Key Trainers of Pedagogy (KTPs)
The Training and Professional Development (TPD) stream of the Higher Education Project has implemented, with the help of the KTPs, many courses in university pedagogy for the benefit of the more than 700 Faculty of Educations members in 18 Ministry of Higher Education universities and institutes of higher learning:

•    Designing an Integrated University Course (DIUC)
•    Unit and Lesson Planning (U&LP)
•    Educative Assessment (EA)
•    Traditional Assessment (TA)
•    Traditional Teaching/Learning Activities (TTLA)
•    Collaborative Teaching/Learning Activities (CTLA)

During this time, KTPs have been assisted by TPD trainer-mentors in implementing these courses. At each course’s training-of-trainers, KTPs have become more actively engaged in providing feedback and suggestions that have improved these TPD-created courses.

In the coming months, the TPD will work with the KTPs in implementing the following courses:

•    Capstone Project: Designing or redesigning an entire university course
•    Research: Basics of academic research

After the completion of these courses and following on to the time after the cessation of HEP/TPD activities, the KTPs will take the lead role in designing university pedagogy courses. This page will serve as a central location where pedagogy course work-in-progress can be posted and discussed.

The first task of the KTPs will be to choose course topics. The following is a list of the type of topics that could be chosen. It is important to note that his is neither an exhaustive nor an exclusive list of topics. The KTPs will make the final decisions as to the topics of the courses they will develop.

•    Problem-Based Learning
•    Using Case Studies
•    Using Debate in the classroom
•    Educational Psychology
•    Educational Philosophy
•    Student-teacher support
•    Integrating Reading and Writing into the Curriculum
•    Using Information Technology in the classroom
•    Measuring teacher effectiveness
•    Motivating students

Until the cessation of HEP/TPD activities, the TPD will advise and assist the KTP in making course topic choices and in providing a forum and funds for the KTPs to meet in Kabul to finalize course materials that they collaboratively work on by means of this webpage.

As noted above, after the cessation of HEP/TPD activities, the KTPs need to stay together as a working group to promote professional development in their universities, to write and implement professional development courses, to support the Professional Development and KTP websites and to write proposals to obtain continued funding for their work.

We trust, based on the KTPs previous praise-worthy commitment to professional development, that the KTPs will take leadership roles in improving the knowledge and skills of their colleagues and, ultimately, in improving the learning experiences of their students.