMINA 520 to the teachers. This project is being carried out with support from the US Agency for International Development (USAID). mobile learning and capacity building of teachers were recorded through formal questionnaire and informal discussions.1.1. Developments in Literacy (DIL) has launched an innovative initiative i. 1. The project is being implemented in eight regions where DIL Schools operate. INTRODUCTION Community perception survey (CPS) is an activity of the Mobile Learning Project (MLP).e. The survey was carried out recently and included discussion with communities i. Fig A1: Some fact and figures regarding Mobile Learning Project The Mobile Learning Project was initiated in January 2013 under USAID’s Small Grants Program. The specific objective of this 22 month long project is to Strengthen 200 Primary School Teachers’ Content Knowledge of mathematics and English through Mobile Learning. parents and teachers. The study at the same time gives baseline information regarding some of Page |6 . This survey is helpful in capturing a community’s perception regarding the project and the results can be used to respond to project needs. Objectives of the Activity The study is specifically aimed to understand the perceptions and thoughts about use of the mobile phone as a learning tool among parents and teachers. Their views. It will provide primary and middle school teachers’ access to a dig ital library of lessons while remaining at their respective geographical locations. Targeted lessons will be delivered via mobile device i. Background of the Activity Development in Literacy (DIL) is a Pakistan based Non-Governmental Organization (NGO) which has been providing education to marginalized children in rural areas since 1997. 1. It will provide valuable information for monitoring and evaluation as well. To address the problem of immobility and lack of easy availability of learning resources.
the study provided the team Page |7 . They were also told about the learning potential made possible from Mobile Phones. Limitation of the Activity Although every effort has been put into the survey to get the required data and information from the respondents. Field data was collected by M&E Officer with the help of DIL School Officers. warranted carrying out this survey as a rapid assessment. Also four teachers were also surveyed in each of the four schools. In addition to the survey.the main indicators of mobile learning project like acceptability of mobile learning. However given the similar rural and urban characteristics across Pakistan. The surveys and discussion groups were carried out in ICT and RRP areas. at each school we had conversation with parents and teachers to get a more in depth look into primary education problems and future prospect of mobile learning in these areas. The time and resources at our disposal were not large enough to go for each and every region targeted to receive the mobile learning intervention. Fig A2: The survey process in summarized form The survey schools were selected randomly out of all the schools located in ICP and RRP regions. The objective is to get quick response from teachers and parents regarding teachers’ training. 2. Three parents of children of each Grade 3. Afterwards the response of the teachers and parents were collected using the standard tools. 2. 4 and 5 were selected for the survey.1. informal discussions with parents and teachers were also carried out in order to document their feedback and suggestions. Parents were invited to the DIL schools and the aims and objectives of the Mobile Learning Project were shared with them. Nine parents in each school were selected as survey respondents. areas were selected randomly from among the schools of ICT and RRP. METHODOLOGY OF THE ACTIVITY The activity was planned as a rapid assessment survey and was carried out in ICT and RRP areas of the Mobile Learning Project. mobile learning and the importance of primary education in rural areas of DIL intervention. While this representative sample met time and resource constraints and provided rich data. percentage of teachers already using smart phones etc. rural and urban localities respectively. Separate survey tools were developed for teachers and parents in order to capture their perception regarding the mobile learning project. While surveys were carried out. this discrepancy is not likely to be large. So there is a possibility that the results may be skewed and not completely reflective of attitudes and behaviors across various project locations.
while two teachers were surveyed from Qureshi Abad. it cleaned. Therefore the results of this survey will inform any such future endeavors. Shawal Pattan. The various characteristics of the respondents is given as follows: 3. According to the parents’ survey. The age of the parents ranged from 20 to 55. RESULTS AND DISCUSSIONS After data was collected. Among the parents. 3.1. 77% were women while 23% were men. Fig A3: Above given figures show statistics of the respondent parents. 62% and 64% of female and male children respectively while the remaining children were out of schools. The proportion of teachers who participated in the survey is given in the adjoining Fig A4: The Pie chart above shows the subject of the Respondent Teachers. However where there were no teachers of English and Math then we interviewed other teachers as well. The teachers selected were mostly of English and Mathematics. In total. Shah Jeven and Nai Abadi. Geographically 44% respondents were from rural areas while 56% were from urban areas.with pertinent experience needed to conduct a more comprehensive survey throughout Pakistan. Page |8 . stored and analyzed using Microsoft Excel 2013. Out of this 44 were parents and 18 were teachers. out of all their children of school going age. The survey captured data from two groups thusly: Perception of Teachers and Perception of Parents. A total of 13 parents belonged to the age group of 36-40 while 11 were age 41-45. 4 teachers participated from each school of Boni Bhek. Demographics A total of 62 respondents were surveyed as a part of the community perception survey.
The survey started with discussion of the most pressing needs of the communities regarding education and other facilities. mostly the communities are in need of college In Booni Bhek-a rural locality. The teachers who were interviewed had various educational backgrounds such as 12. 3. infrastructure etc. Thirty nine percent of the interviewed teachers were of English. Out of the total number of teachers interviewed. Parents Perception Survey Parent perception was captured during interviews and discussions. 56% were graduate and 5% were intermediate.2. By discussing further with the parents we narrowed down their need regarding education which showed that transport and up gradation of schools to higher level like high school and college are main issues of the rural areas. Social Studies and Urdu. Master in Pakistani Context is 16 year of education. The reason was lack of resources to send children to far off areas and as well as vulnerabilities associated with daughters. 39% have a master’s degree.figure. Fig B1 give the summary of our rural urban survey and the priorities of parents regarding educational institution in their area. free college education were the main priorities as per the response we got from the survey. In urban areas School infrastructure. 14 and 16 years of education. Similarly. most of the parents said that they need free college education for their children who are graduating 1 2 Intermediate is 12 Years of Education in Pakistan. 33% were of Math’s and rest are teachers of Science. Teachers whose highest educational attainment is a Masters constituted 56% of the survey followed by Intermediate1 who constituted 39 % while only 5% of the teachers had master2 level of qualification. In urban and rural areas. In rural villages like Boni Bhek and Choal pattan the parents were desirous to have a college in their locality so that their young children especially girls do have to go far away from home for education. Page |9 . the breakdown of teacher based on their education is given in figure below. The parents identified various problems that ranged from education to sanitation. the foremost priority is establishment of a college while all the community members in Qureshi Abad-an urban locality suggested a need to upgrade DIL Schools to higher levels beyond primary. At Shah Jeevan. Figure B1: Priorities regarding educational institute. as well as through structured questionnaires.
They suggested that the DIL School should have a building of its own. parents in these rural areas were reluctant to bear the expenses of educating the children because of their poverty. major problem regarding education was lack of awareness among parents. Discussion with PTA members and school regarding DIL schools. Transport was another main issue identified by community members of another rural locality. Other than that. to which they put forward various reasons summarized in Fig B2 given below.from schools. According to the community members. There is no public transport in the area and it is quite difficult for the High School female students to come to school from long distance on foot. They would rather engage their children in working in the field for farming or sending them to work as apprentices to learn various skills. Similarly. Page | 10 . Parents in rural areas were of the view that DIL Schools were very good as compared other private and government schools in terms of quality of education. They noted that the presence of computer lab (IT lab) in the DIL schools as a distinguishing feature. affordability in terms of. we asked the parents to identify the major bottle necks around primary education. Some of the students came to school by walking a long distance. as currently they are managing classes in rented spaces which are quite a distance from each other. In this way the children are able to contribute towards family expenses more quickly than they could if they went to school for education. management and governance. Next. Overall parents rated their perception of DIL Schools as ’Very Good. which makes it stand out from the rest. 120% Fig B2: Problems in Primary Education Transportation 100% 80% 60% 40% 20% 10% 20% 20% 50% 50% 20% 10% 20% 40% 100% 10% 10% 40% No School building Lack of trained teachers Lack of Awareness Regarding Education High Expenses 70% 30% 0% Boni Bhek Choal Pattan Nai Abadi Qureshi Abad Fig B2: Problems in Primary Education According to Parents surveyed Shah Jeevan The response was mixed where in the rural area of Boni Bhek-which is a rural locality. fee was another main feature that attracted them to a DIL School according to Fig B3: Views of Community members community members.’ and only 2% of respondents in Shah Jeevan rated their school as average. they also pointed out that the school was in utter need of a building.
Daily visits are not common in the rural areas while parents in urban areas visit daily.management revealed that admission request are far more than the capacity of DIL schools especially in urban areas and usually they are able to admit 50% of those who apply for admission. Parents were also asked whether they provide feedback to teachers to which their reply was mostly in affirmation. Around 14% of parents did not visit the school at all. Also 25% from Rural and 54% from urban areas responded that their children are either part time or full time students of Madrasah as well. Around 90% of the parents also provided feedback regarding their children to the teachers. The question of community involvement in schools was also discussed with the respondents. However 10% were of the view that teachers know better than them so they do not get themselves involved in school affairs of their children. usually to pick up or drop their children to school. The number of visits are higher in the rural areas as compared to urban settings. The reason for sending a child solely to Madrasah education and not admitting him/her in formal school is mostly financial according to the community members. All of the parents in urban areas dispelled the idea that mobile phones will cause social problems in the community. The suggestion was made to involve school principals and School Management Committee (SMC) members to oversee the learning process of the Mobile Learning Project’s Beneficiary Teachers. The reasons they put forward were being busy with jobs and business like managing shop etc. They were of the view that teachers may misuse the cell phones and would not concentrate on their primary responsibility of teaching. Fig B4: Parents visits to their children’s school reveals that most of them do pay a visit to school and provided feedback. Page | 11 . Monthly visits were more frequent in rural areas where 65% of the parents pay a visit to their children’s school at least once in a month. Most of the parents visit schools of their children frequently. Fig B5: Majority of the respondent appreciated the idea of In rural areas there were some parents who thought there training using cell phone and termed it a very beneficial could be issues if mobile phones were given to teachers.
25% of the respondents were involved in school affairs while 75% were not. While in urban areas. half of the respondents in the rural areas were involved in the affairs of the schools while the other half responded that they usually do not take part actively in the affairs of the schools due to their other engagements and commitments like jobs and farming activities etc. expenses on uniform and books/notebooks etc. Most urban parents put forward job or domestic work as reason because of which they do not find time to take part in the school affairs.4 “I withdrew my children from government school when the teacher there went on election duties during the recent general election of Pakistan 3 4 Exchange rate of PKR and USD is One PKR is equal to 105 PKR By private school we mean DIL as well. 55% of the urban parents preferred Government schools (Public Schools) for educating their children. Some parents favoring private schools were of the view that they are forced to go for the government schools because the expenses of private schools are out of their reach. Public School refers to government schools Page | 12 ..Around 55% of the rural HH spend PKR 500-1000 (5-10 USD)3 on educating their children. On a question regarding involvement in school affairs like being a member of the parent-teacher association etc. Private schools (including DIL School). Regarding the schools preferred by parents. Fig B6: Expenses on Education in Pakistani Rupee. While in rural areas only 20% favored government schools. One USD = 105 PKR. The issues in government schools were lack of teacher concentration on performing their duties. This usually involved pocket money. Similarly 20% spend PKR 1500-2000 while 10% and 5% spend. according to the respondents were more efficient and effective as far as educating their children is concerned.
The low. There are around 40% HH who have cell phones in the rural areas while in urban areas the availability of cell phones is 80%. While in the urban areas the availability of a personal computer among parents stands at 38%. Interestingly no one identified mobile as a learning tools it means the concept of mobile learning will be a new a phenomenon for the parents and for the community at large. Predominantly it is used for calling and texting and occasionally for music and game. Only 5% of the rural households have a personal computer at home according the respondents. Page | 13 . Almost all the urban locations in Pakistan have Fig B8: Proportion of Households having Personal computer at home. Some of the related data is given in Fig B7. Similarly 5% of the rural children use computer on daily/weekly basis. The rural households having computer have no connection to internet while around 40% of household having computer in urban areas have access to internet. Parents in the rural areas were particularly excited about the availability of computers Fig B9: Cell phone has a good coverage in pakistan. around 80% of the children attending DIL schools use the computer on a weekly basis. Out of our in DIL schools. 95% rural and 62% in urban have no PC cell phone coverage and the majority of those were of the view that keeping cell phones is a luxury they cannot afford. However in the population surveyed. According to the respondents mobile phone is used for calling texting or listening to music. which according to them is tremendously surveyed HH 60% and 80% of rural and urban HH have cell phones respectively. 25% of the urban children use a computer at home daily while around 13% use it on weekly basis.income group is unable to afford having a personal computer.Fig B7: Our survey showed that use of mobile phone is rare. Regarding use of Personal computer by children.
50% of rural and 40% of the urban DIL teachers have attended 10 or more trainings. cell or other ICT technologies in education as highly beneficial for the children. their participation in the Mobile Learning Project and its utility for them. Giving cell phones to teachers for training was. but they believe will also positively affect their children. teachers reported. Page | 14 . according them a commendable step.3. Fig C1: Number of training by attended by teachers. This is a common phenomenon for all the teachers across the DIL schools that they have attended various trainings from DIL’s Teacher Education Center. An overwhelming majority of the rural and as well as urban parents surveyed termed the use of computer. Teachers’ Perception Teachers’ perception was obtained using a semi-structured questionnaire and open-ended questions in a focus group discussion sitting.helpful to their children. Most teachers have attended 10 or more trainings previously. Only 10% of the respondents in urban areas have been exposed to distance learning modality of training while none of the respondents had ever received training using ICT or mobile phone. It was revealed that these trainings have been presented as traditional classroom training for which they had to travel to the major cities and towns. The teachers were asked questions regarding their training preference. their classes usually suffer as there are no backup teachers to teach their classes (DIL teachers are subject specific. 3. It not only will increase the capacity of the teachers. which is quite an impressive figure. However almost all these trainings have been delivered in traditional classroom environment? As illustrated in Fig C1. However the baseline survey for this particular project revealed that the consolidated score in the content knowledge test of these teachers came out to be 57% which is somewhat below average. When they go on such training trips. These parents also thought mobile phones would also be helpful in decreasing teacher absenteeism due to going out of town for training. All the surveyed teachers were in-service and had received previous training. so the class schedule is adjusted to accommodate occasional subject teacher absence).
Regarding training while staying at their home versus out of town. Training outside home/village/town requires the trainee to go to a training center for a few days or even a week and stay there during the period of the training. C3: Given fig show the training preference of urban and rural teachers. teachers revealed that 38% of rural and 90% of urban teachers actively seek resources using technology that will help them in the classroom. This results disturbance not only in classes but also in the family life of the teachers. Most of the time the technology consists of a computer and multimedia projector. According to 40% of rural teachers and 20% of urban teachers surveyed. Only 5% in the urban areas said that they have used mobile phone to browse the internet for teaching materials (Fig C3).Regarding using technology as a resource for teaching purpose. Fig C2. for training locally. The breakdown of reasons for which the teachers prefer training at home is given in Fig C4. the chief reason prefer training at home is preferred is that allows the teacher to balance responsibilities at home. Travelling is another reason as their preference Fig C4: Reason of training while being at one’s respective home. While urban teachers were divided 50-50 on the same question where half preferred getting training outside of their town while the other half preferred getting training while staying at their home. Page | 15 . Rural teacher overwhelmingly prefer out of home training while urban teachers are equally divided on the subject. Travel and home responsibilities came out to be main reasons. 75% of the rural teachers were of the view that they would prefer to get training while staying back at their home or in their respective village.
Overall 30% of the teachers have used smart phones before out of whom 20% were from urban areas and 10% are from rural areas. Internet is used by 13% of rural teachers while 80% of the urban teachers are able to browse the internet at least once a week. Only 5% have used smart for browsing purpose while the rest of those have used it for calling. 60% while 20% use internet at school.e. Those in rural areas use the internet only at school while the urban teachers use the internet mostly at home i. listening to music and at most photography. However our discussion revealed that none have smart phone running widows mobile 8 as is the LUMIA 520 phone which are being given to teachers under this project. currently 25% and 30% of rural and urban teachers surveyed have smart phones. texting. Regarding use of mobile phones.Fig C5: Currently there are 25 and 30 percent of teachers in rural and urban areas respectively have smart phones. Page | 16 . Fig C6: At home around 60% of teachers in urban areas have access to internet at home while around 20% have access to internet in rural areas. Discussions revealed that teachers are not fully aware of the full functions of the smart phone and use it only for ordinary use like texting and calling and sometimes for music and occasionally for photography.
The rural teachers were of the view that they cannot pay the cost of the phone and it should be provided to them as free. All the urban teachers agreed to share the cost of the cell phone if it is provided to them for learning purposes and they can keep it forever. They are very excited to get a hand on it as quick as possible. some of the teachers especially the school principals pointed out that security of the phone is very important and teachers should be bound to ensure the security of the phone. RURAL URBAN F I G C 8 : W I L L Y O U S H A RE C O S T O F M OBI L E? No Yes All teachers pointed out that they will need training if provided with a cell phone.F I G C 7 : P R E F F E RE D T R A I N I N G M O D E % 0 9 Conventional Using Cell Phone % 0 7 % 0 1 RURA L % 0 3 URBAN Fig C7: Training using mobile phones is a very popular idea among teachers. They were of the view that they were referring to traditional training when the majority of them expressed a preference for training out of town. The extent to which teachers were willing to share the cost of the gadget ranged from Rs. If a mobile phone is provided then teachers would prefer to have training at their home rather than going out of town to be trained. as well as the survey. However in the rural areas only 13% were willing to share the cost of the project. Page | 17 13% 100% . All the teachers we talked to and held discussion with were eager to participate in the mobile learning project. Even those of the urban teachers who earlier had preferred training away from home opted for mobile learning. Their main concern was how to operate the phone using Nokia Education (NED) software. Regarding other concerns.1000-2000. It was favored by 90% of rural and 70% of urban teachers Discussion on giving mobile phones to teachers for training revealed that most are interested in this training modality and term mobile learning as an innovative step. All opted to participate in it. However when asked about contribution towards the cost of the mobile phone we got the following response. While no one seemed willing to pay more than that amount.
According to discussion with teachers it was also confirmed that they want to have English lessons to be delivered in English however the accent according to them should be local as foreign accent may not be understandable to all especially in the rural areas. Page | 18 . around 90% were of the view that lessons should be provided to them in the form of video lectures.e. In this way they said. Rural teachers prefer to view learning lessons while being at home while urban teacher prefer school time. language for delivery of videos according to the teachers is mix of Urdu and English language. In rural areas. In urban areas most of the teachers i. They were of the view that teachers will take greater interest in these kinds of lessons. compared to audio lessons. they can concentrate more on learning videos. The reason of their choice was that video lesson are more comprehensible as Fig C9: Preferred time to go through lesson according to the teachers. 90% of them preferred to view learning videos at schools when they have free time. teachers prefer the Mathematical and technical terms to be delivered in English as Urdu translation are quite difficult to understand. Regarding videos 77% of the teachers were of view that the lessons should be in the form of video. they will not have enough time to Fig C10: In the mobile lessons. the teachers preferred to go through lessons after schools hours and on the weekend.Regarding type of lessons majority of the teachers’ i. according to them. At home. Mix of urdu and English language review the lessons properly.e. The preferable was preferred by majority of the teachers. For Mathematics. It was preferred by 75% of rural and 70% of urban teachers. No one opted for audio lessons. animations and puzzles while only 22% were of the view that those videos should be traditional classroom lessons.
4. because we cannot travel for trainings. By using internet Science teachers can built their capacity to a great extent. Lubna Qureshi Abad Sundus Kanwal Shah Jeevan Sadaf Niazi Qureshi Abad Page | 19 . Great Effort I am IT teacher and I too want to participate in the mobile learning project. It is useful project and we expect to have an actual access to the content and teaching strategies which can be helpful. their suggestions and feedbacks have been documented. So this facility should be extended to science teachers as well. So Please do not restrict the mobile phone to be used as for video only. FEEDBACK FROM RESPONDENTS In this section the views of the some of the respondents. We can have a flexible learning through Video lessons are very appropriate especially for females. I will be a good opportunity for teachers to use latest technology to build their capacities. It is very much appropriate our needs.4. Now they will not be required to spend lot of their time in searching for appropriate lessons as the videos will be delivered keeping in view the gaps of the teachers. Comment Rehana Yousuf Rabia Asghar Nai Abadi Tabassum Naz Shah Jeevan Abida Iqbal Nai Abadi Shaista Naseer Safina Taj Shah Jeevan It is a very good effort and I am happy to know about it Nai Abadi It will be so easy for us to get appropriate information once we get the mobile phones Mobile phone should be given to all teachers. Teachers will truly benefit from the activity.1. Feedback from Teachers School Shah Jeevan Comment I think it is highly commendable effort to improve teacher's skill. rather than there should be internet access as well through which we can solve our problems. The Mobile Learning Project is excellent idea to train teachers.
With so little investment we are able to give our children an excellent quality of education. This initiative is exciting for all of us and we see bright future for children.4. We appreciate every effort which contributes to increase in Literacy rate in our area. We are very happy to be part of this project and thank DIL and USAID for their innovative work. Feedback from Parents Location Suggestion I being the Chairman of the School Management Committee fully endorse this project.With this teacher will be able to teach and get training simultaneously. I feel that DIL school is far ahead of the rest when it comes to introducing new way of learning. I have my children in other schools as well. I very much appreciate DIL and USAID efforts to educate our future generations. My Children will get quality education as a result of this initiative. This project should be extended for other subjects as well. DIL deserves commendation and we as parents and community members fully support this initiative. When our teachers go for training out of village then there is no one else in back up to teach their classes when teacher . DIL contribution in the uplift of education are laudable. I used to feel that keeping mobile phone is a waste of time and money but this project shows there are immense potentials in mobile if used constructively. Name of Interviewee Mazhar Mahmood Choal Pattan Liaqat Hussain Choal Pattan Zakia Bibi Hamida Begum Aliaa Nai Abadi Nai Abadi Nai Abadi Mushtaq Ahmad Tahir Shah Jeevan Farhat Aara Sajid Shazia Farooq Musarat Shaheen Nasreen Bibi Shah Jeevan Shah Jeevan Shah Jeevan Shah Jeevan Maryam Bibi Shah Jeevan Page | 20 . Our teachers are committed but they have limited resources to enhance their skills. I visit all schools and I have found DIL’s teachers are very committed and professional. These kinds of innovative trainings will further enhance their skills and confidence and consequently all the community will benefit in the long run. Literacy rate in our community is low although we are part of the Federal Capital. The project will play a constructive role in the learning of teachers and ultimately in quality education of our children. Excellent Initiative. This is perfect opportunity for them to build their capacities. Good Initiative by DIL and USAID.2. The problem of teacher absentees will be solved through this project. Technology will be immensely helpful in education and learning if is used for learning purpose.
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