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Each province in Pakistan nominated four learning coordinators to attenda two-day workshop organized and led by staff from the FederalDirectorate of Education and the Allama Iqbal Open University. Eachlearning coordinator was informed that they would be responsible fortraining of teachers from 10 to 20 schools. The project provided teachersfrom multi-grade schools with training in self-learning strategies andquality improvement. In addition teachers learned strategies forincreasing contact time with students.ContactMr Md Yusaf Chosan, Primary and Non-Formal Education Wing, Ministry ofEducation, Shaheed-I-Millat Secretariat, Islamabad, Pakistan, Tel: 920-2708, Fax: 921-737.32. Multi-grade Teaching ProjectThere are more than 3000 teachers working in primary schools of theDistrict of Islamabad, Pakistan. There is no regular and systematicmechanism for their in-service training. A baseline survey indicated anurgent need for such training among teachers of multi-grade schools,particularly concerning strategies for mobilizing community participation.Lack of community involvement stems from the perception ofdifferent roles and responsibilities. Villages accept responsibility forproviding land and for constructing the school, but see teacher training asthe responsibility of government.This project, which began in 1993, is administered by the FederalDirectorate of Education, Ministry of Education, and is supported byUNICEF. It aims to develop in-service education to improve teachercompetency and to strengthen links with school communities. Twomulti-grade teaching workshops were conducted by the Adult BasicEducation Society in collaboration with UNICEF. An outcome of thefirst workshop was the development of a model activity-based classroomin the school of each participant (teachers from 25 existing and 10 newmulti-grade schools). These model classrooms were monitored byproject staff and specific needs were identified which served as the basisfor the second workshop. An impact evaluation by UNICEF and a teamfrom Quid-e-Azam University found a shift to group work among all themulti-grade teachers participating. Most classrooms were brightlydecorated, seating arrangements were varied and learning activities morecommon. In many classrooms teachers were no longer reading to theclass from a textbook but using teaching aids such as charts, pictures,models and work cards. At the same time many teachers reported thatList of Projects by Countrytheir crowded and cramped classrooms made the introduction of activity-List of Projects by Country © 55