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.

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 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?

6. Article 25 A AND IMPLICATIONS FOR TEACHERS
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 19-punjabteachersunion.com/‎
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
Category of Teachers
Pay Scale
MUSIC /BAND, PST/PTC/JV
9 -14
SESE(A), SSMT, EST(A)/AT, EST(AGRI), EST(D)/DM, EST(E), EST(GENRAL), EST(H.ECO), EST(O)/OT, EST(P)/PET, EST(TECH), EST(V)/SV, SESE(S)
14-16
SSE(A), SSE(CS), SSE(E), SSE(M), SST(BIO), ESE, SST(GEN), SST(SC), SST(TEC), SSE(S)
16-18
DPE, DYHM, HM , SS(ARTS), SS(SC)
17-18
SRHM, SSS(ART), SSS(SC), PRINCIPAL
18-19

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)

23. ASER PAKISTAN 2012

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.

38. A LOOK INTO ACCOMPLISHMENTS AND CHALLENGES
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