Strategic Framework for Teacher Education and Professional Development: Pakistan

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Strategic Framework for Teacher Education and Professional Development: Pakistan
Quelle	(2006), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Foreign Countries; Professional Development; Governance; Developing Nations; Politics of Education; Administrative Organization; Educational Policy; Educational Finance; Teacher Education Programs; Outcomes of Education; Elementary Secondary Education; Educational Principles; Educational Improvement; Labor Force; Policy Analysis; Teachers; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungsfonds; Lernleistung; Schulerfolg; Bildungsprinzip; Teaching improvement; Unterrichtsentwicklung; Labour force; Arbeitskraft; Erwerbsbevölkerung; Politikfeldanalyse; Lehrer; Lehrerin; Lehrende
Abstract	It is common to find well-crafted and coherent policy designs failing to attain desired results in developing counties. Pakistan is no exception. Despite having taken a significant number of initiatives in a quest to further its Teacher Professional Development (TPD) objectives, progress remains less than satisfactory. While a number of studies have been undertaken to analyze Pakistan's TPD initiatives, few efforts have attempted to look at the issue more holistically by studying the underlying governance structures. Moreover, most analyses have treated teacher training and teacher management as two distinct sub-sectors, often failing to examine the necessary linkages between the two under the overarching concept of TPD. This strategic framework attempts to analyze and guide governance of TPD in Pakistan. The hypothesis is that improvements in the way the sector is managed and financed could provide the foundation for enhancement in the quality and student learning outcomes. Given that much of the current governance issues are closely tied to the devolved power structures introduced in the country, the analysis is conducted in light of the devolution framework. Section I provides an overview of international experiences with regard to governance of TPD. Section II focuses on various policies dealing with TPD related governance issues. Section III highlights the institutional and functional issues in Pakistan's TPD sub-sector, while Section IV discusses financial governance issues. Section V underscores governance concerns in linking TPD with improved learning outcomes. Section VI discusses the implications of lack of good governance in Pakistan. Section VII presents policy guidelines guiding principles and a policy matrix for teacher education and professional development. The following are appended: (1) Brief Note on the Teacher Workforce in Pakistan; (2) Federal Vision on TT versus Existing Provincial Programs: The Disconnect; (3) Inter-Tier Responsibilities under the Devolved Set-Up; (4) Provincial Organization Charts for Teacher Professional Development; (5) Policy-Implementation Disconnect in the Sindh Devolution Framework: The Case of Karachi District; and (6) District Structure for Financial Decision-Making. (Contains 2 boxes, 5 tables, 6 notes, and bibliography.) [This report was produced by UNESCO under USAID contract.] (ERIC).
Anmerkungen	US Agency for International Development. Information Center, Ronald Reagan Building, Washington, DC 20523-1000. Tel: 202-712-4800; Fax: 202-216-3524
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10