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Teachers Quality Learning & Citizenship

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1 Teachers Quality Learning & Citizenship
Conversations for Positive Social Change

2 “A Call for Teachers!” on World Teachers’ Day 2013 (5 October)
With International and Local Partners: UNESCO, International Labour Organization (ILO), UNDP, UNICEF and Education International (EI) – Ministries and Departments of Education & Teacher Unions   Since teachers are the most powerful force for equity, access and quality education, a call for teachers means calling for quality education for all.   Quality education offers hope and the promise of a better standard of living. There is no stronger foundation for lasting peace and sustainable development than a quality education provided by well trained, valued, supported and motivated teachers. Teachers’ professional knowledge and skills are the most important factor for quality education. This World Teachers’ Day, we call for teachers to receive stronger training upfront and continual professional development and support...      Irina Bokova, UNESCO Director-General Why a Call for teachers? There is a huge shortage of professional, well-trained and well-supported teachers The challenge of recruiting teachers does not lie just in the numbers, but in the provision of quality teachers. Far too often teachers remain under-qualified, poorly paid and with low status.

In Pakistan learning levels of 5-16 children reveals (ASER 2012) 50% of Children in grade 5 unable to reach competencies of grade 2 ! 5.7 million children of primary age group are out of school 25 million children 5-16 years are out of school The Education Emergency persists in Pakistan - Who is taking notice? close

4 Reposition Teachers- beyond the clichés
Ms. Ana in Peru: an empowered teacher; in the right job for the right reasons “I chose to be a teacher because I believe that education has the power to transform the society we live in. What motivates me to be a good teacher is to be an active agent in this change that is so necessary for my country, to fight against discrimination, injustice, racism, corruption, poverty.  Our responsibility as teachers is enormous, and our commitment to provide quality education must be renewed every day.” Recruiting Quality Teachers with better status– Teachers to reach those most at risk of not learning Provide teachers with more and better training, more investment in resources for their schools, and better tools and data to improve education quality by assessing how much children are actually learning.

5 Lets Take a Stand for TEACHERS !
A greater number of teachers are required if adequate provision of primary, secondary, higher, technical and vocational, or non-formal education is to be assured. Teachers have a bigger role to play – what are the competencies in hand..? How can we expand them? – Teachers With Imagination & Courage; Teachers Without Frontiers Are teachers included in key decisions of governance, management and quality learning on a formal sustained basis by the Ministries and Departments ? Or are decisions dumped on them? Are training institutions prepared for national and global challenges – multiple literacies? Are Teacher Unions and Associations prepared to expand their horizons –bargaining for rights – teachers’ status – child rights?

Right to Education Article 25 A AND IMPLICATIONS FOR TEACHERS

7 Article 25 A – Education A Constitutional Fundamental Right
“State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by law”. Whose responsibility is Right to Education???? The State Teachers Parents Society

8 Status of Right to Education Acts and Ordinances- Provision for teachers- in 25 A
Right to Free and Compulsory Education Act (2012)-Islamabad Capital Territory Punjab RTE - Bill is ready but not shared with Public or tabled in the Assembly : Website of SED says : Draft for legislation under Article 25-A, has been prepared and submitted to the Law Department. This law will be placed here after getting approval. Retrieved from: Right to Children to Free and Compulsory Education Act (2013)–Sindh Balochistan Free and Compulsory Education Ordinance (2013) No Rules made anywhere yet.. ! The unequivocal centrality of the clauses presented by each Act needs to be recognized by all for timely action aligned to the core education mandates of teacher unions and other stakeholders

9 Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory); Clauses for Teachers 17. Terms and conditions of service of teachers.- No person shall be appointed as a teacher unless he possesses the prescribed qualifications.  Where the persons having the prescribed qualifications are not available, the appropriate government may, by notification, relax the prescribed qualifications, for a period not exceeding two years:  Provided that a teacher, who at the commencement of this Act, does not possess the prescribed qualifications, shall acquire such qualifications within a period of two years. 18. Duties of teachers.- A teacher shall perform the following duties, namely:— maintain regularity and punctuality in attending the school. complete the curriculum and syllabi within the specified time.

10 Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory); Clauses for Teachers Assess the learning abilities of every child and supplement additional instructions, if any, as required; All round development of the child; Building up child’s knowledge, potentiality and talent; Adopt learning through activities, discovery and exploration in a child friendly and child- centered manner; Make the child free of fear, trauma and anxiety and help the child to express views freely; Hold regular meetings with parents and share with them the relevant information about the child; and Perform such other duties as may be prescribed. A teacher committing default in performance of duties specified in sub-section (1), shall be liable to disciplinary action under the applicable service laws.

11 Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory); Clauses for Teachers Other teachers related matters.- The appropriate Government shall ensure that the prescribed Pupil-Teacher Ratio, is maintained in each school within one year from the date of commencement of this Act. The appointing government shall ensure that vacancies of teachers in a school shall not exceed ten per cent of the total sanctioned strength and such vacancy shall be filled within four months. No teacher shall be deployed for any non-educational purposes other than the population census, disaster relief duties or duties relating to elections. Every child completing his education shall be awarded a proper certificate, in such form and in such manner, as may be prescribed. The grievances, if any, of a teacher shall immediately be redressed in such manner as may be prescribed.

12 Teachers Unions/Association A Formidable Organized Force Globally & Nationally – Teachers Part of the Problem but Part of a Very Big Solution Punjab has more than .6 million teachers as members of some union / association: Punjab Teachers Union (PTU) – 450,000 members registered – oldest (1937) for public sector teachers BS 9 to BS‎ Primary, Elementary Teachers Association (PETA), Punjab, Secondary School Teachers Association Private Sector Schools Associations Associations/Unions for Higher Education

13 Some Facts and Figures on Teachers in Pakistan

14 Teachers In Pakistan Type 2010-2011 2011-2012 Pre Primary - Primary
436,928 427,400 Middle 334,984 351,400 High 395,709 458,700 Higher Secondary 81,103 97,600 Degree Colleges 36,349 40,200 Universities 63,557 70,100 Pakistan 1,348,630 1,445,400 Source: Economic Survey of Pakistan ( ) –Table 10.8

15 Total Number of Teachers
Teachers by Province Province Total Number of Teachers Share of Total (in %) Punjab 752,361 54.71 Sindh 286,177 20.81 Khyber Pakhtunkhwa 187,164 13.61 Balochistan 52,515 3.82 Islamabad Capital Territory 15,340 1.12 FATA 25,074 1.82 Azad Jammu and Kashmir 46,724 3.40 Gilgit-Baltistan 9,876 0.72 Pakistan 1,375,231 100 Source: Pakistan Education Statistics

16 Challenge of Gender – Teachers Recruitment the case of Punjab
Sindh Level Male Female Total Pre-Primary - 153 1,720 1,873 Primary 67,558 94,635 162,193 78,869 47,442 126,311 Middle 63,673 171,572 235,245 13,655 29,648 43,303 High 100,551 180,046 280,597 28,695 56,976 85,671 Higher Sec. 17,762 27,221 44,983 8,101 8,805 16,906 Inter College 3,432 4,997 8,429 982 1,092 2,074 Degree College 11,496 9,418 20,914 6,363 3,676 10,039 264,472 487,889 752,361 136,818 149,359 286,177 35% 65% 48% 52% Source: Pakistan Education Statistics (Table 3.2) - (Public, Other Public, Private Sector)

17 Public & Private Sector Institutions
Province/ Region Public Institutions Private Institutions Institutions Teaching Staff Punjab 58,645 327,307 43955 415,653 Sindh 50,789 158,883 10179 121,551 Khyber Pakhtunkhwa 27,636 120,472 6732 63,948 Balochistan 12,405 43,497 898 8,277 Islamabad Capital Territory 418 9,412 504 5,746 FATA 5,625 20,495 330 4,530 Azad Jammu and Kashmir 6,170 31,264 1,957 15,114 Gilgit-Baltistan 1,112 6,495 436 2,949 Pakistan 162,800 717,825 64991 637,768 Source: Pakistan Education Statistics

18 Professional Competencies- A Challenge !
Professional Qualification Primary Middle High Higher Secondary Pakistan Punjab PTC 150,487 449 9,409 120 9,609 189 965 19 CT 55,377 43,554 21,879 14,666 25,520 16,023 3,028 1,834 B.Ed/BS Ed 57,065 22,154 40,484 24,405 68,089 39,638 13,898 8,207 M. Ed 7,417 670 6,977 1,592 24,531 6,945 9,183 2,637 Other Trained 46,342 43,663 38,894 29,443 55,897 44,298 8,072 5,960 Total 316,688 110,549 117,643 70,256 183,646 107,186 35,146 18,669 Need a Graph or Bar chart to show the visuals – info graphics to be better here Source: Pakistan Education Statistics

19 Professional Competencies- A Challenge !
Source: Pakistan Education Statistics

20 Teachers in Public Sector – Scales

21 Teacher Unions Networks Profiles - Not a Small Affair we need to talk more
Name Sub-Sector (Primary, Middle, High, Higher Secondary) Public /Private Teachers Number of Members Key Issues Head Masters Association Punjab Secondary, Higher Secondary Public 5700 Uneven treatment of curriculum and inconsistent policies Punjab Technical Teacher Association Middle 500 Teacher training not aligned with new curriculum and teaching methodologies Govt. Teacher Association, Balochistan Primary, Middle, Secondary 55000 For the last two years teachers have not been given the funds dispersed by the government in the budget Govt. Secondary Teachers Association Sindh. Middle, Secondary 23500 Shortage of teachers in rural areas

22 What is the State of Learning and Presence of Teachers and Students
- Evidence from - the Annual Status of Education Report (ASER) 2012 - School TELLS (2013 underway)


24 Learning Levels – Urdu/Sindhi/Pashto
Class 2 level text Language Learning levels for class 4 have improved by 5% since 2011 49% of Class 5 students cannot read Class 2 story

25 Learning Levels – Urdu (Punjab)
Learning Levels (Class 5): Urdu Language Learning levels for class 4 have improved by 7% since 2011 Rural : 33% of Class 5 students cannot read Class 2 story Urban: 26% of Class 5 students cannot read Class 2 story Learning Levels (Urdu) have improved as compared to 2011.

26 Learning Levels (Class 5): Urdu/Sindhi/Pashto
56% 43% 65% 46% 55% 67% 36% 40%

27 Learning Levels – English
Class 2 level text Language Learning levels for class 4 have improved by 9% since 2011 Almost 52% of the children may complete primary without learning how to read fluently in English at grade II competencies

28 Learning Levels – English (Punjab)
Learning Levels (Class 5): English Language Learning levels for class 4 have improved by 12% since 2011 Rural : 39% of Class 5 students cannot read English sentences Urban : 26% of Class 5 students cannot read English sentences Learning Levels (English) have improved as compared to 2011.

29 g Learning Levels (Class 5): English 68% 47% 58% 50% 62% 61% 32% 25%

30 Learning Levels - Arithmetic
Class 2 level Language Learning levels for class 4 & 5 have improved by 7% since 2011 Almost 56% of the children may complete class 5 without learning how to do division at grade II/III competencies

31 Learning Levels – Arithmetic (Punjab)
(Class 5): Arithmetic Language Learning levels for class 4 & 5 have improved by 10% since 2011 Rural : 44% of Class 5 students cannot do division Urban : 75% of Class 5 students cannot do division Learning Levels (Arithmetic) have improved as compared to 2011.

32 Learning Levels (Class 5): Arithmetic
56% 44% 44% 56% 42% 56% 34% 27%

33 Learning levels – Boys vs. Girls (5-16 Years)
Girls continue to lag behind boys in learning levels Girls are behind boys by 9% in basic Arithmetic

34 Learning levels – Public vs. Private
Learning Levels are better in Private schools overall 48% children in government and 63% children in private schools in class 5 can read class 2 Urdu/Sindhi/Pashto story. 43% of the children in Government schools and 64% of children in private schools can read English sentences.

35 School Attendance

36 Attendance - Students and Teachers
1 in every 5 children in government schools was absent from school Overall attendance is better in Private schools Children Attendance (%) on the day of visit Government schools Private schools Primary Elementary High Others Overall Children attendance 79.1 84.3 85.5 79.0 82.4 86.2 86.8 82.5 Teacher attendance 87.3 88.0 84.4 87.0 85.9 88.3 87.7 86.0 87.6 13% and 14% teachers in private and government schools respectively were found to be absent

37 Attendance - Students and Teachers (Punjab)
Rural: 14% children in government school and 14 % in Private schools were absent from school (More children present in Government School then Private School) Rural: Overall children attendance is better in Government schools Rural: 12% and 13% teachers in private and government schools respectively were found to be absent Children Attendance (%) on the day of visit Government schools Private schools Primary Elementary High Others Overall Children attendance 84.7 86.3 86.7 90.6 86.4 85.3 85.7 82.6 85.9 Teacher attendance 86.5 87.9 88.1 87.1 88.3 87.4 87.7 Urban: only 7% teachers in private and government schools were found to be absent Children attendance is better in government schools in rural Punjab.

WHAT HAS BEEN ACHIEVED?? A LOOK INTO ACCOMPLISHMENTS AND CHALLENGES FIGURES FROM SOME EVIDENCE BASED RESEARCHES…….. ASER-2012 Teacher Characteristics, Actions and Perceptions: What Matters for Student Achievement in Pakistan? PRE-STEP by USAID

39 Shenila Rawal, Monazza Aslam and Baela Jamil
Collecting Deeper Evidence by ITA Research & Governance Centre Teacher Characteristics, Actions and Perceptions: What Matters for Student Achievement in Pakistan? 2013 Shenila Rawal, Monazza Aslam and Baela Jamil

40 Background & Key Questions
Drive for UPE, access and quality. ASER data (various years) consistently show a vast majority of pupils aged between five and sixteen years of age lacking behind in basic competencies. Teacher quality recognised as one of the most significant institutional determinants of academic success Improvements in teaching may be the most effective ways of raising educational quality However, debate regarding which characteristics of teachers are important is taking place. Key Question: what makes one teacher more effective than another? In this paper, teacher attitudes and opinions are investigated to give a more holistic approach to researching teacher effectiveness and its impact on student learning.

41 Source and Methodology of Data Collection
SchoolTELLS-Pakistan survey of 120 primary schools in rural Punjab. Survey covered three districts: Faisalabad, Mianwali and Rahim Yar Khan. 20 villages from each district and two schools from each village (1 Government, 1 Private, where available) totalling sample 120 schools overall. Each school visited once, teacher absence recorded. Series of questionnaires – school questionnaire, teacher questionnaire, student questionnaires.

42 More on data…variables include
Students: Standard variables (age, gender etc.) Children’s aspirations Ability (Ravens test) Private tuition Details on their health in the last three years Their involvement with household chores as well as in the family business. Teachers: Teacher’s age Qualifications Experience Political affiliations etc. Information on pedagogical style and time-on-task. Questions on teachers’ views on various aspects of the teaching profession A teacher test aimed at evaluating the teachers’ ability to teach at the primary school level.

43 Key findings: Actions, skills, perceptions?
Ability to teach, subject matter knowledge and attitudes to teaching matter more than observable teacher characteristics. Teachers’ salary not appear to significantly affect their students’ performance. Teachers’ levels of satisfaction with their salary rates also do not significantly impact student outcomes. Teacher’s skills matter! The tests conducted on teachers in math and language aimed at understanding levels of teacher skills and subject. Teachers maths scores are positively related to student outcomes.

44 Key findings: Attitudes, Perceptions & Competencies
Perceptions and attitudes: Teachers who are dissatisfied with the school’s facilities are also associated with poor student performance. Those teachers who are associated with political parties and those that are active in teacher unions have a significant negative impact on student learning with low test scores than for those taught by less politically active teachers. How can the engagement be positive professionally for learning outcomes? Teachers who are confident in their maths teaching capabilities have students who perform significantly better than those who are less confident.

45 Key findings: Gender biases?
Gender matching of teachers and students in Pakistan according to the findings is not of significance. A large proportion of both male and female teachers are of the opinion that boys are more capable in maths than girls. And more significantly a higher percentage of male teachers than female teachers are of the opinion that boys are more enthusiastic about their studies. However, neither of these aforementioned biases appears to significantly impact on student test scores. This suggests that although teachers in Pakistan may hold some gender biases about their pupils’ capabilities, these do not appear to impact on the results of the children they teach. Research Matters for Raising the Professional Status of Teachers

46 LMTF - CUE and UIS Key Recommendations
A GLOBAL FRAMEWORK OF LEARNING DOMAIN Global Paradigm Shift- calls for a shift in global focus and collection of better data on learning Learning Competencies-calls upon education systems to offer opportunities to children and youth to master competencies in seven domains of learning Learning Indicators for Global Tracking-a small set of learning indicators measure fundamental learning opportunities to be tracked in all countries Supporting Countries-support is provided to countries in strengthening their assessment systems improving learning levels Equity- Measures of access and learning, along with data on child characteristics, should be used to ensure equitable learning opportunities Assessment as a Public Good- tools, documentation, and data made freely available for the public good Taking Action-Stakeholders must take action and advocate for accessible, transparent systems for measuring learning.

47 In-Service or Continuous Professional Development (CPD)
Pre- Service or Initial Teacher Education (ITE) and In-Service or Continuous Professional Development (CPD) Some Shifts in professional development and teachers status

48 Pre STEP Initiative for Teacher Education in Pakistan Ground Baking Pre –Service Professional Development ( ) From PTC /CT to ADE and B.Ed From vocational to professional education DOOR TOWARDS BECOMING A 21ST CENTURY TEACHER Need to create demand for the upgraded degrees and teachers licensing /certification- standards – a countrywide effort Pre STEP Supported : 22 Pakistani universities and 75 teacher colleges to raise the level of academic standards in teacher education programs Delivered: A new curriculum for B.Ed – ADE- shifts in content and Practicum - from teaching to learning 1887 scholarships 21 research grants to partner universities and apex bodies to conduct research on effective teacher preparation strategies and their implementation Teacher Licensing is the next Big Initiative and Will Elevate the Status of Teachers- We must do it!

49 Other Pedagogical Support Accreditation and Licensing
Shifting Paradigm of Teacher Education- From In-Service Training to Continuous Professional Development Accountability Other Pedagogical Support Training Follow-Up Pre-service Education & In-service Education & Training Incentives Accreditation and Licensing ISO New Model Adjusting Systematically to New Realities From empty vessels to adult reflective practitioners Constructivism and inquiry based learning From one-off training to long term systematic training opportunities, at the local, provincial and national levels From fragmented dislocated training, to processes in contexts and cultures that make space for in-service capacity-building opportunities addressing lifelong teacher education From skill training, to training on content supported by school/curricular reforms From isolated/individual efforts, to collaborative processes where support groups can be developed through mentors or District Teacher Educators and Teacher Educators From passive participants, to thinkers, actors and key reform agents. Source: Kiyani – DSD 2012

50 Addressing Teachers’ Shortages
A Total of 5.24 million teachers needed by 2015 world wide 57 million children of primary school age currently out of school 54 percent of them are girls 250 Million children are not learning Situation in Pakistan In each province/area the Education Sector Plans being developed to identify teacher shortages against targets of enrolments needed for right to education 25 A for 5-16 year olds Education needs higher allocations – Beyond the 2 percent GDP and currently even lower expenditures!

51 Situational Analysis – State Driven Assistance & Opportunities to Build Back Better
More focus on girls education at primary and post primary levels More sensitive, learner centred and inclusive teacher training Teachers to be given AWARDs for new ideas on learning and teaching each year .. As a permanent initiative through the platform of UNIONS and independently New schools with inclusive principles of ACCESS for the challenged children and teachers Schools built along flood areas to be designed differently with different specifications- stores, kitchen –sensitive to emergency needs – teachers have to bear the brunt of emergencies – support and also making up with students’ learning time Punjab has stronger indicators in education than all other provinces- but still no need for complacency especially in the more depressed districts ..enrolment and learning challenges

52 International Pledges – & Pakistan a partner in the forefront

53 Let us not Forget Teachers .. International Pledges and Commitments
EFA Goals MDGs 2 & 3 Emerging Post 2015 Development Agenda GMR UNESCO - Education Transforms Lives

54 Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015 Goal 1 Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. Goal 2 Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality. Goal 3 Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes. Goal 4 Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. Goal 5 Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. Goal 6 Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

55 14 Transformative Areas 68th UN General Assembly Post 2015 Development Agenda
September 25th, 2013: 14 areas; Poverty, gender and education as cross cutting Each of the 14 areas is about education and teachers engaging actively for understanding and action to make a difference to society and responsible citizenship. Eradicate poverty in all its forms through a multifaceted approach; Tackle exclusion and inequality; Empower women and girls –with equal access of women and girls to all services; Provide quality education and lifelong learning: Young people should be able to receive high-quality education and learning, from early childhood development to post-primary schooling, I ncluding not only formal schooling but also life skills and vocational education and training; Improve Health ; Address Climate Change; Address environmental challenges; Promote inclusive and sustainable growth and decent employment End hunger and malnutrition; Address the Demographic Challenges; Enhance the Positive Contributions of Migrants; Meet the challenges of urbanization; Build peace and effective governance based on the rule of law and sound institutions and Foster a renewed global partnership

56 Global Monitoring Report GMR - Proposed Goals
Completion of early childhood education, primary education and lower secondary education Ensure that by 2030 all children and adolescents, whatever their circumstances, have equal access to, and complete, comprehensive early childhood education, primary and lower secondary education. 2. Quality of early childhood care and education, primary education and lower secondary education Provide comprehensive early childhood care and education, primary and lower secondary education of sufficient quality to ensure that by 2030 all children and adolescents, whatever their circumstances have an equal chance of achieving recognized and measurable learning outcomes, especially in literacy and numeracy. 3. Acquisition of youth and adult skills Ensure that by 2030 all young people and adults, whatever their circumstances, can acquire skills needed to obtain decent jobs and lead fulfilling lives, through equitable access to appropriate training, including via second-chance programmes. 4. Elimination of inequalities Eliminate inequalities in education by 2030, taking specific measures to reach those disadvantaged by factors such as gender, poverty, location, ethnicity or disability. Financing of education By 2030, ensure that no country is prevented from achieving education goals by a lack of resources

57 Urgent Needs as identified by UNESCO : GMR and UIS
Huge number of primary teachers needed Children need teachers to complete lower secondary school – 5.1 million by 2030- Lower secondary schooling is considered compulsory in most countries for universal participation and is to be a part of post-2015 global education goals. Replacing teachers who leave the profession because of retirement, illness or other reasons – almost one in five teachers leave the profession in a given year, according to the latest UIS data. This teacher shortage is one reason children around the world are facing a learning crisis: the 2012 EFA Global Monitoring Report revealed that there are 250 million children not learning the basics, whether they are in school or not. GMR’s recently released evidence on the transformational power of education shows that children who miss out on acquiring literacy skills will also be less likely to have healthy children, to find well paid work, challenge cultural prejudices, take part in democracies and propel their societies and countries towards greater prosperity.

58 Education Transforms Lives- GMR
Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable. That means making special efforts to ensure that all children and young people – regardless of their family income, where they live, their gender, their ethnicity, whether they are disabled – can benefit equally from its transformative power. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives. To unlock the wider benefits of education, all children need the chance to complete not only primary school but also lower secondary school. And access to  schooling is not enough on its own: education needs to be of good quality so that children actually learn. Given education’s transformative power, it needs to be a central part of any post-2015 global development framework.

59 Education saves mother’s lives
Education Reduces child marriages Education increases women’s and men’s job opportunities Education reduces early births Maternal education improves child nutrition Educated people are more tolerant Mothers’ education saves children’s lives Mothers’ education saves children’s lives More equal education leads to faster growth Education saves mother’s lives Education leads to more concern about the environment

60 ITA ‘s commitment to teachers and WTD each year gets stronger and wider .. Through multiple programs across the country - this is not a project but a movement across Pakistan to mobilize teacher unions, associations, teachers and educators in search of a new Pakistan- a new citizenry ITA firmly believes Teachers are at the Centre of this Change

61 ITA Contributions – Research, Awards and Social Dialogues for World Teachers Day 2004-2015
Status of Teachers 2008 Empowered Stories -Social Dialogues - Anita Ghulam Ali WTD Awards -Mobilization of Teachers Unions -Research diversity -Policy Round Tables -Teacher Education - Quality Assurance

62 Call for Empowered Teachers Stories Volume II - UNESCO-ITA
Details: ITA/IPL and UNESCO calls for Stories from Teachers in Pakistan on Best Practices on National Professional Standards for Teachers 2009* Full document for downloading at: & Ideas given below for each of the 10 Standards The best 100 stories will be selected by an eminent panel of practitioners, each one translated in Urdu/English to be published as "Stories from Empowered Teachers II" ;for use in classrooms and teacher education institutions across Pakistan Who can write: Teachers from ALL SCHOOL SYSTEMS ACROSS PAKISTAN (as long as a teacher is a practicing one ) Words’ Limit: words - to be concluded with some key questions for tomorrows teachers .. some ideas to consider at the end of the story Important Dates: August 30- September 30th, 2013

63 What does it seem to TAKE? Some Pledges & Responses
There is a dire need to work collectively at all levels to enhance Status of Education in Pakistan A LONG WAY OF STRUGGLE Get as many out of school children enrolled as possible Impart education through modern teaching methodologies in the classroom Focus on teacher and student learning outcomes by emphasising on teaching abilities and interactive learning environment Provision of free or subsidized education to deserving students to encourage greater enrolment Lobby and advocacy with different stakeholders for promotion of Article 25- A.

64 Websites and documents
UIS Report on Teacher Shortage teachers-projections.pdf UNESCO International Task force on Teacher Education Learning Metrics Task Force Final Report Toward Universal Learning: Recommendations from the Learning Metrics Task Force, orce%20universal%20learning/ltmf%20recommendationsreportfinalweb.pdf education/ UNESCO  Education for All is affordable - by 2015 and beyond. Paris, EFA global Monitoring Report. (Policy Paper #6.) Goals for Learning: Post 2015


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