Presentation on theme: "Teachers Quality Learning & Citizenship"— Presentation transcript:
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 upfrontand continual professional development and support... Irina Bokova, UNESCO Director-GeneralWhy a Call for teachers?There is a huge shortage of professional, well-trained and well-supported teachersThe 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.
3 CHALLENGES OF QUALITY & ACCESS 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 school25 million children 5-16 years are out of schoolThe 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 learningProvide 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 FrontiersAre 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?
6 Article 25 A AND IMPLICATIONS FOR TEACHERS Right to EducationArticle 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 StateTeachersParentsSociety
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 TerritoryPunjab 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)–SindhBalochistan 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 Teachers17. 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 TeachersAssess 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; andPerform 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 TeachersOther 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 SolutionPunjab 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 19-punjabteachersunion.com/Primary, Elementary Teachers Association (PETA), Punjab,Secondary School Teachers AssociationPrivate Sector Schools AssociationsAssociations/Unions for Higher Education
14 Teachers In Pakistan Type 2010-2011 2011-2012 Pre Primary - Primary 436,928427,400Middle334,984351,400High395,709458,700Higher Secondary81,10397,600Degree Colleges36,34940,200Universities63,55770,100Pakistan1,348,6301,445,400Source: Economic Survey of Pakistan ( ) –Table 10.8
15 Total Number of Teachers Teachers by ProvinceProvinceTotal Number of TeachersShare of Total (in %)Punjab752,36154.71Sindh286,17720.81Khyber Pakhtunkhwa187,16413.61Balochistan52,5153.82Islamabad Capital Territory15,3401.12FATA25,0741.82Azad Jammu and Kashmir46,7243.40Gilgit-Baltistan9,8760.72Pakistan1,375,231100Source: Pakistan Education Statistics
16 Challenge of Gender – Teachers Recruitment the case of Punjab SindhLevelMaleFemaleTotalPre-Primary-1531,7201,873Primary67,55894,635162,19378,86947,442126,311Middle63,673171,572235,24513,65529,64843,303High100,551180,046280,59728,69556,97685,671Higher Sec.17,76227,22144,9838,1018,80516,906Inter College3,4324,9978,4299821,0922,074Degree College11,4969,41820,9146,3633,67610,039264,472487,889752,361136,818149,359286,17735%65%48%52%Source: Pakistan Education Statistics (Table 3.2) - (Public, Other Public, Private Sector)
17 Public & Private Sector Institutions Province/RegionPublic InstitutionsPrivate InstitutionsInstitutionsTeaching StaffPunjab58,645327,30743955415,653Sindh50,789158,88310179121,551Khyber Pakhtunkhwa27,636120,472673263,948Balochistan12,40543,4978988,277Islamabad Capital Territory4189,4125045,746FATA5,62520,4953304,530Azad Jammu and Kashmir6,17031,2641,95715,114Gilgit-Baltistan1,1126,4954362,949Pakistan162,800717,82564991637,768Source: Pakistan Education Statistics
18 Professional Competencies- A Challenge ! Professional QualificationPrimaryMiddleHighHigher SecondaryPakistanPunjabPTC150,4874499,4091209,60918996519CT55,37743,55421,87914,66625,52016,0233,0281,834B.Ed/BS Ed57,06522,15440,48424,40568,08939,63813,8988,207M. Ed7,4176706,9771,59224,5316,9459,1832,637Other Trained46,34243,66338,89429,44355,89744,2988,0725,960Total316,688110,549117,64370,256183,646107,18635,14618,669Need a Graph or Bar chart to show the visuals – info graphics to be better hereSource: Pakistan Education Statistics
19 Professional Competencies- A Challenge ! Source: Pakistan Education Statistics
21 Teacher Unions Networks Profiles - Not a Small Affair we need to talk more NameSub-Sector (Primary, Middle, High, Higher Secondary)Public /Private TeachersNumber of MembersKey IssuesHead Masters Association PunjabSecondary,Higher SecondaryPublic5700Uneven treatment of curriculum and inconsistent policiesPunjab Technical Teacher AssociationMiddle500Teacher training not aligned with new curriculum and teaching methodologiesGovt. Teacher Association, BalochistanPrimary, Middle, Secondary55000For the last two years teachers have not been given the funds dispersed by the government in the budgetGovt. Secondary Teachers Association Sindh.Middle, Secondary23500Shortage 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 textLanguage Learning levels for class 4 have improved by 5% since 201149% of Class 5 students cannot read Class 2 story
25 Learning Levels – Urdu (Punjab) Learning Levels (Class 5): UrduLanguage Learning levels for class 4 have improved by 7% since 2011Rural : 33% of Class 5 students cannot read Class 2 storyUrban: 26% of Class 5 students cannot read Class 2 storyLearning Levels (Urdu) have improved as compared to 2011.
27 Learning Levels – English Class 2 level textLanguage Learning levels for class 4 have improved by 9% since 2011Almost 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): EnglishLanguage Learning levels for class 4 have improved by 12% since 2011Rural : 39% of Class 5 students cannot read English sentencesUrban : 26% of Class 5 students cannot read English sentencesLearning Levels (English) have improved as compared to 2011.
30 Learning Levels - Arithmetic Class 2 levelLanguage Learning levels for class 4 & 5 have improved by 7% since 2011Almost 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): ArithmeticLanguage Learning levels for class 4 & 5 have improved by 10% since 2011Rural : 44% of Class 5 students cannot do divisionUrban : 75% of Class 5 students cannot do divisionLearning Levels (Arithmetic) have improved as compared to 2011.
33 Learning levels – Boys vs. Girls (5-16 Years) Girls continue to lag behind boys in learning levelsGirls are behind boys by 9% in basic Arithmetic
34 Learning levels – Public vs. Private Learning Levels are better in Private schools overall48% 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.
36 Attendance - Students and Teachers 1 in every 5 children in government schools was absent from schoolOverall attendance is better in Private schoolsChildren Attendance (%) on the day of visitGovernment schoolsPrivate schoolsPrimaryElementaryHighOthersOverallChildren attendance79.184.385.579.082.486.286.882.5Teacher attendance87.388.084.487.085.988.387.786.087.613% 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 schoolsRural: 12% and 13% teachers in private and government schools respectively were found to be absentChildren Attendance (%) on the day of visitGovernment schoolsPrivate schoolsPrimaryElementaryHighOthersOverallChildren attendance84.786.386.790.686.485.385.782.685.9Teacher attendance86.587.9188.8.131.527.487.7Urban: only 7% teachers in private and government schools were found to be absentChildren attendance is better in government schools in rural Punjab.
38 A LOOK INTO ACCOMPLISHMENTS AND CHALLENGES WHAT HAS BEEN ACHIEVED??A LOOK INTO ACCOMPLISHMENTS AND CHALLENGESFIGURES FROM SOME EVIDENCE BASED RESEARCHES……..ASER-2012Teacher 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? 2013Shenila 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 successImprovements in teaching may be the most effective ways of raising educational qualityHowever, 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 aspirationsAbility (Ravens test)Private tuitionDetails on their health in the last three yearsTheir involvement with household chores as well as in the family business.Teachers:Teacher’s ageQualificationsExperiencePolitical affiliations etc.Information on pedagogical style and time-on-task.Questions on teachers’ views on various aspects of the teaching professionA 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 DOMAINGlobal Paradigm Shift- calls for a shift in global focus and collection of better data on learningLearning Competencies-calls upon education systems to offer opportunities to children and youth to master competencies in seven domains of learningLearning Indicators for Global Tracking-a small set of learning indicators measure fundamental learning opportunities to be tracked in all countriesSupporting Countries-support is provided to countries in strengthening their assessment systems improving learning levelsEquity- Measures of access and learning, along with data on child characteristics, should be used to ensure equitable learning opportunitiesAssessment as a Public Good- tools, documentation, and data made freely available for the public goodTaking 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) andIn-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.EdFrom vocational to professional educationDOOR TOWARDS BECOMING A 21ST CENTURY TEACHERNeed to create demand for the upgraded degrees andteachers licensing /certification- standards – a countrywide effortPre STEP Supported :22 Pakistani universities and 75 teacher colleges to raise the level of academic standards in teacher education programsDelivered:A new curriculum for B.Ed – ADE- shifts in content andPracticum - from teaching to learning1887 scholarships21 research grants to partner universities and apex bodies to conduct research on effective teacher preparation strategies and their implementationTeacher 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 DevelopmentAccountabilityOther Pedagogical SupportTrainingFollow-UpPre-serviceEducation &In-service Education& TrainingIncentivesAccreditation and LicensingISONew ModelAdjusting Systematically to New RealitiesFrom empty vessels to adult reflective practitionersConstructivism and inquiry based learningFrom one-off training to long term systematic training opportunities, at the local, provincial and national levelsFrom fragmented dislocated training, to processes in contexts and cultures that make space for in-service capacity-building opportunities addressing lifelong teacher educationFrom skill training, to training on content supported by school/curricular reformsFrom isolated/individual efforts, to collaborative processes where support groups can be developed through mentors or District Teacher Educators and Teacher EducatorsFrom 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 wide57 million children of primary school age currently out of school54 percent of them are girls250 Million children are not learningSituation in PakistanIn 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 oldsEducation 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 levelsMore sensitive, learner centred and inclusive teacher trainingTeachers to be given AWARDs for new ideas on learning and teaching each year .. As a permanent initiative through the platform of UNIONS and independentlyNew schools with inclusive principles of ACCESS for the challenged children and teachersSchools 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 timePunjab 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 GoalsMDGs 2 & 3Emerging Post 2015 Development AgendaGMR UNESCO - Education Transforms Lives
54 Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015Goal 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 employmentEnd 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 andFoster a renewed global partnership
56 Global Monitoring Report GMR - Proposed Goals Completion of early childhood education, primary education and lower secondary educationEnsure 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 educationProvide 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 skillsEnsure 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 inequalitiesEliminate inequalities in education by 2030, taking specific measures to reach those disadvantaged by factors such as gender, poverty, location, ethnicity or disability.Financing of educationBy 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 neededChildren need teachers to complete lower secondary school – 5.1 million by 2030-Lower secondary schooling is considered compulsory in most countries foruniversal 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 are250 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 childrenwho 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 andcountries 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 marriagesEducation increases women’s and men’s job opportunitiesEducation reduces early birthsMaternal education improves child nutritionEducated people are more tolerantMothers’ education saves children’s livesMothers’ education saves children’s livesMore equal education leads to faster growthEducation saves mother’s livesEducation 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 citizenryITA 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 2008Empowered Stories-Social Dialogues- Anita Ghulam Ali WTD Awards-Mobilization ofTeachers 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 StandardsThe 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 PakistanWho 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 storyImportant 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 PakistanA LONG WAY OF STRUGGLEGet as many out of school children enrolled as possibleImpart education through modern teaching methodologies in the classroomFocus on teacher and student learning outcomes by emphasising on teaching abilities and interactive learning environmentProvision of free or subsidized education to deserving students to encourage greater enrolmentLobby and advocacy with different stakeholders for promotion of Article 25- A.
64 Websites and documents UIS Report on Teacher Shortage teachers-projections.pdfUNESCO International Task force on Teacher EducationLearning Metrics Task Force Final Report Toward Universal Learning: Recommendations from the Learning Metrics Task Force,orce%20universal%20learning/ltmf%20recommendationsreportfinalweb.pdfeducation/UNESCO Education for All is affordable - by 2015 and beyond. Paris, EFA global Monitoring Report. (Policy Paper #6.)Goals for Learning: Post 2015