Key Trainers of Pedagogy (KTPs)
The Training and Professional Development (TPD) stream of the Higher Education Project has (in the past project) 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)
•    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 extension period of HEP it is planned to, with the help of KTPs, facilitate pedagogy training on three (DIUC, TTLA and CTLA) out of seven aforementioned courses at Kabul Education University and all faculties of education to cover those faculty members who did not get chance to attend these courses in the past as well newly joined instructors. It’s worth mentioning that since March 2011 KTPs are exclusively organizing and conducting the trainings in some places like Kandahar, Paktia, Kapisa/Albironi and few other places.  

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.

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.