Whole School Improvement Program (WSIP)
FIELD’s Whole School Improvement Program (WSIP) is an inclusive approach to improve the quality of education. WSIP is an integrated approach to enhance quality of teaching, learning and student outcomes through systematic and continuous process. A holistic approach to school improvement begins with the school as a whole and emphasizes the whole process of change from defining the need for and the value of policies, through its formulation, implementation and evaluation. Schools can become child- centered institutions and create better learning environment in coordination and collaboration with stakeholders (parents, teachers, student, and school systems). WSIP emphasizes stakeholders to be involved in all aspects of school life and contribute in leading schools towards learning organizations and community of practice.
Foresight Institute for Education and Leadership Development has the capacity of providing professional support to teachers, school committees and school heads. Whole School improvement is strongly focused on student outcomes and the characteristics of schools and classrooms that are associated with these outcomes.
Early Childhood Development (ECCD)
is about meeting the child’s multiple needs by taking into account health,
nutrition, and psycho-social stimulation, while at the same time strengthening
the environment in which children live and thrive. Children have rights to live
and develop to their full potential. It is more than preparing a child for the
tomorrow’s school; it is about” Every child is a unique person with an
individual temperament, learning style, family background, and pattern and
timing of growth.” As children develop, they need different types of
stimulation and interaction to exercise their evolving skills and to develop
new ones. ECCD programs should be developed within a broad conceptual frame
work that is part of a comprehensive, multifaceted strategy. They should not be
developed in isolation but there is a web of consensus with parents and has
strong relationship with homes.
ECCD preceding a child’s primary education which prepares a child to formal school and plays a role of transit. Pedagogical continuity between the last year of early Childhood program and the first year of formal schooling is of great importance.
Early Childhood Care and Development (ECCD)
It comprises all the essential support a young child needs to survive through fully participation in the activities which are developmentally appropriate for the holistic view of the children. This includes integrating health, nutrition, and intellectual stimulation, providing the opportunities for exploration and active learning, as well as providing the social and emotional care and nurturing a child needs in order to realize her/his human potential and play an active role in their families and later in communities.
Latest research suggests that the earliest years of life lay the foundation for all that follows and is the most important in developing children’s capacity to learn. FIELD equally believes in good health, safe and nurturing environment, proper care and the right kind of intellectual stimulation give a child a strong framework for growth and ensures later success at school, work and in the society at large. Thus the mothers are universally known as caregivers of their children. The changes in the attitude and social systems have also brought male members of the family to play vital role in rearing up a child. In addition, immediate family members also support in this task. Thus, proper parenting education is the top priority of FIELD.
FIELD’s professionals have got the knowledge, skills and attitude to facilitate the families in proper child caring, rearing and development process at homes and center based ECCD programs effectively.
Capacity Building Program for Teachers (CBPT)
We assume that capacity building of teachers and other key stakeholders plays an important role in improving quality education. FIELD experts manage and conduct need based capacity building programs for teachers and school committees focusing on active learning techniques and child centered teaching approach through Whole School Improvement Program (WSIP).
Non formal and Adult literacy ( NFE/AL)
Majority of people in Pakistan particularly in rural areas discontinue their studies at primary level and many of the children even do not get the opportunities to go to schools. Thus they remain illiterate in their whole life which has many negative impacts on the holistic development of the child. It is therefore important to educate these unprivileged people and help them lead a prosperous life. FIELD has developed and conducted a number of training programs to educate the people who have never been to schools for education and it also has helped the young ones to continue education who left schools in the early ages.
Community managed development program for education (CMDPE)
FIELD staff has the knowledge and skills to organize capacity building programs for school management committees and enhance their skills to contribute in school development activities. FIELD strongly believes that schools could be improved if communities are involved in different school level activities. FIELD has experienced a number of community managed educational development programs to ensure community involvement in educational activities and make them responsible for the initiatives taken to enhance community participation in children’s education and the ultimate aim is to empower the communities. FIELD encourages and assists rural communities to initiate and run pilot programs for education such as introducing the concept of matching grants in partnership with Government and non-governmental organizations to establish quality educational institutions to facilitate children in general and girls in particular.
Research & Publications
FIELD staff has got the knowledge and skills to conduct qualitative and quantitative research studies on processes and impacts of educational interventions and programs. These studies help organizations see progress, benefits and drawbacks of a program implemented to improve quality of life in a particular area or population.
Inclusive education is all about good teaching and learning practices for all students in which students take responsibility for their education. Experiences tell us that in the system of formal schooling, students’ special needs are not cared. Usually all the students are treated equally ignoring their physical and mental grounds, due to which teaching and learning become a task of boredom and special need children become victims of such situation. Consequently, they say goodbye for Education forever. FIELD experts have got experiences of facilitating all the students taking part in teaching and learning interplay by allowing special concessions for the special need children in the classroom in order to mainstream special need children as well.
Education Leadership and Management (ELM)
Education leaders play vital roles in education improvement. They determine directions of schools. Therefore, it is important that the schools have professional leaders who manage schools effectively. Head teachers’ role is crucial in this regard, as they provide professional support to teachers, develop close relationship with the stakeholders through different means of communication and create safe, caring and friendly environment for students to participate. FIELD aims at transforming schools into learning organizations through enhancing leadership roles and strengthening management skills of school leaders. School leadership development courses– SLDC covers all most all the areas necessary for a head teacher to manage people and resource. Likewise, FIELD staff have received relevent qualifications and experiences of working with education managers and building their capacity in education management. FIELD professionals have got various opportunities to work with government education departments in Punjab, AJK and Gilgit-Baltistan and built capacity of education managers in different education management areas.