Tag Archives: teacher training

English and Employability Skills for Higher Education Students in Andhra Pradesh

How we equipped 1800+ teachers to deliver the learner programme on the Andhra Pradesh Higher Education English Communication Skills Project.

The ten-day teacher training programme was delivered over three phases with 112 Master Trainers training more than 1800 teachers.

The training aimed to equip teachers with the required facilitation skills so that they can deliver a blended learner course focusing on employability skills and based around LearnEnglish Select effectively to the students. The ten-day teacher training programme focused on introducing communicative teaching strategies and methods, learner-centred techniques such as elicitation, collaborative learning activities that develop speaking, reading and writing skills of learners. Another key element of the training was to familiarise the teachers with the learner course materials.

The training capitalised on teachers’ general pedagogic knowledge (such as classroom management skills), and contextual knowledge of students’ social context and integrated teaching demonstrations where the teachers experienced taking part in a lesson using the ideas from the input they had received. The teachers then took part in microteaching where they practised facilitating a lesson using ideas they had been exposed to in the input and practical demonstration sessions. This was then followed by a reflection stage, where the teachers discussed and reflected on ways of using or adapting the ideas from the training into their own classrooms in their own contexts.

Teachers gave extremely positive feedback in the monitoring and evaluation activities conducted during the first two phases of the training. Teachers credited the acquisition of learner-centred methods for the classroom to the training and stated that these are essential to make the classroom more interactive for the students. Teachers also acknowledged that the training had a positive impact on their English ability and microteaching sessions allowed them to practise learner-centred methods and strategies in a no-risk environment and get valuable feedback from their peers and the Master Trainer.

When the teachers were asked about applying learning in the classroom and how they would achieve this, one of the teachers responded:

‘By adopting the strategies, methods and techniques such as reflecting on my own teaching skills and practices, shifting from a teacher-led approach to a learner centred one, reducing teacher talk time, conducting activities including warmers, using instruction checking questions, effective and relevant teaching aids and most of all giving due priority to L-S-R-W skills.’

During observation of training sessions, it seemed that a gradual shift from a traditional approach was taking place. This was evident in teachers’ feedback in focus group discussions as the majority stated that ‘learner-centred activities develop critical thinking skills, communication skills and social skills. They encourage alternative methods of assessments and help students transfer the skills to the real world and promote intrinsic motivation to learn.’

Teachers have now received a wide range of input related to using learner-centred methods in the classroom. We would like to invite teachers to continue building on skills and knowledge acquired in the training and embrace continuing professional development; Please visit https://www.britishcouncil.in/teach/continuing-professional-development for more details.

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What is to be done?

The fact that 85-90% of college leavers in India are not considered immediately suitable for employment in the ITES sector presents a huge challenge for the industry. So what is the solution? One of the action points from the 2008 NASSCOM-Everest BPO report is to:

“Increase employability and access untapped talent pools by creating greater linkages between the current education system and the needs of the BPO industry, and facilitating the development of BPO-specific education models.”

The report goes on to make a number of recommendations in this area:

“Initiatives related to education are required to expand the employable talent pool in India. The industry needs to work more aggressively with the Government to create greater linkage between the current education system and requirements of the BPO industry. This can be done by 1) policy changes like liberalization of higher education, 2) increased collaboration between industry and academic institutions to take up initiatives such as introduction of BPO-specific curriculum and improving students’ access to funds for higher studies, 3) introducing coursework changes and teacher training at the school level in accordance with future requirements of the BPO industry. There is also a significant opportunity for private players to step in and create a BPO education industry. Such a move should be based on creating longer-term training programs to improve communication and other skills required by the BPO industry. Specific training programs need to be developed to create several intermediate levels of skills and specialisation (between generalists and highly trained specialists), and to bring alternate talent pools (e.g. high school graduates, educated housewives) into the BPO workforce.”

I think educationalists would probably disagree that the purpose of education is to provide employees for the BPO sector, although they would probably agree that teacher training and curriculum development are needed.

What are your views?

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