Baela Raza Jamil December 2004

1. From Teacher Education to Professional Development .. A (Draft )Position Paper National Conference on Teacher Education December 20 – 2004 Islamabad Hosted by the Academy for Education Development (AED) Baela Raza Jamil December 2004

2. The Scale … Magnitude of the ChallengeDemand and Supply Side Implications 584 404 330 658 (NEMIS 2002-03) • Shortage of teachers due to low criteria (2 teacher 2 room ), recruitment ban ..180,000 • required for NPA/EFA 2015 • Low transition rates and low provision 10:1 and 15:1 primary middle & primary to sec.. • - Addressing this gap will lead to higher demand for teachers • Severe shortage of subject teachers (English, Science, Maths, Social Studies)

3. Policies on Teacher Education • Policies often accompanied by comprehensive analysis but short on vision, operationalization, financing & action plans: NEP; EFA- NPA and ESR Action Plan 2001-2005, • No provision for elevating status of teaching into a full fledged accredited profession. • Absence of a social dialogue forum to involve teachers, experts and organizations in policy making and reform. • GOP adopted a sector-wide approach with a two pronged strategy in ESR/EFA : • Improving existing public sector facilities for better performance and • An enabling environment for non-state providers to help meet education targets ..including teacher education.

4. Teacher Training Institutions..a proliferating phenomenon ..but what is the quality Source: Ministry of Education AIOU, National Commission for Human Development (NCHD), Education Foundations Non-State Providers include: Private Sector Universities; Private Sector School Networks; Civil Society Organizations, Private Academies TTIs

5. Institutional Diversity or Confusion : Apex and affiliate institutions vary from province to province.. District in-service training facilities in, TRCs and TOs are in high schools under district line management vs. affiliate institutions/ GCETs.. with little evidence of communication between the two Local Government Ordinance 2001: training is a provincial subject, whilst professional development needs, support and follow up are core service delivery issues at district level. Institutional arrangements require clarity in the stated functions of Apex bodies and their affiliate institutions in concurrent spheres of work at provincial and district level. Multiple providers and multiple options in a weakly defined policy & service delivery environment.. Gaps growing between quality and non-quality providers, representing rising inequity, the `myth of choice in education’, quality consistently undermined in public & private sectors. Tensions between state and non-state providers. Many collaborative initiatives but procedures are at discretion of decision makers. No formal dialogue between different providers of teacher education for healthy public-private partnerships. Insufficient comparative research and transparent standards on teachers and student learning outcomes, applicable equally to public and private sectors. Institutional Disconnects

6. Pre-Service Training…97% vs. 66% trained in public and private sector ..the quality quandary • - State Providers : Dated subjects, in content and sequencing • - Non-state providers : Some..more innovative and client and school based in focus.. some jargonistic • - Teaching Practicum is not sufficient and notwell-supervised • Link between pre and in-service is non-existent/weak • Low provision for technical education, special education, NFE/literacy • Little experimentation in alternative professional dev. models in public sector • TTIs-University-School links; TTIs-School-industry links; Consortia School—University; Public-Private, School/Teacher Networks

7. In-Service .. A Pandora’s Box …….Event based INSET… Approaches More Innovative… flavour of the month subject based; emerging disciplines • No checklist for quality assurance of INSET to multiple providers.. • One off trainings with no follow up and support ..low resource provision • No link between INSET providers and education managers unless school based initiatives • Several innovative models /approaches emerging waiting to be institutionalized eg. Mentors, Reflective Practioners, WSIP, Cluster Based- PDC/PDT, moving towards professional development but without policy… • Donor and/or project dependent : No proper costing/financing for planning forecasting of INSET

8. Professional Issues of Teacher Education… • Lack of Uniform National Certification/Accreditation Systems for equivalence • Low Entry Level Requirements and no Professional Screening • No regulation of standards pre and in-service undermining student learning & professional mobility and status of teachers. • Varying entry level recruitment requirements from province to province leading to inequities: inter and intra provincial, affecting women • Lower Standards for Non-Formal Education .. NFE a massive reality • NFE pre-and in-service is not standardized: duration, content, institutional arrangements or professional mobility paths. Quality assurance even more tenuous • Professional mobility in public sector is linked to seniority, qualifications and level of teaching: Teachers with special primary, middle-school level aptitude are forced out once they improve qualifications. • Salary structure of teachers at elementary/school level and incentives need revision and rationalization • No rigorous research in teacher education and learning assessments ensuring comparability

9. ICTs in Teacher Education .. Imperceptible initiatives… waiting for formal recognition and integration • Supported by the • Government, • MNCs, Corporate sector , • Civil society organizations and • Donor initiatives • “ Min. of IT, S&T, AIOU • INTEL, iEARN, Microsoft, ICI PSO, CSOs, Private Sector • ESRA, ADB, JICA, UNESCO • - Policy and strategy on ICTs still not finalized...over 100,000 teachers trained • - Distance Education in Teacher Education is highly Under-utilized

10. Infrastructure & Financing … Sustaining Teacher Education • Infrastructure • Public sector sprawling facilities…under-utilized • Poor condition in public sector ..no or low budgets for M&R, equipment, service support and upgrading outdated facilities….for ICTs etc. • Financing of Teacher Ed in Pakistan • Skills for planning, budgeting, costing and financial reporting are severely lacking • Projections are under-costed • Financing of teacher education is generally project driven and not part of the recurrent mainstream budgets. • There is lack of institutionalized approach to financing of teacher education as an embedded costing approach of institution based costs • Budgetary constraints and conventions of low or adhoc budgetary provision for teacher education as part of non-salary recurrent budgets which can be costed on a per-student or even per school/institution basis. • Financial short falls also impact availability of learning aids/technology, supplementary teaching material, reference materials, maintenance and monitoring ability in the training institutes

11. The Shifting Paradigm of Teacher Education…Adjusting systemically to new realities • From transmission To constructivism ..teachers as active learners • From one off training to long term systematic training opportunities • From dislocated training to processes in contexts and cultures • From skill training to one supported by school/curricular reform • From isolated/individual to collaborative processes • From empty vessels to adult reflective practitioners and leaders of change • From passive participants to key reform agents Professional + Personal Dimensions Content Processes Contexts School based .. Field Based Pre-Service On-Service In-Service From Teacher Education to Professional Ed. Development

12. A Framework to Address Teacher Education: A comprehensive systemic approach Policy Competence, Motivation & Opportunity Institutional all levels Practice Curriculum Pre-In Service

13. Long term, embedded in a vision, strategies, criteria, institutional clarity and operational procedures Principle of inclusion : all teacher education service providers National Certification system for all teachers (doctors, engineers, architects) Elevate teachers status and profession with incentives Credible comprehensive database /EMIS on teachers in all sectors Establish a National Teacher Education Forum (NTEF) to include teachers’ voices in reforms Annual Head Teachers’ Conference at district, provincial and national levels as an advocacy lobby. Institutional linkages across school, district, provincial and national levels Research expanded on teacher education, classroom practices and student achievements for evidence-based policy adjustment Links between school education and higher education: tapping HEC and Provincial budgets/opportunities Trend mapping on budgets for teacher education to: inform policy; design new resource templates by level/category; and to revise financing for teacher education (pre, in-service, monitoring support and research) Policy Shifts.. From teacher education to Professional Development ..Addressing Quality

14. A national standards and accreditation system institutionalized for different levels of teacher education, in all sectors: for recruitment criteria, acquisition of competencies and eligibility for teaching and management with inter-provincial agreements for equivalence and professional mobility Clarify confusion between apex and support institutions in all provinces. Guidelines on jurisdiction and responsibilities, districts, provinces and national institutions to ensure alignment School-based or cluster based in-service training programs be promoted and reflected in performance evaluation and career mobility of teachers and head teachers Jurisdiction for learning and quality support at the provincial and district levels. Districts should be able to plan, finance and supplement quality improvement through existing teacher education facilities (GCETs/TRCs etc) . The TRCs set up under ESR must be made fully functional with links between TRCs, TTIs (dist.) and provincial level institutions Institutional needs assessment of TTIs and TRCs for strengthening and optimal functioning (Physical, human, financial and purpose level) Institutional Shifts …

15. A technical group constituted on teacher education curriculum pre and in-service for formal and non-formal systems to develop guidelines (all sectors) Urgent attention to training in technical education, special/ inclusive education, and early childhood education; Integration of rights, health, HIV AIDs, population, use of ICTs /distance education. as envisaged in EFA/ESR/MDGs in pre-/INSET Co-opt leading teacher education institutions (global) for technical advisory services. Upgrading INSET through a comprehensive quality assurance checklist Changes in curriculum/textbooks to be accompanied by timely training Permission and financial support for innovative approaches enhancing learning and curriculum at school./local level through local mentors, cluster school development coordinators (earlier LCs), school university links, access to TRCs and school audits Head teachers be provided authority for collaborative planning at local and school level Improving attitudes and practices be duly rewarded through recognition and awards coinciding with the World s Teachers’ Day, EFA Week or Literacy Day. Curriculum for Teacher Education and Practice