Transcript World Teachers Day 5th October 2012 Prepared by the ITA & IPL Teams Economic Survey of Pakistan 2010-2011 Teachers (in thousands) Year 2008-2009 2009-2010 (P) 2010-2011 (E) - - - Primary * 465.3 466.5 Middle 320.5 331.3 337.5 High 439.3 446.5 455.2 High Sec./Inter 76.2 77.1 79.2 Degree.

World Teachers
Day
5th October 2012
Prepared by the
ITA & IPL Teams
Economic Survey of Pakistan 2010-2011
Teachers (in thousands)
Year
2008-2009
2009-2010 (P)
2010-2011 (E)
-
-
-
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
1,375.30
1,409.80
1,441.20
Pre-Primary
Total
P: provisional
E: estimated
*: including pre-primary and mosque schools
Source:
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
RTE Facts
• 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
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.
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.(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 subsection (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 PupilTeacher 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;
Identifying gaps through
THE ANNUAL STATUS OF
EDUCATION REPORT 2011
ASER 2011
Punjab: 839 Village & 27 Blocks, 16942 Household, 45410 Children, 16373 Mothers and 861 Govt School
& 569 Pvt School Surveyed
Key Findings:
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
ASER Pakistan Assessment Tools Grade II
Age 5-16
ASER Assessment tools are prepared in following Categories
•Reading
Urdu
Sindhi Language
•Arithmetic abilities
•English
Learning levels – Urdu
Std 2 level text
ASER tools are created after analyzing textbooks
As compared to other provinces, Punjab
has the highest level of learning for Class 3
Urdu
Leaning levels – English
Std 2 level text
 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
Basic Arithmetic levels
Std 2 level
Almost 53% of the children may complete primary without
learning how to do division at grade III level competencies
Learning levels – Public vs. Private
 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
Reading & Numeracy levels better in Private schools for
English/Urdu& Arithmetic
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
Attendance
 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
Road Map to Reforms –
Nielsen & ASER Comparability
89
88.0
88.0
88.0
88
87.5
87.0
87
86.3
86
85
84.1
84
83.2
83.4
83
Baseline
Q2’11
Q3’11
Q4’11
Q1’12
Q2’12
Q3’12
Q4’12
Q1’13
CPD Framework
Sanctioned Working
No. of
Posts of
Posts of
Schools
DTEs
DTEs
No. of
No. of
Primary Primary
Teachers Students
Phase
No. of
District
No. of
CTSCs
Phase-I
12
Districts
702
1,406
1,150
22,669
66,004
2,905,225
Phase-II
12
Districts
690
1,396
829
21,252
67,636
2,753,516
Phase-III
12
Districts
597
1,183
851
17,680
47,689
1,926,702
Total
36
Districts
1,989
3,985
2830
61,601
181,329
7,585,443
Source: Kiyani – DSD 2012
Shift in Conceptual Structure
New Model
Previous Conceptual
Structure
Pre-Service
Education
& Training
(GCETs)
In-Service
Education
& Training
In-service Education
& Training
Training Follow-Up
Incentives
Lack of
Support
and
Follow-up
Source: Kiyani – DSD 2012
Accreditation and
Licensing
Pre-service Education
&Training
Other Pedagogical
Support
Accountability
ISO 9001 - 2008
Training Model
•The training model employs both the Cascade
Model as well as Direct Model of training
Super Trainer
Master trainer
• LTE
• DTE
Master
Trainer
Resource
Person
• DTE
• SST/SS
• HT
Experts from
Public/Private
Sector
Institutions
Source: Kiyani – DSD 2012
Trainee
• PST
Trainee
• EST
• SST, SS
• Education
Manager &
HM
Trainee
• Senior
Education
Manager
• Newly
Recruited
HM, SS
Improved Student Learning
CPD Framework
Self learning Professional/
Life long learner
Pay/Grade
Structure
Awards
Incentives &
Accountability
Certification/
Licensing
short
Courses/ PD activity
Accreditation
Assessment/
ACRs Source:
Teacher
Standards
Edu.
Deptt
Kiyani – DSDDegree
2011
Courses
DSD
PITE
Dist
Govt.
Education
/Training
GCETs
Quality
Assurance
Support&
follow up
Mentoring
Follow up
Materials
Coordination with key stakeholders
Partnerships
Source: Kiyani – DSD 2012
Distance edu.
other
Mentoring Areas
Teaching & Assessment
• Academic
Calendar
• Lesson Planning
• Use of support
material
Requirement
Observation
• Activity Based
Teaching &
Learning
• Interaction
with students
• Classroom
Management
• Students
Assessment
• Home work
Output
Source: Kiyani – DSD 2012
The PEF employs innovative principles to increase
enrollment and quality of education
… which it achieves through innovative and efficient
operating principles
PEF has three primary
objectives …
▪ Promote quality education
Low cost
education
schools (e.g., infrastructure)
Superior targeting
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
much lower than traditional programs
(1/3rd as compare to Govt. )
▪ No upfront cost of setting up new
through Public Private
Partnerships
▪ Encourage and support
▪ Average cost of Rs. 400 per student,
High quality
outcomes
Monitoring and
evaluation
Practical
application
▪ Mechanisms to ensure that subsidies
are extended to the most deserving
(e.g., out of school and high risk)
children
▪ High quality outcomes maintained and
demonstrated by regular testing for
students (through bi-annual QATs)
▪ Close monitoring of participating
schools. Internal and external audits of
PEF to ensure transparency
▪ Add-on programs to provide vocational
training and help provide employment
30
Source: Raza-PEF 2012
Methods to ensure quality of partner schools and assess
overall performance of PEF are already in place
Description
Quality
assurance test
School
evaluation
PEF
evaluation
Monitoring and
evaluation cell
▪
▪
▪
▪
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
Internal audit
▪
Performance audit /Gap analysis by Ernst and
Young Ford Rhodes
External audit
▪
KPMG Taseer Hadi to identify potential
improvements
▪
Monitoring of financial compliance and utilization
of budget
Auditor general
of Pakistan
Source: Raza-PEF 2012
Assumptions and reality – 7 : Banerji 2011
Assumption: Knowing theory is enough to change practice.
Reality: Teachers understand the importance of child friendly
practices. But classrooms are not friendly at all.
Teacher
Teacher uses local info Teacher gets children
Students ask teachers
Students' work
smiles/laughs/jokes
to make content
to work in small
questions
displayed in classroom
with students
relevant
groups
Teacher uses TLM
other than the
textbook
% Std 2/Std 4 classrooms
100%
80%
60%
40%
20%
0%
 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