Evaluation Workshop (Teachers and Students)

Inter-Ethnic Peace Building Project (IEPB) cooperated with DCD/MoEYS staff conducted an Evaluation Workshop for the teachers who have been trained by IEPB and have integrated peace education in their curriculum. There were two workshops, teachers’ evaluation workshop and students’ evaluation workshops.

  1. Teacher Evaluation Workshop:

The teacher evaluation workshop was organized by IEPB Project on 12th-13rd July, 2012 in Pongroh High School of Chhlong District and Kror Ches Krong School of Kratie town in Kratie Province. There were 22 teachers and 12 were female. These teachers came from 11 different schools in Kratie. During and after the training, the teachers integrated peace education in their curriculum. This workshop was organized to reflect and assess the impact of teachers’ implementation of the peace curriculum and how they encourage students to apply and disseminate inter-ethnic peace building in their daily lives.

The meeting began with the introduction of participants and facilitators. The facilitators shared the objectives and their personal experiences. Then there was group discussion about what they have done in the past, how the students have understood the concepts and topics incorporated in their curriculum, and what are the activities they want to do with the students in the future to promote peace education.

The teachers have some great ideas but they need IEPB support. After that the teachers were given a form to fill in. This form contained questions related to the training they got from IEPB and how much teachers gained in knowledge, skills and experiences from their integrating peace concept. At the end of the meeting an activity was done. The activity made teachers understand the importance of networking and then we discussed how we could all work together to bring change, not just at the individual level but in the education system as a whole. During the teacher evaluation the facilitators could see the strengths and positive results as the teachers were given opportunities to plan their own activities. They were asked to share their ideas, which helped other teachers to plan activities in their schools. Instead of asking them to do activities planned by us, they were encouraged to plan their own activities in the school to continue peace education. But we also found some points that needed to be improved, such as the teachers has not been communicating with each other or worked as a network. So this way they can only work in their own school but not as a network. They can only bring individual change but not institutional change so the teachers should work as a network and plan and organize programs and activities to promote peace education. This will help to bring institutional change and there has to be continuous communication between them.

  1. Student Evaluation Workshop:

This workshop was organized by IEPB Project on 12th-13rd July, 2012 in Pongroh High School of Chhlong District and Kror Ches Krong School of Kratie town in Kratie Province. There were 99 students of which 52 were girls. These students came from 11 different schools in Kratie province. The teachers of these schools have been trained by IEPB project. During and after the training, the teachers have integrated peace education in their curriculum. So this workshop was organized to understand how much the students have understood peace building and also to encourage student’s participation in peacekeeping in their school, family and their community and how they can change their attitude and behavior as well.

The workshop began with an introduction of all the facilitators and the students. Then we did the ‘Trust Fall’ activity as an ice breaker. This helped the students to feel comfortable with each other. This also encouraged them to be more open and to get rid of their shyness. This was a big group of students so they were divided into 4 groups making sure that members of the groups were from different schools. This would help the kids know other kids well. Then they were all asked to choose 1 question from the box without looking in it. These questions were based on the training provided to their teachers and the topic that they integrated in the curriculum. The students were given few minutes to read the questions they got and prepare the answer. Then, the students were called in front one by one to share their answer. The judge gave scores based on their answer. After all the kids had a turn, the judge announced the names of the students who got the highest scores and gave them prizes. They were also appreciated and encouraged. The rest of the students were also given consolation prizes so that they don’t get discouraged and were appreciated for the effort they made.

Then the 4 groups were further divided into 8 groups. Four of them were named as ‘Peace’ and the other four were named as ‘Violence’. They were asked to think of a situation where there was conflict similar to that found in their society. Then they were asked to prepare a role play where they had to resolve the conflict. The kids worked together to prepare a role play. 1 facilitator helped each group to prepare the role play. They were given half an hour to prepare. Then each group role played. Each role play represented the real issues in their community. The violence group displayed some violent acts but the conflicts were resolved with mutual understanding. The peace group also displayed conflict but settled the matter peacefully. All the 8 groups’ role play was very informative and showed that they understood the concept of conflict resolution.

  • Strengths:
  • The facilitators were well prepared and organized activities.
  • The students were enthusiastic and actively participated.
  • Providing prizes and paying for their travel was a good strategy. This encourages the students to participate actively and give more effort towards understanding the concepts we intend to incorporate in their curriculum. Instead of just asking them questions about what they have learnt, doing it as a quiz competition was more effective and enjoyable. The students didn’t feel they were being tested on how much they have been taught by their teachers. The role play was a very good way to let the kids think by themselves and come up with current conflict issues in their community. This way they also got an opportunity to work with kids from other schools. It encouraged them to be more open and creative.
  • The books published by ACT were provided to them. This way they could refer to it when they needed to as well as reading their course book.
  • Weakness:
  • Sustainability: after the teachers had taught the lessons there is nothing done after that. The continuity of the activity is not sustained.
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