State of Kuwait Ministry of Education ELT General

State of Kuwait Ministry of Education ELT General supervision Kuwait National Curriculum Competence and Standards based approach

Introduction

Presentation of the Project Curriculum and Standard Component

Context School Education Quality Improvement (SEQI) Partnership Program between the � � ◦ ◦ ◦ Government of the State of Kuwait and the World Bank Group SEQI Project has three main components: Curriculum and standards for the grades 1 to 12 National Education Standards for Teachers, School Leadership and Students National Assessment (MESA) Improving School Leadership (pilot component).

II. Short overview of the process: phases � Preparing human resources � Preparing National conceptual Curriculum Documents � Preparing National operational Curriculum Documents � Preparing subject curricula and standards � Preparing the implementation Process

II. 1. Preparing human resources � Preparing human resources for: ◦ The National conceptual Curriculum Documents ◦ The National operational Curriculum Documents ◦ The Subject curricula and standards ◦ The implementation Process

How do we exercise these competences ? An initial cascade training model has been designed where each cascade trains the following one: International consultants Master trainers School principals Subject trainers Teachers Head teachers

Expected outcomes At the end of the session you will be able to: � � Explain the reasons for a new curriculum approach in Kuwait Primary Education. Describe the concept of competence-based curriculum as a process. List the main components of the Kuwait National Curriculum. Explain the main terminology related to competence- and student achievement standards-based approach

Task (1) �Why a new Curriculum in Kuwait?

Why a new Curriculum in Kuwait? National Challenges - New vision of Kuwait as envisaged by his Highness Sheikh Sabah Al-Ahmad Al-Jaber Al-Sabah, Amir of the State of Kuwait - New social, economic, political, cultural and human challenges - New learning needs and expectations of children and youngsters towards school International challenges. 2 - Globalization - Knowledge Economy - The Digital Age - Sustainable Development - Learning to Live Together - Lifelong learning

21 st century skills : Above and Beyond � What are the skills of the 21 st century? � Why 21 st century skills learning? � How is Teaching in the 21 st century ?

Video : What are 21 st century skills?

Video : Why 21 st century skills learning?

How is Teaching in the 21 st century ?

21 st Century Skills q. Being Creative and Innovative q. Undertaking critical thinking, problem solving and decision making q. Illustrating metacognition, learning to learn and original/meaningful thought. Ways of Thinking q. Citizenship – local and global; 21 st Century Skills Ways of Working q. Life and Career capabilities and values; q. Information and ICT literacy (learning in digital networks) Living in the q. Capability to World. undertake Personal and Social responsibility. q. Communication capabilities. q. Collaborative capabilities.

Components of the Curriculum Modernization Process � The Conceptual Component -educational � The Institutional Component - institutional � The Strategic Component - strategic choices vision and general policy structures, arrangements, mechanisms human resources needed and decisions including the procedures, timelines and responsibilities

Task 1 Group work Within your group, please discuss and analyze what is the structure of the current curriculum and how the teaching-learning process is organized. Note your conclusions on a paper. Elect your group speaker/ reporter. Present your conclusions.

Curriculum and Standards: Key Concepts � To develop a quality curriculum and standards, you should have a common understanding regarding the following questions (concepts).

What is a Curriculum? � The curriculum is a system of learning experiences and opportunities that are planned for children and young people through their education. � A curriculum represents a multifunctional, but highly organized system of knowledge, skills and attitudes/values that all individuals are offered by a given education system (and society). � Curriculum is the body of material that operationalizes standards and guides their translation into classroom instruction. False assumption- Curriculum is the textbook!

What is a Curriculum? �The reality of learning in the classroom

Task What does a Curriculum give more as compared to a textbook? � What do you think? � Please discuss in group � Each group is kindly asked to give a set of answers

The curriculum offers not only the WHAT but also the �Why? �When? �How? �In which concrete context? �With which expected results? �Connected to what?

What is Kuwait National Curriculum (KNC)? � Kuwait National Curriculum covers the overall system of learning experiences offered to children and students of Kuwait in all ordered subjects in terms of knowledge, skills and attitudes/values from ages 3 to 18 by relevant educational institutions. Therefore, the National Curriculum defines, by necessity, what students should know, be able to do, and how they should behave in terms of valuesoriented human beings as a result of their learning process. �

What is the Kuwait National Curriculum framework (KNCF)? KNCF • Rational • Conceptual foundations • Vision • Mission • philosophy • Principles • Standards • Competences • Teaching plan

What is Kuwait Curriculum framework (KNCF)? ? "Curriculum Framework" The Story Of Learning

What is the Kuwait National Curriculum framework (KNCF)? � The KNCF is the main conceptual document that regulates the Kuwait curriculum system. The KNCF has a normative, prescriptive and regulatory role. � It presents the conceptual foundation, the vision, the philosophy, as well as the concrete ways in which learning is organized and offered to children and students of Kuwait throughout various education stages, from grades 1 to 12.

The roles and functions of the KNCF as an “umbrella” document for curriculum. The Kuwait National Curriculum Framework indicates: � � � � The rationale of the new Kuwait National Curriculum The conceptual foundations of the new curriculum The key curriculum statements; the vision, the philosophy and the mission of the curriculum system in Kuwait. The basic principles of the curriculum. The types of competences student should acquire through schooling: The type of standards that describe the level of achievement of the competences at different stages of schooling The way in which the curriculum is organized in a Teaching Plan and in this context in a number of subject matters.

The Kuwait National Curriculum Framework is the main reference document for: � � The development of the Teaching Plan The development of the subject curricula The development of the teaching and learning resources for students and their teachers. Other types of support materials for the school principals and the teachers for implementing the new curriculum as well as for improving their continuous professional development. The Kuwait National Curriculum Framework clearly guides policy makers, curriculum writers, schools and education administrators in the process of designing, organizing, managing and assessing school activities and their effectiveness.

How does the KNC function? � KNC functions � as the whole system of curriculum documents that describe the why, what, how and how well one can learn in the framework of the Kuwait Education. � as the system of central, school- and classroom-based documented processes that make children and students’ learning happen.

How is a curriculum structured? 1. The Conceptual Component ◦ The Kuwait National Curriculum Framework ◦ The Kuwait Teaching Plan for Grades 1 to 12. 2. Operational Component � � The subject curricula Other types of operational documents: ◦ Operational guidelines for curriculum and standards developers. ◦ Teaching and learning materials (TLM) for students and teachers, including textbooks for students and guidelines for teachers, e-books, educational software, CD-ROMs and other digital aids and students’ workbooks. ◦ Assessment and examination regulations, guides and instruments. ◦ Official curriculum-related instructions. ◦ Implementation guidelines and guidelines for teacher mentoring.

key curriculum statements � Vision � Mission � Philosophy � principles Task Discuss in groups the meaning of each word and why they are essential in building any curriculum.

key curriculum statements To succeed, every organization need inspiring, cohesive principles that help direct its work, rally the troops and propel the business forward to achieve its goals. One of the most critical responsibilities of a nonprofit board is to establish the mission, vision and philosophy of the organization. These are the entity’s guiding principles and affect every aspect of the business. These statements are important for the following reasons: • The organization is able to move forward and change without experiencing chaos because its overall direction is clear. • Mission, vision and philosophy communicate the purpose of the organization to its constituents and the community. • They are the foundation of sound strategic planning and good management. They should be used as yard stick and governance tool against which the major decisions should be evaluated.

Understanding the key curriculum statements � The Curriculum Statements have the role of regulating the whole curriculum system, including the subject curricula and standards. They concretely determine - what, why and how, based on what rationale, in which order and – last but not least – with what kind of benefits for learning do children and students in Kuwait get within their education. � The basic Curriculum Statements are: � Vision � Mission � Philosophy � principles

Vision statement � The Vision of the new Kuwait National Curriculum is based on the vision for the future of the Nation. � The new Curriculum has to assure through education the development of a new type of human resources, fully equipped for converting Kuwait into a leading international finance and business center and an attractive Oil Capital of the World. This Vision guarantees sustainable wellbeing for the people of Kuwait. � Therefore, the new National Curriculum needs to prepare citizens to work hard to achieve the national vision by fully acquiring the competences required to satisfy the needs of the Kuwait State, as well as the challenges of globalization, the knowledge economy and the digital age.

Vision statement The future citizens should be: Confident in their Islamic, national and global identity Actively involved in social and individual growth Connected to other people and the environment Lifelong learners

Mission statement In the light of the Kuwaiti Vision for its future, the Mission of the new Kuwait National Curriculum is to contribute to the education of a new generation fully equipped with the key competences needed for making the country a financial and commercial power in the current world. � On the grounds of preserving Islamic, Arabic and National Kuwait values, in the next twenty – thirty years, we should educate citizens who cherish and respect their country, their traditions and their national identity, being at the same time open to acquiring multiple identities as citizens of Kuwait, the Gulf, the larger Arab World, and the World at large. �

Philosophy The following key Educational and Curriculum Philosophies of the 21 st Century are seen as playing a leading role: � � � Developing a holistic, complex personality, equipped with a genuine respect for Islamic, National and general human values and fully committed to personal development. Enhancing Education for All and Inclusiveness as key pillars of the National Curriculum. Consistently infusing the life-long learning perspective as well as the pre-eminence of learning processes as compared to the teaching processes. Fully assuming the Philosophy of Globalization, the Knowledge and Learning Economy, the Digital Age and Sustainable Development, while educating students to preserve national values and traditions. Promoting the real integration of the domains of knowledge as one of the most important current trends in curriculum development and in teaching and learning internationally.

Principles � The Kuwait National Curriculum is developed based on a set of principles and criteria aimed at ensuring coherence at the level of its design and development and – at a later stage – of its implementation. These principles, related to different aspects of the National Curriculum, are concise statements that express the characteristics of the new curriculum approach or education improvement in Kuwait A. Principles related to Curriculum as an overall System B. Principles related to the Learning Process C. Principles related to the Teaching Process D. Principles related to the Assessment of Students’ Achievements

What type of Curriculum is the Kuwait New National Curriculum? � Kuwait National Curriculum is based on the competences children and students aged 3 to 18 are supposed to acquire and the learning achievement standards that indicate to what extent this process effectively happens over the school years and/or at different stages of the process.

What is a competence- and standard-based curriculum? A curriculum that emphasizes what the learners are expected to do rather than mainly focusing on what they are expected to learn about. In principle such a curriculum is: Learner-centered and adaptive to the changing needs of students, teachers and society, and Real life needs-centered: implying that learning activities and environments are chosen so that learners can acquire and apply the knowledge, skills and attitudes to situations they encounter in everyday life. In a competence-based curriculum, the aims of education are achieved by gradually developing a coherent system of key, general and specific competences that are measurable by means of the learning achievement standards and their detailed indicators/descriptors

The main idea of competencybased curriculum illustrates: 1. Instead of objectives, think “competences” 2. Instead of content, think outcomes 3. Learner activities will be based on performance of learners. 4. Teaching activities are learner centered 5. Formative evaluation is necessary

The main idea of competency-based education

Question 4: What are the Competences? � Competences are integrated systems of knowledge, skills, attitudes, values and beliefs developed through formal (and non-formal) education that allow individuals to become responsible and autonomous persons, able to solve a diversity of problems and perform in everyday life-settings at the quality level expressed by the standards. � The Kuwait National Curriculum operates with three types of competences: � key competences � general competences � specific competences.

What are the Competences?

What are the Key Competences?

What are the Key Competences? key competences(NON-SUBJECT )specific represent a transferable, multifunctional package (system) of knowledge, skills, values, attitudes, beliefs, and personal/social attributes that all individuals need to acquire for their personal development, inclusion and employment (i. e. for being successful in their personal and social life, as well as in their professional career). � � key competences are supposed to be achieved by the end of the Secondary Education period. They are crosscurricular (i. e. non-subject specific), transferable and multifunctional competences – so that, in principle, all subjects can/should contribute to their development.

Key Competences by the end of Grade 12 The Key Competences students should master by the end of Grade 12 are: 1. 2. 3. 4. 5. 6. 7. 8. Islamic Religious and Ethical Competences Communicative Competences in Arabic Language Communicative Competences in English and other Foreign Languages Mathematical Competences Social and Civic Competences Scientific, Technological and Digital Competences Personal Development and Learning to Learn Competences Life and Work, Economic and Financial Competences

What are the General Competences? � As compared to the key competences General competences are subject-specific. They define the most general subject-based knowledge, skills and attitudes/values embedded/integrated in students’ expected outcomes by the end of Grade 12.

Examples of general competencies General competencies developed through the study of English � Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension � Speaking by using strategies of individual and interactive speech in a variety of communicative contexts � Reading and viewing a range of texts by means of different strategies in a variety of contexts � Writing a range of texts adapted to a variety of communicative purposes www. themegallery. com

What are the Specific Competences? Specific Competences The specific competences are structured and developed in students during a school year. As compared to the General Competences: Specific Competences define more specific systems of integrated knowledge, skills and attitudes/values. They can even cover specialized, topic-based competences students are supposed to display by the end of each grade. The specific competences are clustered in the following four dimensions: �A range of realities specific to the subject (knowledge); �A range of operations (skills and strategies) �A range of personal and social responses (attitudes, values) �A range of connections with other subjects and domains.

Specific competences 2. Speaking by using A range of language realities strategies of 2. 1. Using simple words, expressions and individual and interactive speech in sentences to express themselves about self, family, food and other items in small conversations or individual speech a variety of A range of operations communicative contexts 2. 2. Responding to simple communicative situations in mini dialogues related to everyday topics A range of attitudes 2. 3. Building up positive personal motivation to speak with peers and adults using simple phrases and sentences A range of connections 2. 4. Using the knowledge and abilities acquired in other subjects when producing sounds of English or speaking about their family or school www. themegallery. com

Overview of the specific competences for English – Grades 1 to 5

Specific Competences K S C A

Competences knowledge Skills Connection s Attitudes They enable Students to effectively perform activities to the standard expected They provide a framework for distinguishing between poor performances and exceptional performance

What are the Standards? All competence-based curricula – including the new Kuwait National Curriculum – introduce and largely use the concept of standards.

Standards are statements about what is valued IN LEARNING. They describe expectations and are used to judge the level of performance in a field or domain. An operational decision, requirement or regulation related to the quality level to be achieved by a certain aspect of the education system”, (in our case, student’s learning) Standards are the WHAT of education while curriculum and instruction are the HOW. ”

What types of standards in KNC? � Performance standards They refer to the quality level to be achieved by students’ in performing their general competences by the end of each of the school stages – i. e. Primary, Intermediary, and Secondary. The measurement of the performance standards is a matter of different forms of national summative assessments or examinations. � Curriculum standards They refer to the quality level to be achieved by students in attaining the specific competences. Curriculum standards describe to what extent the specific competences should be achieved by the end of each grade. In the Kuwait Curriculum, curriculum standards are related to specific competences defined in the subject curriculum. Curriculum standards are a matter of school- and class-based formative and summative assessment.

Key Competencies To be achieved by the end of grade 12 - cross curricular General Competencies To be achieved by the end of grade 12 subject specific Specific Competencies To be achieved by the end of each grade Performance standards Level of achievement by the end of each stage 5, 9, 12 Curriculum standards

Performance Standards General Competences Performance Standards 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension By the end of grade 5, students who have fully developed their competence to listen to oral messages by means of different strategies in a variety of contexts for effective comprehension, as described in the primary curriculum, are able to: Understand simple, standard speech when spoken slowly, clearly and carefully articulated; Understand everyday English language expressions and recognize familiar words, basic phrases concerning themselves, their family, and school, simple facts about their country and immediate concrete surroundings or needs when people speak slowly and clearly and include pauses to allow them to get the meaning; Identify the topic of discussion when it is conducted slowly and clearly and catch the main point in short, clear, simple messages and announcements; Understand simple directions and instructions to fulfill a variety of tasks.

Measurement Process By the end of grade 9 By the end of grade 5 By the end of grade 12 Performance standards

Grade 1/ curriculum standards

Task Curriculum Concepts

Task : Group work � Developing learning activities corresponding to the following SC and CS www. themegallery. com

General Competences/ Specific Competences/ Sub-strands Examples of Learning activities Curriculum standards strands 1 1. Listening to oral messages in a variety of contexts 2 3 4 1. A range of language realities 1. Listening to and reproducing simple English WORDS heard in short oral messages related to self, family and school Can recognize and understand basic simple CVC words and other words concerning him/herself, parts of the body, family members and school objects 2. A range of operations Can listen and distinguish between different simple oral messages in areas related to familiar topics / family –body parts. . etc. . 2. 1 Focusing attention before and while listening 3. A range of personal responses 3. 1 Listening respectfully to other speakers 4. A range of connections Arabic : Listening to the sounds of letters which have similar sounds in Arabic -Can listen attentively and respond politely to speakers in different situations Can identify the sounds of letters which have similar sounds in Arabic Math : Listening and counting numbers from one to twenty Can identify numbers and count from 1 -20 Music : listening and repeating songs Can sing and recite songs in groups and individually

General Competences/ Specific Competences/ Sub-strands Examples of Learning activities Curriculum standards strands 1 1. Listening to oral messages in a variety of contexts 2 3 1. A range of language realities 1. Listening to and reproducing simple English WORDS heard in short oral messages related to self, family and school - listen to and repeat simple words pronounced by the teacher or produced through recorded materials. -Listen to the teacher and point at / match words pronounced with images of the body, family members – school objects 2. A range of operations Listen and draw simple pictures - Listen and tick the correct 2. 1 Focusing attention before and while corresponding picture - Listen and number pictures listening 3. A range of personal responses 3. 1 Listening respectfully to other speakers 4. A range of connections 4 Can recognize and understand basic simple CVC words and other words concerning him/herself, parts of the body, family members and school objects Can listen and distinguish between different simple oral messages in areas related to familiar topics / family –body parts. . etc. . -Listen and respond to situations -Can listen attentively and expressing interest (through respond politely nonverbal) and respect (through to speakers in different short verbal messages: Thank you, situations excuse me ) Circle the correct sounds of letters they hear from the teacher Can identify the sounds of letters which have similar sounds in Arabic Math : Listening and counting numbers from one to twenty -listen and draw the right number of objects. - listen and circle the correct number Can identify numbers and count from 1 -20 Music : listening and repeating songs Repeat and recite a variety of simple songs and rhymes Can sing and recite songs in groups and individually Arabic : Listening to the sounds of letters which have similar sounds in Arabic

New curricula Moving from To 1. Content /skill/ based curriculum Competency and standard based 2. Knowledge / skills /performance focus Skills/performance focus 3. Teacher’s/student Student’s centered class ( centered PPP) class ( PPP ) 4. Summative / evaluation Formative & summative evaluation ( Ps and teachers)

Moving from To 5. Parents are not much involved and are not aware of standards Parents are involved and know the standards 6. Mastery in the domain PROFICIENCY DOMAIN A range of language realities A range of operations 7. Affective domain Range of attitudes 8. Integration of school subjects A ranges of connection 9. Progression of skills from one grade to another was not among teachers priorities Progression of skills is clearer , organized , and a good guide for teachers 10. Ambitious, hard to achieve standards/objectives Activities designed made standards more applicable

Thank You!

What is the Teaching Plan? the second conceptual component of the Kuwait National Curriculum, the Teaching Plan plays a key role in the Kuwait Education system. It presents, in a concise table, the whole National Curriculum, i. e. the subject matter taught at each stage of the education system, including also the number of weekly periods they are offered. � As � The Teaching Plan is based on the formal stages of education (Primary, Intermediate and Secondary) and grades (1, 2, 3 etc. )

Curriculum for Primary Education: Specific features The Primary stage in children’s learning is built upon and has connections with previous early childhood learning and experiences. � Teaching and learning are supported by a wide range of experiences across a number of subject matters, with a focus on the key competences to be achieved at the end of Grade 12 as a result of structuring subject-related general and specific competences. � � During this level, basic learning habits are established, and cognitive, social-emotional and motor development is being nurtured with special attention to building up positive attitudes towards learning, so that children become aware of their potential and have a chance to fully develop different dimensions of their personality.

Why Subject Curricula and Standards are important? � Subject Curricula and Standards are an essential part of the curriculum for students, parents, teachers, school principals, supervisors, curriculum and standards developers in the Ministry of Education. � � They offer a clear vision for the knowledge, skills and attitudes/values to be achieved by a student by means of the concrete learning process (textbooks included). Well-structured curricula generate efficient teaching learning materials as well as a learning process that inspires, extends and motivates students for achieving the competencies and the standards mentioned in the curriculum.

How is the Subject Curricula structured? A Rationale for the subject curriculum. � General competences to be developed by the subject curriculum from Grade 1 to 12. � Performance standards that show the level of achievement of the general competences by the end of each formal stage of education (Primary, Intermediate, and Secondary). � Specific competences (for each of the general competences). � Examples of learning activities and curriculum standards corresponding to each specific competence. � The learning contents for each grade. � Suggestions for implementing the new curriculum. �

Why professional development of teachers when implementing a new curriculum? Curriculum change happens in the classroom, and such a change cannot happen without well trained and up-dated teachers.

What a competence-based curriculum requires from teachers? Roughly: - - To plan the teaching-learning-assessment process within a larger period of time To choose/produce and use a wide range of TLM that represents best the curricular contents and helps to achieve the performance standards To choose and use interactive methods of teaching on a daily basis To adapt the teaching style, methodology and TLM to every classroom needs To use creatively all the assessment methods and tools To systematically study the innovations in the relevant area of science To focus the learning process on competence gain (in stead of memorizing the information) To constantly work at self-improvement, to be methodologically creative To acquire educational skills by involving in various CPD activities To demonstrate openness collaborating with other teachers of different subjects, school management and community

How could the teachers be able to implement the new curriculum at classroom level? Considering the requirements, they should: - Be automatically involved in CPD programs to foster their teaching competencies in order to operate with the new curriculum - Be encouraged and supported by the supervisors and school principals to apply the new curriculum at classroom level - Have time to reflect on the new procedures Access the experience of other teachers with whom they can identify - Have the guidance of their Head Teacher and access to examples of best practices in subject teaching - Be active participants in their own CPD Be motivated, promoted and recompensed for the outstanding work reflected in the students’ achievements -

Why Continuous Professional Development and not “training”? - Training is just one type of activity from CPD’s arsenal. Trainings are designed to solve punctual and specific issues related to a professional’s competency. But in terms of sustainability and optimum use of a competence gained, more actions are needed to verify or strengthen that competence. - CPD for teachers consists of any educational activity which helps them to maintain or improve professional performance with the goal to provide better education in classroom. CPD activities include: A. Formal activities/Structured learning events- e. g. courses, seminars, conferences, workshops, exams, official counseling sessions, etc. B. Informal activities/Self-directed activities- e. g. readings, research, extra roles or duties, mentoring, sharing knowledge, visiting exhibitions, use of professional forums, etc. - Some authors include CPD in the wider concept of Lifelong Learning

What is the current situation that needs to be changed in teacher’s professional development? Current situation „ TRAINING” Desirable situation CONTINUOUS PROFESSIONAL DEVELOPMENT Optional, addresed mainly to beginners/low performers (they see it as punishment) Compulsory for all teachers, structured and self-directed based on teachers’ needs, rewarding Subject-based, methodical guidance Performed by supervisors, university professors Profession based, all range of experiences Performed by professional trainers Theoretical, supervisor’s model Low feedback Knowledge transfer Linked to supervision processes Managed at supervision level with unclear procedures Practical, best practices in classroom High feedback on all aspects Competence aquisition Linked to Human Resource Development Managed by a Central Institution with a long term strategy, clear objectives and procedures Closed circle, district based Low frequency in organization of events Unattractive, low interest for teachers Instructor focused, based on lecturing No data base to track teachers’ training personal record Open system, equal chances in access High frequency in organization of events Very attractive, high interest for teachers Teacher focused, based on interactive methods and individual reflection Individual CPD recorded and data used in performance evaluation

How de we support Continuous Professional Development for curriculum implementation? A series of concrete activities have been designed and carried out until now: 1. Where we are in terms of PD in Kuwait? PD system diagnosis. • PD Policy Analysis • Trainers &Training Curricula- Current practices Analysis The findings and results allowed us to have a clear view and a starting point in designing the optimum solutions for curriculum implementation How do we prepare the system and the teachers for curriculum implementation? • Professional Development Framework for Primary Education • PD Curriculum Framework and training curricula for Primary Education • Guide for Trainers’ Selection 2.

What is our approach and main directions? Approach: CPD Framework and Plan of activities targets all subjects taught in Primary Education, especially teachers that will teach in grade 1, 2014 -1015 (the first year of implementation). All calculations are based on this approach. Directions: 1. To raise awareness of the MOE staff on the importance of a policy shift towards a competence based approach in CPD area 2. To prepare human, structural and support resources for primary teachers’ professional development (September-December 2013) 3. To train school principals, head teachers and teachers for curriculum implementation according to PD Framework, Plan of activities and its calendar (January- September 2014). 4. To design and put into practice a solid system of school-based professional development to ensure sustainability and on-going support for teachers.