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
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:
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
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
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