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Teachers Quality Learning & Citizenship Conversations for Positive Social Change . “ A Call for Teachers!” on World Teachers’ Day 2013 (5 October)

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Teachers quality learning citizenship conversations for positive social change

Teachers Quality Learning & Citizenship

Conversations for Positive Social Change


Teachers quality learning citizenship conversations for positive social change

“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.


Teachers quality learning citizenship conversations for positive social change

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


Reposition teachers beyond the clich s

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.


Lets take a stand for teachers

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?


Teachers quality learning citizenship conversations for positive social change

Right to Education

Article 25 A AND IMPLICATIONS FOR TEACHERS


Article 25 a education a constitutional fundamental right

Article 25 A – Education A Constitutional Fundamental Right

Whose responsibility is Right to Education????

  • The State

  • Teachers

  • Parents

  • Society

“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”.


Status of right to education acts and ordinances provision for teachers in 25 a

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: http://www.schools.punjab.gov.pk/?q=new_article25a

  • 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


Teachers quality learning citizenship conversations for positive social change

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.


Teachers quality learning citizenship conversations for positive social change

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.


Teachers quality learning citizenship conversations for positive social change

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.


Teachers quality learning citizenship conversations for positive social change

Teachers Unions/Association A Formidable Organized Force Globally & Nationally – Teachers Part of the Problem but Part of a Very Big Solution

  • Government Secondary Teachers Association (GSTA)

  • Sindh Professors and Lecturers Association (SPLA)

  • Primary, Elementary Teachers Association (PETA)

  • Profession Teacher Association Network (PTAN)

    • PTAN is a cluster of nine voluntary association

  • Secondary School Teachers Association

  • Private Sector Schools Associations


Teachers quality learning citizenship conversations for positive social change

Some Facts and Figures on Teachers in Pakistan


Teachers in pakistan

Teachers In Pakistan

Source: Economic Survey of Pakistan (2012-2013) –Table 10.8


Teachers by province

Teachers by Province

Source: Pakistan Education Statistics 2011-12


Challenge of gender teachers recruitment the case of sindh

Challenge of Gender – Teachers Recruitment the case of Sindh

Source: Pakistan Education Statistics 2011-12 (Table 3.2) - (Public, Other Public, Private Sector)


Public private sector institutions

Public & Private Sector Institutions

Source: Pakistan Education Statistics 2011-12


Teachers in public sector scales

Teachers in Public Sector – Scales


Teacher unions networks profiles not a small affair we need to talk more

Teacher Unions Networks Profiles - Not a Small Affair we need to talk more


Teachers quality learning citizenship conversations for positive social change

What is the State of Learning and Presence of Teachers and Students

- Evidence from

- the Annual Status of Education Report (ASER) 2012

- School TELLS 2011 (2013 underway)


Aser pakistan 2012

ASER PAKISTAN 2012


Learning levels urdu sindhi pashto

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


Learning levels urdu punjab

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.


Teachers quality learning citizenship conversations for positive social change

Learning Levels (Class 5): Urdu/Sindhi/Pashto

56%

43%

65%

46%

55%

67%

36%

40%


Learning levels english

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


Learning levels english punjab

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 cannotread English sentences

Learning Levels (English) have improved as compared to 2011.


Teachers quality learning citizenship conversations for positive social change

g

Learning Levels (Class 5): English

68%

47%

58%

50%

62%

61%

32%

25%


Learning levels arithmetic

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


Learning levels arithmetic punjab

Learning Levels – Arithmetic (Punjab)

Learning Levels

(Class 5): Arithmetic

Language Learning levels for class 4 & 5 have improved by 10% since 2011

Rural : 44%of Class 5 students cannotdo division

Urban : 75%of Class 5 students cannot do division

Learning Levels (Arithmetic) have improved as compared to 2011.


Teachers quality learning citizenship conversations for positive social change

Learning Levels (Class 5): Arithmetic

56%

44%

44%

56%

42%

56%

34%

27%


Learning levels boys vs girls 5 16 years

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


Learning levels public vs private

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.


Teachers quality learning citizenship conversations for positive social change

  • School Attendance


Attendance students and teachers

Attendance - Students and Teachers

1 in every 5 children in government schools was absent from school

Overall attendance is better in Private schools

13% and 14% teachers in private and government schools respectively were found to be absent


Attendance students and teachers punjab

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

Urban: only 7% teachers in private and government schools were found to be absent

Children attendance is better in government schools in rural Punjab.


Teachers quality learning citizenship conversations for positive social change

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


Shenila rawal monazza aslam and baela jamil

Collecting Deeper Evidence by ITA Research & Governance CentreTeacher Characteristics, Actions and Perceptions: What Matters for Student Achievement in Pakistan?2013

ShenilaRawal, Monazza Aslam and BaelaJamil


Background key questions

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.


Source and methodology of data collection

Source and Methodology of Data Collection

  • SchoolTELLS-Pakistan survey of 120 primary schools in rural Punjab.

  • Survey covered three districts: Faisalabad, Mianwali and RahimYar 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.


More on data variables include

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.


Key findings actions skills perceptions

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.


Key findings attitudes perceptions competencies

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.


Key findings gender biases

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


Teachers quality learning citizenship conversations for positive social change

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.


Teachers quality learning citizenship conversations for positive social change

Pre- Service or Initial Teacher Education (ITE) and

In-Service or Continuous Professional Development (CPD)

Some Shifts in professional development and teachers status


Teachers quality learning citizenship conversations for positive social change

Pre STEP Initiative for Teacher Education in Pakistan Ground Baking Pre –Service Professional Development (2008-2013)

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!


Teachers quality learning citizenship conversations for positive social change

In-service Education

& Training

Pre-service

Education &

Training

Other Pedagogical Support

Training

Follow-Up

Accountability

Incentives

Shifting Paradigm of Teacher Education- From In-Service Training to Continuous Professional Development

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.

ISO 9001 - 2008

Accreditation and Licensing

Source: Kiyani – DSD 2012


Addressing teachers shortages

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!


Situational analysis state driven assistance opportunities to build back better

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


Teachers quality learning citizenship conversations for positive social change

  • International Pledges – & Pakistan a partner in the forefront


Let us not forget teachers international pledges and commitments

Let us not Forget Teachers .. International Pledges and Commitments

  • EFA Goals

  • MDGs 2 & 3

  • Emerging Post 2015 Development Agenda

  • GMR UNESCO - Education Transforms Lives


Teachers quality learning citizenship conversations for positive social change

Six internationally agreed education goals aim to meet the learning needs of all children, youth and adults by 2015

Goal 1Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.

Goal 2Ensuring 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 3Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

Goal 4Achieving 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 5Eliminating 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 6Improving 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.


Teachers quality learning citizenship conversations for positive social change

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.

14 Transformative Areas 68th UN General Assembly Post 2015 Development Agenda

  • 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, Including 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


Global monitoring report gmr proposed goals

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


Teachers quality learning citizenship conversations for positive social change

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.


Education transforms lives gmr

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.


Teachers quality learning citizenship conversations for positive social change

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 leads to more concern about the environment

Education saves mother’s lives


Teachers quality learning citizenship conversations for positive social change

  • 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


Ita contributions research awards and social dialogues for world teachers day 2004 2015

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


Call for empowered teachers stories volume ii unesco ita

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: http://unesco.org.pk/education/teachereducation/files/National%20Professional%20Standards%20for%20Teachers.pdf & 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" 2013 ;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: 500-750 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


What does it seem to take some pledges responses

What does it seem to TAKE?SomePledges & 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.


Websites and documents

Websites and documents

  • UIS Report on Teacher Shortage http://www.uis.unesco.org/Education/Documents/fs27-2013-teachers-projections.pdf

  • UNESCO International Task force on Teacher Education

  • http://www.teachersforefa.unesco.org/

  • Learning Metrics Task Force Final Report Toward Universal Learning: Recommendations from the Learning Metrics Task Force,

  • http://www.brookings.edu/~/media/research/files/reports/2013/09/learning%20metrics%20task%20force%20universal%20learning/ltmf%20recommendationsreportfinalweb.pdf

  • http://www.educationandtransition.org/resources/podcast-77-putting-learning-at-the-centre-of-education/

  • UNESCO. 2013. Education for All is affordable - by 2015 and beyond. Paris, EFA global Monitoring Report. (Policy Paper #6.)

  • http://www.teachingenglish.org.uk/

  • Goals for Learning: Post 2015 http://www.aserpakistan.org/document/aser/2012/notes_aser_2012/Dr_Monazza_Aslam.pdf


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