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It focuses on five factors: the role of implementing agencies, training need assessment processes, the knowledge level of resource personnel, and the training content. Weak institutional capacity and lack of donor monitoring raise doubts about productivity, and trainees question quality, planning, and instructional effectiveness.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Northern Pakistan  \nAsif Khan *  \nAbstract  \nVery limited research focusing on the implementation processes of foreign funded educational interventions has emerged from Pakistan. Therefore, the present study examined a foreign funded capacity development program of government head teachers in Pakistan. While integrating the perspectives of head teachers and project staff, the study exclusively focused on five factors: the role of implementing agencies; the training need assessment processes; the knowledge level of resource personnel; and the content of training. The study noted that due to the weak institutional capacities of the implementing agencies and the absence of monitoring and evaluation on behalf of the donor agency, the productivity of the intervention was questionable. Trainees were explicit while expressing their reservations about the quality and standard of this project. Although the program was initiated to enable the head teachers to bring changes in the teaching and learning processes of their schools, the content, teaching methodologies, and knowledge level of resource persons were not instrumental in developing these competencies. It seemed that the program was initiated without proper planning and designing. This study recommends that both the aid agencies and recipient countries need to explore new actors and entities in order to make such interventions productive. Additionally, a comprehensive professional development program focusing on the instructional dimension of school leadership needs to be introduced through the application of intensive empirical research.  \nKeywords: Foreign educational assistance, pakistan, head teachers, professional development; government schools  \n* Assistant Professor, Department of Educational Development Karakoram International University Gilgit-Baltistan, [Pakistan Email:asif.khan@kiu.edu.pk](Pakistan Email:asif.khan@kiu.edu.pk)  \nIntroduction  \nAlthough both the developed and less-developing countries recognize that the provision of job related training for head teachers is one of the pre-requisites of ensuring quality instruction in schools (Bush, 2008; Grauwe, 2004; Herriot et al, 2002; Bajnud, 2000), the lack of resources prevents the implementation of sustained capacity development programs, particularly in developing countries (Hotta, 1991; Nagel & Cynider, 1989) . Pakistan, one of the developing countries, also faces the challenge of limited resources in terms of providing job related training to its educators. As a result, both the teachers and head teachers of Pakistan rarely have the opportunity to participate in professional development programs. While acknowledging the limitations of capacity enhancement programs for school heads in Pakistan, Khan (2004) mentioned the following: “There are some training programs, which provide in-service training to head teachers, but this happens rarely and benefits only a very limited number [of educators] . This usually takes place under foreign funded projects”(p.100) .  \nThe limited number or non-availability of training opportunities has many implications on the overall quality of education, particularly in the public educational system of Pakistan. Khan (2010) pointed out that the lack of professional development programs has led Pakistani school administrators to develop a vague understanding of their position. Rather than contributing to the instructional processes of their school, such as through supervisory techniques, in-school professional enhancement programs, or curriculum enrichment, they confine themselves to administrative tasks (Khan, 2010 ; Memon, 2000; Memon et al, 2000) . However, a recent realization at the policy level regarding the importance of school heads and their capacity development has resulted in the initiation of some local and foreign funded capacity development programs for schools heads in Pa","cbCaicO4ffQWJjaF","https://ap.wps.com/l/cbCaicO4ffQWJjaF","pdf",166535,26,"English","# Abstract\n# Introduction\n## Context and Background of the Study","[{\"question\":\"What does the study investigate about the foreign funded program in Pakistan?\",\"answer\":\"The study examines the implementation processes and related productivity of a foreign funded capacity development program for government head teachers in Pakistan, using perspectives from head teachers and project staff.\"},{\"question\":\"Which five factors does the research focus on?\",\"answer\":\"It focuses on five factors: the role of implementing agencies, training need assessment processes, the knowledge level of resource personnel, and the content/module of training (as part of the program).\"},{\"question\":\"What limitations affected the program’s productivity according to the study?\",\"answer\":\"The study reports weak institutional capacity of implementing agencies and the donor agency’s absence of monitoring and evaluation, which led to doubts about the intervention’s productivity and perceived quality.\"}]","Perspectives of Public School Head Teachers about a Foreign Funded Capacity Development Program in Northern Pakistan | PDF",1792081968,66]