This item was included in the questionnaire to enable the respondents to add any comments not included previously in responses to specific questions and/or to confirm some already expressed views or concerns.
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Out of twenty participants, 18 gave further suggestions for improvement. The suggestions generated in this section follow the same trend found in the previous two items. Some of the suggestions included: wider participation and involvement of all stakeholders and especially of teachers in bringing change (T1, T6, T10, T18), teacher training (T4, T5, T6, T9), timely information of change, better pay, respect, incentives and selection process for teachers (T5, T7, T16), more funds and facilities for institutions (T3, T5), more co-curricular activities, study tours and seminars for students (T19, T20). Some other proposals put forward relate to the nature of the change: adopting a gradual approach, working up from the junior levels in school and making it relevant to the needs and socio-economic realities of society (T2, T11).
Some suggestions specific to curriculum included: updating the syllabus, regular revisions in curriculum, making curriculum to match the level of students and to develop their creativity and capacity (T6, T13, T14, T16). Reforms to the examination system were included to make monthly tests compulsory in all institutions, more objectives oriented examinations and more objective type questions in the exercises given in books (T8, T16).
6.3 Overall themes emerging from the data
The purpose of this phase of data collection and analysis was to generate some overall themes and issues within these themes, which are relevant to teachers. These themes and issues were then used to construct a more structured questionnaire to collect data from a larger number of teachers. The emergent overarching themes and the issues have been presented in the following section.
6.3.1 Student learning
Issues related to students emerged as one of the major subjects across the questions. Teachers related their first reaction and initial acceptance of this initiative to its positive impact on student learning. They considered that this change could control the practice of rote learning and develop conceptual and deep learning among students, which in turn would improve their performance. When teachers identified the initial steps to take this change forward, they mentioned preparing the students for change through advice, encouragement, awareness raising, information and discussion. This aspect of students’ preparation for change was affirmed when teachers identified reluctance and non-acceptance of change from students as one of the major difficulties they faced in adopting the change in their classrooms. Therefore,
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to offset this problem they started counselling the students to adopt the change initiative. The issue of limiting rote learning, promoting conceptual development and achieving improved performance of students were consolidated when teachers listed these aspects of student learning among the most likely benefits as well as the most challenging aspects of the new system for the students.
6.3.2 Assessment
The participating teachers have recognised change in the assessment system as a major influence on the teaching learning process. There was a clear and strong emphasis on preparing students to perform well in the new examination system. The limited reference to this aspect of the change initiative was made in the initial questions on the views of teachers towards the change. Later on, the emphasis became more pronounced when teachers mentioned the steps they had taken to adopt this change into their classrooms. They reported that they had transformed their teaching according to the new examination requirements and prepared more notes, practice tests, short questions, MCQs etc. Students were also guided to take as much practice as possible to prepare for exams and were encouraged to develop questions, MCQs and tests by themselves to enhance their preparation for the examination.
6.3.3 Teacher participation
The responding teachers also highlighted the issue of teacher participation in the initiation of the process of change. One participant mentioned this issue in the early part of the questionnaire but more teachers emphasized it in their suggestions for future similar change endeavours and in their remarks in the concluding section. The suggested level of participation varied from more comprehensive involvement in the formulation of change initiatives to the orientation of teachers and their being taken into confidence about the initiative, but the ‘dictated’ form of change has been criticized.
6.3.4 Resources and support
Availability of resources, support and facilitation in the change implementation process received a particular emphasis in teachers’ responses. Although there was a particular question about the support provided to teachers in the institutions to implement change, the
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reference to the issue was made across the questions. Teachers complained about the non-availability of facilities like AV aids, internet and furniture, materials like teacher manuals and books and funds to provide these facilities, materials and infrastructure. They also mentioned lack of support in the form of information, guidance and communication. The other resource, which was focused on by teachers was time and teachers thought they did not have enough time to cope with the change and implement it successfully in their classrooms.
6.3.5 Teacher training
The theme of teacher training emerged in the question on the steps taken in the institution to introduce change in the classrooms and two teachers mentioned that training was provided to them as a preliminary step. The issue came up in the section related to support for teachers in the implementation of the change and one teacher mentioned that they were not supported with required training. However, teacher training was focused on in the section on suggestions for improvement when teachers emphasised the required training and development of teachers to prepare them for implementation of the change. This suggestion for teacher training was consolidated in the next section when teachers speculated on any future change endeavour and counted teacher training as a primary requisite. In this way, teacher training was considered important for improvement in the ongoing programme of change and also for any future initiative.
6.3.6 Nature of change, its planning and implementation process
The reference to the nature of change and its implementation process also came at different points in the responses. Change was identified as abrupt, sudden, inclusive, non-democratic and not according to the mental level and previous training at the junior levels of students. The suggestions for improvement included consultation with educationalists, the gradual introduction of change from junior levels and greater links with the socio-economic context of students.
6.3.7 Improvement in the working conditions for teachers
Many of teachers concluded their responses by suggesting improvement in the working conditions of teachers by enhancing respect for the profession, salary structure and incentive programmes.
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These overarching themes and issues within these provided content as well as the structure of sections and subsections in the subsequent structured questionnaire for teachers. The items of this structured questionnaire have emerged from the data grouped under every theme listed above, as the next chapter will illustrate.
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