Punjab Education and English Language Initiative

PEELI: Punjab
Education and
English Language
Initiative
One Year On Report
[Link]
2
Table of Contents
List of Abbreviations 4
English Medium Instruction in Punjab 5
PEELI: The Punjab Education and English Language Initiative 8
PEELI’s Theory of Change 9
PEELI Activities 10
2014 and Beyond: The Way Forward 14
In Conclusion 16
The PEELI Team 18

ABOUT the
british council
The British Council is the UK’s international organisation for educational opportunities
and cultural relations. We create international opportunities for the people of the UK and
other countries and build trust between them worldwide.
In Pakistan, we have been working since 1948 in the areas of arts, education and English
in all four provinces as well as in Pakistan Administered Kashmir, Gilgit-Baltistan and FATA
through our offices in Karachi, Lahore and Islamabad.
Our programmes in Pakistan are mainly focussed on young people from the ages of 12
to 30. With the aim of building positive engagement within Pakistan and with the UK, we
work toward improving educational opportunities, building the capacity of educators,
giving a voice to young people, developing employability and strengthening links
between universities in Pakistan and the UK. Underpinning all this is the English language
as a vehicle for international understanding and for educational opportunity.
We have provided training to over 25,000 government teachers in the last three years
under our English Programme, while since 2009, more than 40,000 young people have
been mobilised for community development under the Active Citizens Programme.
We also bring UK qualifications in Pakistan and over the last three years we have seen
steady growth in the delivery of UK exams, which now stand around 420,000 per annum.
PEELI - ONE YEAR ON 3
List of Abbreviations

GoP Government of Punjab

EMI English Medium Instruction
SAHE Society for Advancement of Education
PEELI Punjab Education and English Language Initiative
DSD Directorate of Staff Development
ABLE Activity Based Learning in English
TiSELT Training in Secondary English Language Teaching

4
English Medium
Instruction in Punjab

In March 2009, the Government English language skills can lead The educational and economic
of Punjab (GoP) announced to an increase in economic arguments for investing in
a move to introduce English opportunities and income levels. English are clear in this context,
Medium Instruction (EMI) in though contested by some
public schools starting from GoP’s argument in support of
commentators who tend to
Grade 1. What this meant in the EMI policy is founded on
view the GoP’s focus on EMI
practice was that English would the assumption that teaching
as meeting the needs solely
become the principal medium of students in English from the
of middle class elites. To some
instruction for Maths, Science and primary level will facilitate
extent this is a reductive
Computer Science. The policy a smoother transition to
position and underplays two
was subsequently amended in secondary schooling, leading to
important issues: firstly, the
February 2014 when Urdu was higher levels of comprehension
potential for innovation in
reinstated as the medium of and ‘use’ of subject knowledge.
English pedagogy to enhance
instruction for Grades 1-3 with EMI The teaching and mastery of
the teaching and learning of
starting from Grade 4. Urdu (as well as Punjabi, and
other subjects (principally
other vernacular languages) is
Maths, Science and Computer
The shift to EMI was primarily of great importance, but at the
Science); and secondly, that
based on the desire to maximise same time it is also clear that
providing access to English
the potential of young people, English is needed to enable
opens up opportunities for the
helping them develop their young people to develop the
poorest and most marginalised
skills and knowledge in an kind of skills which can open up
of students, rather than serving
increasingly competitive opportunities to them for further
to exclude them.
globalised economy. Research study and for work.
studies in many countries have
indicated that a high level of

“English is important for competition in a

globalized (sic) world order’ (para 21). The
challenge is that a child is able to carry
forward their cultural assets and, at the
same time, be able to compete nationally
and internationally.”
- 2009 National Education Policy 5
 In 2013, British Council Pakistan administered the Aptis English test to 2,008
primary and middle school teachers in public and private schools in Punjab
and found that:
• 62% of private school teachers and 56% of government school teachers
registered the lowest possible scores, meaning they lack basic English
knowledge and skills, and most of the remaining teachers had only a
beginners’ level of English.
• Research conducted by the Society for Advancement of Education (SAHE)
(2013)1, in which 126 lessons of Maths, Science and English in government
schools were observed, also indicated that teachers’ English competence
is a major concern, notably in Maths and Science lessons.
• Powell-Davies and Khalid (2012) 2 also found that English, Maths and Science
teachers are using,
“…a teaching model based on rote learning with little emphasis
on communication, understanding or child-centred approaches.”

Challenges of adopting transition to EMI, the curriculum, Education indicates that the
English Medium syllabus and textbooks should interest in implementing
Instruction (EMI) be revised and aligned for all English Medium education
the key subjects affected, so in many countries is often
Against this general socio-
that the benefits of good quality attributed to the perception
economic background, the
teacher training and support are of English as an ‘international’
teaching and learning of English
consolidated. language, which brings access
in government schools in
to better opportunities for
Punjab faces many challenges. Moving towards EMI creates
more people. However, the
Several studies have shown a risk that learning outcomes
contention that EMI delivers
that it is characterised by could actually fall, as children
such benefits is challenged by
a lack of adequate training and teachers struggle to engage
many commentators, “…in the
opportunities and support with lesson content delivered
55 countries included in the
system for teachers; a weak in a language that they may not
research, opinions are divided
long-term framework for be familiar with or confident in
on whether this (EMI) is a
teacher development; little using. Therefore, to implement
positive development.”
linkage between curricula and EMI effectively there is a dual
textbooks; and a teaching model need to improve the overall
based on rote learning with quality of teaching to facilitate
insufficient emphasis on the better learning, and to improve
acquisition of communication levels of English competence
skills through activity-based, and confidence among teachers
child-centred approaches . so that they can deliver content
Learning outcomes in English in Maths, Science and other
(as well as Maths and Science) subjects effectively.
are low and this is evident in
both urban and rural schools Research carried out in over
across the province. This picture 50 countries by the British
is further complicated when we Council and the University
consider that for a successful of Oxford’s Department of

1 Rashid, Muzaffar & Butt. 2013. Policy and Practice: Teaching and Learning in English in Punjab Schools. Society for Advancement of
Education and Open Society Institute.
2 Powell-Davies & Khalid. 2012. Transforming the Teaching of English in Punjab – Scoping Study Final Report. British Council Pakistan

6
PEELI - ONE YEAR ON 7
The Punjab Education
and English Language
InItiative (PEELI)
In response to these needs, the British Council launched the Punjab
Education and English Language Initiative (PEELI) in 2013 in conjunction
with the Directorate of Staff Development.

and self-directed learning capacity development of

platforms for not only teachers educators across the province.
and teacher educators but PEELI’s training is embedded
Punjab Education and English Language Initiative
also district officials and head in DSD’s annual training
teachers. The project is working calendar and is integrated into
PEELI is a five-year project to improve the ability of primary all promotion-linked, induction
running to 2018 that aims to and middle school teachers and professional development
train 180,000 primary and to teach English as a subject, training carried out by DSD.
middle school teachers who and to strengthen the ability PEELI collaborates with
teach English, Maths, Science of middle school teachers of development partners and other
and Computer Science to 15 Maths, Science and Computer stakeholders to ensure that
million children aged 5-14 in Science to teach their subjects the project is integrated with
over 56,000 schools across through the medium of English. on-going reform initiatives and
Punjab. Overall, PEELI will be contributes strategically to the
helping 300,000 teachers PEELI complements other
GoP’s ambitions for the general
across Punjab improve education initiatives in Punjab
improvement of education in
their English language and and works closely with the GoP
Punjab.
pedagogical skills. PEELI’s and in particular the Directorate
contribution is targeted at of Staff Development, which
providing training, resources is the apex institution for the

The Directorate of Staff Development (DSD) is the

overarching government training institution which
oversees all pre-service training of prospective teachers,
induction training of teachers and education managers,
in-service teacher training and professional development
of education managers and the Continuous Professional
Development (CPD) framework for primary and elementary
school teachers across all 36 districts of Punjab.
8
 PEELI’s Theory of Change

Quality
training and
resources
for teacher
educators
Support to
leaders and
More PEELI’s theory of change decision-
effective makers
teacher
encapsulates the domino
educators effect that leads to the
realisation of the project’s
overall aim: better quality Greater
teaching that supports clarity and
Better better learning outcomes. advocacy
skilled
teachers

Institutional
More capacity
engaging, building
child-centred,
activity-based
lessons
Better
Students supported
with stronger teachers
cognitive and
communicative
skills
More
conducive
Improved Stronger learning
understanding
and application learning environment
of syllabus outcomes
content

PEELI - ONE YEAR ON 9

PEELI Activities
The purpose of PEELI is to achieve better quality teaching and
learning through strengthened EMI implementation in primary and
middle schools in Punjab, and it works toward achieving this through
the following areas of focus:

Teacher training & implementing a wide range of The training courses are
Trainer Training initiatives to enable government delivered by a team of
school teachers to deliver high highly trained PEELI Training
Teacher training &
quality lessons in the classroom Consultants. Extracts from the
development
using EMI and for teacher Government of Punjab’s official
Face-to-face training is one of educators to train and provide textbooks are embedded in
the fundamental components on-going support to those PEELI training materials as
of PEELI and the project is teachers. source material, and the training

FACE-TO-FACE TRAINING MODULES

Activity Based Learning
in English (ABLE)
for primary school
teachers (Grades 1-5)

Training in Secondary
English Language Teaching
(TiSELT) for English subject
specialists teaching at
Grades 6-8

Trainer training courses

for teacher educators

Leadership in EMI for subject

Child protection specialists, head teachers and
training courses. education managers

10
courses engage participants in and support the teachers in their
micro-teaching to develop their schools in its implementation.
confidence levels and enable By the end of the project, PEELI
them to apply the skills and will have trained at least 80% of
knowledge gained during the all head teachers and education
training in their classrooms. managers on leadership in EMI
and this will be tracked through
Successful implementation of
training reports from GoP.
EMI requires the buy-in and
support of head teachers and
education managers. PEELI has
developed a specific module
on leadership in EMI to enable
head teachers and education
managers to understand the
importance and benefits of EMI

PEELI - ONE YEAR ON 11

 D
Directorate

District
1038 Teacher
Educators
579 Head
Teachers

62,280
Teachers 3,3 S

93
T

12
DSD
e of Staff Development

Punjab Education and English Language Initiative

925
Subject
400
Specialists Master Trainers

16,709
Primary School Teachers

380,583
School Children

3,933
Teachers

PEELI - ONE YEAR ON 13

2014 and beyond:
The way forward
PEELI has demonstrated that it • For all educators, we want • Audio-visual technology for
can be responsive to changing to help create the kind of delivering CPD opportunities
circumstances, reflective rich Continuous Professional to educators
and adaptable, open-minded Development (CPD)
and a trustworthy reliable environment that is necessary PEELI’s face-to-face training
partner. We have built a strong to ensure that changes in in now embedded in DSD’s
relationship between the British classroom behaviour lead to training calendar and we will
Council and the Government of long-lasting improvements. continue to deliver existing
Punjab’s Department for Staff and new courses. New courses
Development and we have • To deliver maximum benefit and workshops will include
begun to see the results of such with finite resources, we want “Teaching English for the
a constructive and proactive to continue to learn, engage Subject Classroom” and follow
collaboration. and forge new partnerships up subject-specific EMI teacher
with other stakeholders training courses for Maths,
This collaboration has delivered committed to improving Science and Computer Science.
encouraging Year 1 results educational opportunities and
which set the benchmark for outcomes in Punjab. By March 2015 we will have
future growth and expansion. opened our first five pilot
To tackle these challenges, multimedia resource centres
We have broad ambitions for PEELI is gearing up for a new for teachers and teacher
how we build on Year 1: phase. This new phase of the educators across the province.
• For those we have already project will be characterised by These offer printed materials for
reached, we want to a greater number of channels of teaching methodology as well
provide opportunities to delivery including: as language improvement and
consolidate and build upon touch-screen computers with
• Further face-to-face training
the professional development internet connectivity to access
across Punjab
they have undertaken with or the British Council’s extensive
through PEELI. • Resource Centres to support range of resources for teachers
EMI implementation and and learners. They also provide
• We want to reach those video-conferencing facilities
language development
educators who have so far which will be used for online
had no more than a minimal tutor groups across multiple
exposure to what PEELI offers. sites; for short-segment PEELI

14
contributions to other training solutions to deliver English
initiatives; and for distance language learning opportunities
learning provision. to our audiences.

We are in the post-production Alongside this, we also aim to

stage of an audio-visual engage more with the wider
project that will provide a series education sector “community of
of teacher training videos interest”. In order to disseminate
using authentic footage from learning and encourage
real classrooms in Punjab. knowledge sharing and stronger
They are designed to support collaboration amongst all
subject specialists and teacher stakeholders. We will seek to
educators and address issues work with other interested
such as using EMI in the parties to design and deliver a
subject classroom; teaching series of networking events to
methodology; learner-centred, debate and consider some of
activity-based lessons; and the challenges and opportunities
classroom management. in education and EMI in Punjab.
These video resources will
be distributed in a variety
of formats using different
technologies and platforms.
We also plan to deliver radio
programmes for both teachers
and learners and to seek other
appropriate technology-based

PEELI - ONE YEAR ON 15

In conclusion
After its first full year of We are very proud of these the number of educators we
implementation, PEELI’s results … but we cannot be reach and the extent of the CPD
commitment to supporting the complacent because much opportunity they each receive.
Government of Punjab’s EMI greater challenges lie ahead.
policy is already starting to show To minimise the risk that this
results. Whilst addressing the various clearly entails, PEELI already
challenges inherent in scaling has a number of partnerships
In its first year PEELI has up and diversifying our activity in place - big and small - and is
demonstrated its ability to to increase the project’s impact now looking for new partners
deliver impact at the “chalkface” and sustainability we must also interested in contributing to the
by engaging directly with some remain alert to the constraints design, delivery and/or funding
3,000 educators on the ground posed by our finite financial of the project.
in 22 of Punjab’s 36 provinces resources. These will require us
and – through these educators to operate with increased levels We look forward to reporting
– indirectly reaching almost of pragmatism and to keep an on our progress against all of
100,000 teachers and 3.5 ever-watchful eye on the critical these objectives at the end of
million school children. balance between the breadth Year 2, and in the meantime we
and depth of our engagement welcome feedback, comments
with educators, i.e. between and questions.

16
PEELI - ONE YEAR ON 17
THE PEELI Team
PEELI’s Training Consultants essentially an extended cascade A majority of them possess
represent a major resource for approach to rolling out training. an academic background in
PEELI. They deliver training and English language and linguistics
help to develop materials for PEELI’s pool of 30 Training
and are pursuing or interested
our courses. They also model Consultants come from different
in pursuing further education
the principles of child-centred, parts of Pakistan and have
in the field of education and
activity-based teaching and extensive teaching and training
English language teaching.
learning at the heart of what is experience both within the
private and public sector.
Permanent Staff

Tony Fisher Nic Shaw Umair Ali

Director PEELI Senior Training Consultant Project Coordinator

Matt Pusey Andy Carte Nische Khan

Senior Training Manager Senior Training Consultant Project Coordinator

Muhammad Asif Sobia Nusrat Jawad Raja

Resource Centres Manager Project Manager Marketing Manager
The Punjab Education and English
Language Initiative (PEELI) is a five-year
project running from 2013 – 2018 that
aims to reach 300,000 teachers in all
36 districts of Punjab. Run in partnership
with the Directorate of Staff Development
(DSD) and in line with Government
of Punjab’s (GoP) shift to English as a
medium of instruction, PEELI aims to
develop the capacity of government
school teachers and trainers to deliver
quality teaching and learning in the
classroom.

© British Council 2014

The British Council is the United Kingdom’s international
organisation for cultural relations and educational opportunities.