EFFECT OF CUSTOMISED ON-JOB TRAINING TO ENHANCE LEARNING OF NON-FORMAL BASIC EDUCATION TEACHERS

Abstract

This research investigates the effect of on-job training on teachers within the Literacy and Non-Formal Basic Education sector. As educational institutions evolve to meet diverse learning needs, it is essential to provide teachers with relevant skills through professional development. It determines the effect of on-job training on pedagogical approaches, professional advancement, and the overall quality of literacy and non-formal education. Explanatory mixed-method approach have been used for data collection using questionnaire and interviews. The population was the teachers of Non-Formal Basic Education Schools in Punjab province. Three sample districts were taken from three stratas of high, medium and low literacy districts. It demonstrates that structured on-job training improves teachers' pedagogical techniques, curriculum implementation and student engagement. Teachers expressed increased confidence in addressing the challenges such as multi-grade teaching and varying literacy skills. It highlights the importance of ongoing mentorship and customized training tools to improve the effectiveness of these programs. However, challenges such as budget constraints and insufficient follow-up support were observed, restricting the sustainability of professional growth. It underscores the critical role of on-job training in facilitating teachers' achievement of significant educational outcomes. The results have enough empirical evidence to establishment of tailored training models, ongoing effective assessment mechanisms, and increased investment in teacher capacity building for sustainable progress.