World Teachers Day

World Teachers Day

5th October 2012

Prepared by the ITA & IPL Teams

Teachers (in thousands)

Year 2008-2009 2009-2010 (P) 2010-2011 (E)

Pre-Primary - - -

Primary * 465.3 466.5 470

Middle 320.5 331.3 337.5

High 439.3 446.5 455.2

High Sec./Inter 76.2 77.1 79.2

Degree Colleges 21.2 30.8 35.7

Universities 52.8 57.8 63.5

Total 1,375.30 1,409.80 1,441.20

Economic Survey of Pakistan 2010-2011

P: provisionalE: estimated*: including pre-primary and mosque schoolsSource: Pakistan Education Statistics 2009-2010, NEMIS, AEPAM, Ministry of Education.

Framing Our Challenges & Possibilities- on World Teachers Day

• Right to Education Article 25- A – Implications for the System & Teachers

• The Challenge of Learning Outcomes – ASER surveys 2011 – Why is learning not taking place? Challenge of gender.. What role can

teachers play?

• Launch of the global Education First Initiative by the UN Secretary General– An opportunity for teachers to grow

• Charter of Action For Quality Education – World Teachers Day 2011-– conversations with teachers across Pakistan

•

18th Constitutional Amendment

Article 25 A:

“The state shall provide free and

compulsory education to all children of the age of five to sixteen years in such a

manner as may be determined by law”

Education Devolved Completely to the Provinces : Policy, Curriculum, Standards, Finances

• Article 25 A (Right to Education) implies equal access to free and compulsory education for ALL children of the age of 5-16 as a responsibility of the State

• No legislation for implementation of this Article – Legislation for Islamabad passed by Senate only but needs revision

• Punjab – A commission formed for 25 A – law almost formulated to be shared with wider public soon

• Sindh keen to do this rapidly , Balochistan and KP hesitant on the law

RTE Facts

Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory); 29 clauses :

Specific Clauses for Teachers

3. Right of child to free education.- (3) It is the obligation of the appropriate Government to:— (d) ensure safety of travel of the child and the teacher to and from

school; (j) provide all training facilities for teachers and students; (m) provide proper training facility for teachers.7. Sharing of financial and other responsibilities.- (3) The Federal Government shall establish or specify, through notification, an academic authority to lay down the curriculum and evaluation

procedures, including approval of syllabi and textbooks for students, to develop and enforce standards for training of teachers, and to provide technical support and resources for planning and capacity building of teachers and education managers.

17. Terms and conditions of service of teachers.- (1) No person shall be appointed as a teacher unless he possesses the

prescribed qualifications. (2) 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.- (1) A teacher shall perform the following duties, namely:—

(a) maintain regularity and punctuality in attending the school;(b) complete the curriculum and syllabi within the specified time;

Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory);

Clauses for Teachers

(c) assess the learning abilities of every child and supplement additional instructions, if any, as required;

(d) all round development of the child;(e) building up child’s knowledge, potentiality and talent;(f) adopt learning through activities, discovery and exploration in a child

friendly and child-centered manner;(g) make the child free of fear, trauma and anxiety and help the child to

express views freely; (h) hold regular meetings with parents and share with them the relevant

information about the child; and (i) perform such other duties as may be prescribed.(2) A teacher committing default in performance of duties specified in

sub-section (1), shall be liable to disciplinary action under the applicable service laws.

Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory);

Clauses for Teachers

19. Other teachers related matters.- (1) 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.

(2) 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.

(3) No teacher shall be deployed for any non-educational purposes other than the population census, disaster relief duties or duties relating to elections.

(4) Every child completing his education shall be awarded a proper certificate, in such form and in such manner, as may be prescribed.

(5) The grievances, if any, of a teacher shall immediately be redressed in such manner as may be prescribed.

Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory);

Clauses for Teachers

23. Awards.- (1) Teachers, educational administrators, educational researchers,

individuals and organizations who meet the set criteria may be awarded the prescribed awards.

29. Powers to make rules.- (2) Without prejudice to the generality of the foregoing powers, such rules

may provide for all or any of the following matters, namely:— (k) the salary and allowances payable to, and the terms and conditions of

service of teachers; (l) the duties to be performed by the teachers; (m) the manner of redressing grievances of teachers, students or any

other person;

Right to Free and Compulsory Education Act as passed by the Senate (Islamabad Capital Territory);

Clauses for Teachers

Identifying gaps through THE ANNUAL STATUS OF

EDUCATION REPORT 2011

Punjab: 839 Village & 27 Blocks, 16942 Household, 45410 Children, 16373 Mothers and 861 Govt School & 569 Pvt School Surveyed

ASER 2011

Area-wise Enrollment (6-16 yrs)

Highest out of school children 5-16 in Sindh followed by FATA

Key Findings:

Gender-wise Enrollment

Highest gender gap in FATA in overall rural

Key Findings:

ASER Pakistan Assessment Tools Grade IIAge 5-16

ASER Assessment tools are prepared in following Categories•Reading

UrduSindhi Language

•Arithmetic abilities•English

Learning levels – Urdu

ASER tools are created after analyzing textbooks

Std 2 level text

As compared to other provinces, Punjab has the highest level of learning for Class 3 Urdu

Leaning levels – English

Almost 50% of the children may complete primary without learning how to read fluently in English at grade II competencies

As compared to 2010 survey there has been a marginal improvement in the English Learning Levels

Std 2 level text

Basic Arithmetic levels

Almost 53% of the children may complete primary without learning how to do division at grade III level competencies

Std 2 level

Learning levels – Public vs. Private

Reading & Numeracy levels better in Private schools for English/Urdu& Arithmetic

42% children in government and 33% children in private schools in class 5 are still unable to read a class 2 level Urdu text

Almost 54% of the children in Government schools and 38% of children in private schools may complete primary without learning how to read fluently in English at grade II competencies

Multi-grade Classes

• Around 40% primary government schools children of class 2 sit with some other class and share teachers

• What could cause this: Missing Teachers or lack of classrooms?

Additional learning support In Punjab 16% Government and 30% Private enrolled children take tuition

Rural

Students “attendance as per register” (85%) higher compared to “attendance as per headcount” (81%) – Govt. schools

Teachers attendance lowest at the Primary level – 83% in Government schools and 85% in Private schools ;

Overall better attendance in Private sector

Attendance

Road Map to Reforms – Nielsen & ASER Comparability

Q1’13Q4’12Q3’12Q2’12Q1’12Q4’11Q3’11Q2’11Baseline

89

88

87

86

85

84

83

88.088.088.0

87.5

87.0

86.3

84.1

83.483.2

CPD Framework

PhaseNo. of

DistrictNo. of CTSCs

Sanctioned Posts of

DTEs

Working Posts of DTEs

No. of Schools

No. of Primary Teacher

s

No. of Primary Student

s

Phase-I12

Districts702 1,406 1,150 22,669 66,004

2,905,225

Phase-II12

Districts690 1,396 829 21,252 67,636

2,753,516

Phase-III

12 Districts

597 1,183 851 17,680 47,6891,926,70

2

Total36

Districts

1,989 3,985 2830 61,601 181,3297,585,44

3

Source: Kiyani – DSD 2012

Shift in Conceptual Structure

Previous Conceptual Previous Conceptual StructureStructure

Pre-Service Education& Training(GCETs)

Pre-Service Education& Training(GCETs)

In-Service Education& Training

In-Service Education& Training

Lack ofSupport

and Follow-up

Lack ofSupport

and Follow-up

New ModelNew Model

Accountability

Other Pedagogical SupportTraining Follow-Up

Pre-service Education &Training In-service Education

& Training

Incentives

Accreditation and Licensing ISO 9001 - 2008

Source: Kiyani – DSD 2012

Training Model•The training model employs both the Cascade Model as well as Direct Model of training

Source: Kiyani – DSD 2012

Teacher Standards

other

Distance edu.

Materials

Follow up

Mentoring

Education/Training

QualityAssurance

Support&follow up

Coordination with key stakeholdersPartnerships

Self learning Professional/ Life long learner

Incentives &Accountability

short Courses/ PD activity

DegreeCourses

Improved Student Learning

Awards

Pay/GradeStructure

DistGovt.

Assessment/ACRs

Accreditation

Certification/Licensing

DSDPITE GCETs

Edu. Deptt

CPD FrameworkCPD Framework

Source: Kiyani – DSD 2011

Source: Kiyani – DSD 2012

Mentoring AreasTeaching & Assessment

Source: Kiyani – DSD 2012

30

The PEF employs innovative principles to increase enrollment and quality of education

▪ Promote quality education through Public Private Partnerships

▪ Encourage and support the efforts of private sector through technical and financial assistance

▪ Innovate and develop new instruments to champion wider educational opportunities at affordable cost to the poor

PEF has three primary objectives …

… which it achieves through innovative and efficient operating principles

Low cost education

▪ Average cost of Rs. 400 per student, much lower than traditional programs (1/3rd as compare to Govt. )

Superior targeting ▪ Mechanisms to ensure that subsidies are extended to the most deserving (e.g., out of school and high risk) children

High quality outcomes

▪ High quality outcomes maintained and demonstrated by regular testing for students (through bi-annual QATs)

Monitoring and evaluation

▪ Close monitoring of participating schools. Internal and external audits of PEF to ensure transparency

Practical application

▪ Add-on programs to provide vocational training and help provide employment

▪ No upfront cost of setting up new schools (e.g., infrastructure)

Source: Raza-PEF 2012

Methods to ensure quality of partner schools and assess overall performance of PEF are already in place

Quality assurance test

Monitoring and evaluation cell

Internal audit

External audit

Auditor general of Pakistan

School evaluation

PEF evaluation

Description

▪ Bi-annual test for school outcomes conducted and marked by third parties (e.g., NTS, AKU)

▪ Two consecutive failures by school results in discontinuity of partnership with PEF

▪ Internal evaluation to evaluate policies and implementation status

▪ External evaluation to assess program effectiveness

▪ Performance audit /Gap analysis by Ernst and Young Ford Rhodes

▪ KPMG Taseer Hadi to identify potential improvements

▪ Monitoring of financial compliance and utilization of budget

Source: Raza-PEF 2012

Assumption: Knowing theory is enough to change practice.Reality: Teachers understand the importance of child

friendly practices. But classrooms are not friendly at all.

Assumptions and reality – 7 : Banerji 2011

None of 6 ‘child friendly’ indicators observed in 40% of all classrooms

>3 ‘child friendly’ indicators observed in 9% of all classrooms

The latest Global Education Landmarks Education First Initiative 2012 September

Sept 26th , 2012 Education First Initiative launched by Ban Ki Moon the UN Secretary General on the margins of the 67th Session of the UN General Assembly: Heads of State, Ministers, Heads of UN Agencies, CSOs, Academics & the Corporate Sector

In the next 5 years, Education First will galvanize govts. and all sectors of society on three priorities:

putting every child in school, improving the quality of learning and fostering global citizenship – relevant for global

challenges.

EF seeks concerted effort to put education back on track with ALL stakeholders.

When we put Education First, we can reduce poverty & hunger, end wasted potential, & look forward to stronger & better societies for all. UNSG 2012

Website: http://www.globaleducationfirst.org/files/EdFirst_G29383UNOPS_lr.pdf

Ban Ki Moon – UN Secretary General’s Message on Education First Sept 26,’12

Our shared ideals are simple. We want all children to attend primary school and to progress to secondary school and relevant higher education. We want them to acquire the literacy, numeracy and critical-thinking skills that will help them to succeed in life and live as engaged and productive global citizens.

This is a pivotal moment for collective action. The 2015 deadline for achieving the internationally agreed goals for education is approaching fast. The achievements of the past decade have shown what it takes to succeed: political will at the highest levels, sound policies, and resources to scale up proven methods. But to achieve a breakthrough, we will need an unprecedented mobilization of all traditional and new partners.

Education First aims to rally a broad spectrum of actors to spur a global movement to achieve quality, relevant and transformative education.

We must not deny the promise of quality education to any child. The stakes are too high. When we put education first, we can end wasted potential—and look forward to stronger and better societies for all.

BAN Ki-moon, United Nations Secretary-General, New York, September 2012 Source: Education First AN INITIATIVE OF THE UNITED NATIONS SECRETARY-GENERAL 2012 p. 3

Charter of Action For Quality Education – World Teachers Day 2011- conversations with

teachers

Charter of Action for Quality Education Seeks Urgent Attention for the following:

• Change in Recruitment & Teacher Preparation Systems• Enabling Conditions for Quality Education • The Centrality of the Child in Article 25 A : the Right to

Education • Resources for Education & Partnerships for Quality

Education • Right to Education (Article 25 A); the Legal Framework with

Coalitions in the Driving Seat • Political Parties Priority to Education - An Urgent Need

Dialogues WTD 2012 for Actionable Actions – Learning Cannot Wait

List of All Articles/Documents in the CD – A Learning Basket for Teachers