Teaching and Learning
8.1. APPROACHING TEACHERS REFORMS 8.2. MOTIVATION OF TEACHERS 8.3. PRE-SERVICE TEACHER EDUCATION 8.4. APPROACH TO PRE-SERVICE TEACHER EDUCATION 8.5. PROFESSIONAL DEVELOPMENT 8.6. TEACHER AVAILABILITY 8.7. PROGRAM MATRIX - EFFECTIVE TEACHERS 8.9. Implementaion MATRIX 8.10. Result MATRIX
8. Teaching and Learning
Teaching in the classroom is ineffective. Factors of motivation and competence both play a role. Evidence shows that most teachers have neither the content knowledge40 required of the curriculum nor the pedagogy to help the child develop critical-analytical ability. Issues in the learning design notwithstanding there can be no complacency on the current state of affairs of the teachers.
Approaching Teachers Reforms
8.1. Approaching Teachers Reforms
Reform of the teaching force uses a basic premise: teachers are employees of an organisation and not independent actors. Consequently, the weaknesses of teachers cannot simply be seen as shortcomings of individual professionals. Their effectiveness reflects the product of the organisation that employs them: the Secondary Education Department and its Directorate of Education.
The term effectiveness has been used instead of performance to identify the process seen in the classroom and its result. Effectiveness, as used here, reflects the assumption that the teaching and learning in the classroom does not result from teachers’ own competence (or lack of it) alone. A number of variables combine to produce the end product.
Effectiveness of teaching depends on two primary factors: teacher availability and their performance in the classroom, neither of which is independent of the larger organisational issues. For the purpose of the Sector Plan, both have been treated as separate variables with some overlap.
Figure 8-1 Figure Approaching Teachers Reforms
40 Source: Balochistan Basic Education Program A Study on Teacher Competency Profiling for Primary and Middle School Teachers in Balochistan, UNICEF 2018.
Challenges
8.1.1. Challenges
Figure 8-1 above delineates the various components of the challenges in teacher effectiveness and their causes. Motivation has been treated as a product of the following41:
i. Expectations and competence of supervisors
ii. Chances of self-actualization
iii. Pay scales
iv. Inclusion
v. Work conditions
vi. Effective grievance redressal mechanisms
Competence of the teaching force has been treated as a combination of the quality of pre-service teacher education, the ability of the recruitment processes to filter in the best and the effectiveness of professional development of teachers already employed. The sector analysis, based on studies conducted and classroom observations, concluded that teacher ability has the following main reasons:
i. Pre-service teacher education is weak
ii. Despite improvements, there are gaps in teacher recruitment processes
iii. Professional development is not as per needs and therefore has a low impact
Teacher availability has been defined in three dimensions:
i. Teachers with relevant qualifications available in the teaching workforce
ii. Teachers with relevant competence available and deployed in all schools (across regions and genders)
iii. Teachers available in the requisite ratio to students in all schools
The approach acknowledges the challenges of getting quality teachers in right number in the short to medium term (Figure 8-2) as the higher the qualification required the fewer are the numbers available in the market.
Figure 8-2 Challenges of getting quality teachers in right numbers
41 Technically, the list can be longer. The Plan picks up the most obvious ones evinced during sector analysis.
view of the above the overall goal of teachers’ reforms is as follows:
To ensure the provision of the required number of teachers having knowledge, skills and dispositions for implementation of student-centered teaching and learning.’
Motivation of teachers
8.2. Motivation of teachers
Teacher’s low morale, primarily, emanates from organisational conditions that prevail. The situation on ground shows that teacher motivation is low. Some of the causes are as follows:
Challenges
8.2.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to teacher motivation:
Unrealistic expectations and approach of supervisors: Most supervisors that include headteachers, where they are available, do not provide adequate support to teachers. Also, more critically, they view teacher performance simply as ‘completion’ of course. Learning by children is not a concern. This forces even the better teachers in the system to speed up course completion at the cost of learning.
Poor working conditions: Almost 80% of the primary schools in Balochistan have multiple grades. More than 50% have a single teacher. On the other hand, course length, curriculum and textbooks have been designed for a monograde situation. This is the single largest operational condition that contributes to poor performance. Unfortunately, the primary reason for single teacher schools is weak deployment with heavier than required presence in many schools, and only, a single teacher in other ones. Other factors like the absence of basic facilities in schools also have an impact. In case of females, an additional factor is non-availability of daycare centers.
Lack of self-actualization opportunities: Teachers do not have performance rewarding promotional structures or other avenues for professional progress where they can see that their ability is being recognised and utilised.
Pay scales: Overall pay scales of teachers have improved and as compared to private schools pays of public sector teachers are a multiple of the former. However, an anomaly exists at the primary level. Pay scales of primary school teachers are much lower than their colleagues in the post-primary levels. This creates additional issues of morale and motivation for primary school teachers42. More critically, the personnel attracted to the system remains of poorer quality due to lack of incentives.
Non-Inclusion: Decision-making culture is very hierarchical, and teachers are not included in decisions that directly impact them. They have no say in textbooks, examinations, school conditions, decisions impacting their careers and other critical areas that that have direct bearings on their work. This non-inclusion not only prevents improvements of systems but also affects morale and performance.
Absence of grievance redressal: There are 43,600 appointed teachers, but they do not have recourse to easily available decentralised options for grievance redressal. Resultantly they opt for either internal connections, bribery or external political support. This further lowers motivation. However, this matter has been elaborated in the chapter on Governance and Management and relevant strategy provided.
42 Anecdotes were quoted of primary school teachers working odd jobs to make ends meet.
Sub-goal for motivation of teachers is that ‘Teachers are motivated to work as per professional requirements.’
Strategies for Motivation of Teachers
8.2.2. Strategies for Motivation of Teachers:
1. Head-teachers and supervisors will be trained in mentoring and support functions
Training of supervisors before being posted against these positions and on a continuous basis later will be undertaken. These trainings will include capacity building to provide academic support and to mentor teachers.
2. Career structures and promotion aspects of teachers will be reviewed and revised to enhance options of career progression
The whole career structure of teachers will be revised in view of the specialised needs of the cadre that includes nearly 43,600 appointed teachers and will continue to expand. This strategy will be subsumed within the overall career planning recommendation in the chapter on Governance and Management.
3. Pay scales requirements for primary teachers will be reviewed and upgraded
Treatment of primary teachers as lesser professionals will change. They form the basis of all learning, and much better quality professionals will be attracted to this level than at present. Pay scales for primary school teachers will be reviewed to not only attract better quality professionals but also to keep them motivated to their work.
4. Teachers’ feedback in policy decisions on career structures, transfers and postings etc. will be institutionalised
A process to include a representative voice of teachers for feedback into these policies will be introduced. The system will be institutionalised and the feedback documented for use.
5. Work condition of schools for issues relevant to teachers including the provision of basic facilities will be assessed and addressed
There will be a comprehensive analysis of the work conditions of teachers. As a starting point, details of these conditions and their impact on teachers will be assessed and documented. The next step will be a remedial plan.
6. Facilities of daycare centres will be set up for female teachers
Details of the facilities will be decided at the local level. Initially, these facilities will be provided in Secondary and Higher Secondary schools.
7. Single teacher primary schools will be reduced
Initially, there will be a reduction of single school teachers. The process will start with better deployment of teachers available to rationalise postings in schools with single and two teachers. Recruitment will be a later step once postings have been rationalised.
8. Regular feedback will be obtained from teachers and headteachers on textbooks, curriculum, assessments, school conditions and student needs for system improvement.
A systemic process for their feedback will be incorporated into the system not only to improve the quality of inputs but also the recognition of teachers and headteachers as professionals with a stake and say in the system.
Pre-Service Teacher Education
8.3. Pre-Service Teacher Education
Pre-service teacher education was labelled as the ‘weakest link’ in the previous Sector Plan. It continues to have poor quality in both the public and private sectors. Education degrees are available in all universities in Balochistan (except two) and 17 Colleges of Elementary Education managed by the Secondary Education Department (SED) through the Bureau of Curriculum and Extension Centre (BOC&EC). These colleges house the majority of pre-service teacher education students. Despite a shift from a nine-months certification to two-year course since 2010-11 these colleges have not seen a major change in their capacity. This impacts the quality of teaching and learning in these institutions. Eventually, as per the requirements of the National Education Policy 2009 and BESP 2013-18, Associate Diploma of Education (ADE) was to be phased out and replaced with the four-year B.Ed programme. As this is implemented, capacity issues will be tested further as the programmes are upgraded.
There has been a major shift in the qualifications available for teacher education, until 2010-11 primary and middle-level teachers could qualify for primary teacher certification and certificate of teaching, and be eligible. Additionally, a one year Bachelor of Education (B.Ed) program option was also available for graduate students. Later a different set of degree programs were introduced, first the Associate Diploma of Education (ADE) and the second a 4-year B.Ed. Colleges of elementary education have transitioned to ADE courses while some of the universities also offer 4 year B.Ed. Despite these changes, quality issues remain, although there is a consensus that these courses are better than the certification and their graduates have more competence.
Challenges
8.3.1. Challenges:
Pre-service teacher education suffers from issues of quality and adjustment to the realities of Balochistan. The following challenges were identified in the Education Sector Analysis with reference to pre-service teacher education:
Weak capacity of elementary colleges: The previous Sector Plan had recommended development of faculty of elementary colleges. This had been necessitated by the change in pre-service teacher education from nine-month certification programs to degrees spanning to two to four years. The same faculty could not continue. However, there has been no shift. The same set of faculty continues to teach in these colleges. With some exceptions, most are not qualified to teach these degree programs. Resultantly learning remains poor and mostly based on theory. The element of practicum is weakly implemented. Without up-gradation of qualification of faculty not only will these colleges be unable to effectively teach the two-year program but also fail to transit to the four-year B.Ed. The latter being the eventual target. In addition to gaps in faculty, there are two other problems that impact the low quality of education provided by these colleges:
I. Bureau of curriculum and extension center does not have any clear quality management process for control of these colleges.
II. The National Accreditation Council for Teacher Education (NACTE) administers teacher education standards developed in 2009. NACTE accredits Institutions of pre-service teacher education. So far, only one out of the 17 elementary colleges has successfully completed being accredited by the council.
III. Part of the reason for non-accreditation of elementary colleges has been a passive approach to pre-service teacher education. The Secondary Education Department (SED) and the Bureau of Curriculum and Extension Centre (BOC&EC) have not actively pursued NACTE for assistance in implementing teacher education standards in Balochistan. Consultations with the Directorate of Education (Schools) revealed the Directorate never provided any feedback on requirements of teachers in terms of quality through a regular internal exercise.
IV. Similarly, the provincial government has not pursued issues of pre-service teacher education with the higher education Commission. The latter is responsible for curriculum and quality control in higher education. Also, NACTE is a body within HEC. Any changes in curriculum needed by Balochistan to meet its requirement will have to be undertaken by HEC. In the absence of a formal coordination mechanism, there is no feedback by the provincial government to HEC on its needs.
The challenge of continuation with COVID 19: COVID 19 has also stopped pre-service teacher education in the elementary colleges and even the universities. That is the first of the problems. Secondly, pre-service teacher education will also have to adjust its courses to create awareness on the pandemic and train them on potential teaching approaches to teaching in the pandemic.
Approach to Pre-Service Teacher Education
8.4. Approach to Pre-Service Teacher Education:
In view of the above problems the Sector Plan proposes abolishment of pre-service teacher education in the Government Colleges of Elementary Education (GCEEs) and rely exclusively on the universities and the induction training provided to all new recruits. GCEEs will be used for in-service training only. SED recruit graduates from the universities and colleges managed by the Department of Higher Education that will provide pre-service teacher education for the supply of adequately trained teachers from next year.
Sub-goal of pre-service teacher education is as follow:
‘An academically sound pre-service teacher education system that produces quality graduates.’
Strategies for Pre-Service Teacher Education
8.4.1. Strategies for Pre-Service Teacher Education:
1. Coordination and feedback mechanism will be established between the DOE(S) and providers of pre-service teachers education to identify needs
The policy and implementation levels of SED and Directorate of Education (Schools) will play their role as the largest client of pre-service teacher education institutions. A formal, documented process will be designed to enhance coordination and systemic feedback to continue to improve the quality of pre-service teacher education that meets the needs on the ground.
2. Formal feedback mechanism for HEC will be developed on issues of Pre-service Teacher Education with the help of the universities and colleges offering education degrees
Similar to pre-service teacher education institutions, SED has a stake in the work of Higher Education Commission (HEC) as the latter is responsible for standards and curricula in pre-service teacher education. Many changes will not be possible without the involvement of the HEC in the feedback mechanism. Again a formal, documented process will be designed to enhance coordination and systemic feedback to continue to improve the quality of pre-service teacher education that meets the needs on the ground.
3. Operational standards (input, processes) will be developed in coordination with universities and colleges offering education degrees to ensure implementation of overall standards set by NACTE
There has been a near-complete disconnect between standards for teacher education set by NACTE and the priorities of SED. Teacher education needs to be included as part of the overall standards regime that is being proposed to be developed on ground. Operational level standards for inputs and processes of pre-service teacher education will have to be prepared, notified and implemented to ensure that the overall standards of NACTE are met.
4. Pre-service teacher training approaches will be reviewed to ensure continuity in the pandemic through ICT approaches in coordination with the universities and colleges offering education degrees
All colleges and universities will continue teaching their courses. This will be done through the development of video-based lectures and online assignments and SED will assist if required.
5. Syllabi of pre-service teacher education will be reviewed in consultation with the Higher Education Commission and the universities and colleges offering education degrees to introduce courses on education in pandemics like COVID 19
While the time span of the pandemic cannot be predicted at least the students in their final year, need to be prepared teaching during the threat. These will be specialised courses prepared in consultation with international development partners (using global experience and practices), the universities and colleges offering education degrees and the Higher Education Commission (HEC).
Professional Development
8.5. Professional Development
Professional Development processes had historically been based on discrete projects supported by international development partners. While these projects undertook a need analysis, within the area they targeted, an overall assessment of needs was never undertaken. The last Sector Plan had recommended a teacher competencies baseline study to identify needs for a comprehensive professional development program. Later the capacity development plans prepared in 2014 had recommended expanding the scope of professional development to mentoring, monitoring and academic support from supervisors, peer learning and others. In-service, teacher training was considered a sub-set of CPD. However, while the new in-service teacher training program has removed many of the deficits of the previous regime, many issues continue and CPD as a whole remains weak with the perception that its impact is low43.
Challenges
8.5.1. Challenges:
Following are the main challenges of weak professional development:
Non-Involvement of DOE(S): Directorate of Education (Schools) employs teachers. It needs to ensure ongoing improvements in capacity of its teachers. The recognition does not exist. Resultantly, training remains supply-driven. For example, new pedagogies learnt by students cannot be applied in the classroom because the supervisors (including headteachers) do not
43 CPD has only recently started, and it will be some time before a follow-up baseline study has conducted the perceptions and feedback from professionals concluded that it needs to be strengthened much for to be effective.
recognise the value addition of trainings. Resultantly, the trainings are left outside the classrooms.
Limited comprehension of CPD: CPD continues to be seen as a function of PITE led in-service teacher training only. Roles of headteachers, peers and supervisors remain unrecognised. Resultantly, with the exception of informal efforts by individuals, professional development outside the in-service teacher training has remained unaddressed.
Weak capacity of PITE: Capacity of PITE as the provider of in-service teacher education is weak. Many of the individuals posted in PITE are working teachers and have not been selected on the basis of any filtration process. The organisation has no trainings for the transition of these professionals into their new role. In 2014, along with other organisations, a capacity development plan was prepared for PITE also. It has not been implemented. The prevalent ad-hoc approach to human resource management in PITE, engages teachers as trainers, without any specialised induction process.
Low incentive for training: Teachers do not have any major motivation for trainings as this is not linked to their career. Unless these trainings are linked with some incentive, especially, promotions teachers will not take them seriously.
Teacher training and awareness on COVID 19 and education: Innovative schooling approaches to education due to the COVID 19 threat cannot be implemented without, communication with and, awareness of teachers. With the health risks involve even these awareness and training sessions cannot be undertaken within the standard format of clusters. Innovation will be required in teacher trainings and awareness on COVID 19.
Sub-goal of continuous professional development of teachers is as follows:
‘A well-established continuous professional development process for teachers performing effectively.’
Strategies for Continuous Professional Development of Teachers
8.5.2. Strategies for Continuous Professional Development of Teachers:
1. Formal role of DOE(S) in teacher professional development will be introduced
The initiative for human resource development, including teachers, will be shifted to the Directorate of Education (Schools). They will be responsible for identification of needs in coordination with PITE, support for trainings provided and for follow up and implementation in the classroom. Specific rules will be notified to ensure that the demand for professional development needs comes from DOE(S) and terms of reference for coordination between the Directorate and PITE are clearly documented.
2. Current professional development program for teachers will be reviewed for expansion
The ongoing program for CPD will be expanded into other subjects and also for teachers in the post-primary and post middle levels.
3. CPD plan will prioritise training of teachers on child/learner friendly approaches
In addition to subject-related trainings all CPD exercises will contain elements of child-friendliness that reduce the current classroom hierarchy, eliminate corporal punishment and enhance a more interactive classroom environment.
4. Peer learning processes will be institutionalised
The system also needs to recognise the importance of peer learning. There are no processes in place to encourage them. This will have to be institutionalised as a mandatory exercise at the school and cluster levels with follow ups to oversee regular processes and impact.
5. Headteachers will be trained in teacher evaluations
Headteachers have no training in management. Among other competencies trainings programs for headteachers will include comprehension of objectives and importance of evaluations as tools for professional development.
6. Capacity of Provincial Institute of Teacher Education will be developed
Similar to BOC&EC the starting point has to be the capacity development plan prepared in 2014. It will be reviewed in the light of changes introduced and any other improvements. The revised plan will then be implemented in a phased manner. This will include capacity development of Government Colleges of Elementary Education recently transferred to PITE as these will be performing the function of in-service teacher education.
7. CPD will be linked to teachers’ promotion
Teachers’ promotions, among other factors, will be linked to participation and performance in the training components of CPD.
8. Emergency Teacher Awareness and Training on COVID 19 through ICT and other means
A process and program will be designed to contact teachers on creating their awareness on COVID 19 and the approaches for continuing schooling in the emergency. A communication process will be developed using ICT options of videos delivered through the internet on email addresses and mobiles as well as using air space on television to communicate with teachers. Alternate methods of face to face sessions will be used only as the situation improves and under the advice of health specialists for precautions.
Teacher Availability
8.6. Teacher Availability Most districts, and schools, have a shortage of teachers. There is a dearth of science, mathematics and language teachers. Despite some work on monitoring, about 20% of teacher absenteeism continues44. Additional duties assigned also contribute as does natural attrition and failure to prepare for replacements on time. A number of reasons have caused the shortfall. The primary long-term cause has been an absence of planning. It has been detailed below and can be considered the most critical long-term cause. However, there are more immediate causes that can be seen as symptomatic of absence of planning but will need to be remedied even as eventually a long-term plan is prepared and implemented. In addition to availability in numbers, the processes to ensure selection of quality teachers also matter. The key is the availability of teachers with requisite qualification and competence.
8.6.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to teacher availability:
44 Source: Data from three years’ work of Real Time School Monitoring set up.
District visits and other data showed serious gaps of teacher availability on multiple counts. Teacher shortage is in the following forms:
Sub-goal is to ‘Ensure availability of quality teachers for all institutions’.
Strategies for ensuring Teachers Availability
8.6.2. Strategies for ensuring Teachers Availability:
1. A long term teacher recruitment plan will be prepared and implemented based on current and future needs
A long term plan will be developed based on the existing one, based on the need for demand and supply including the limitations – at least in short to medium term- in certain districts and rural areas. The Plan will be developed comprehensively, clearly, outlining the basis for the analysis and expectations for the next 20 years. It will look at both supply and demand-side situations and possibilities across the more developed and less developed regions and gender.
2. Science, mathematics, IT and language teachers, especially, for females will be hired for post-primary classes as a priority
A sub-set, fast track plan, of the overall recruitment planning will be developed to enable an increase in supply of science, mathematics and language teachers. The increased supply will lead to better availability and easier deployment in rural and girls’ schools. The challenge for female schools may need to be met with more innovative and flexible options, including short term contracts and age relaxation for recruitment of teachers in the local areas.
3. Alternate options to use of teachers on additional duties will be explored
SED will prioritise the presence of the teacher in the classroom over additional duties outside schools at the expense of teaching and learning. Clear and predictable plans and options will be developed. These will include organising activities in summer and winter vacations. Alternatively, where this cannot be possible other options of HR will be explored and utilised45.
4. The recruitment testing process will be reviewed for improvements
The Department will review the quality and relevance of the tests and engage with the third party testing body to ensure that the tests meet its needs.
5. Recruitment rules will be reviewed to ensure better qualifications
The principle followed in the new recruitment rules will be to provide maximum advantage to candidates with B.Ed. In the case of post-primary it will be mandatory, unless there is absolutely no option available and in primary the first choice.
45 For problems created by posting of teachers in managerial positions, a separate management cadre has been recommended in the chapter on “Governance and Management”.
6. Induction training will be introduced for all new recruits
Till the pre-service teacher education system becomes more robust and can produce a requisite number of professionals of good quality, all new recruits will be undertaken through an induction training. These will include both with a specialised pre-service teacher education qualification and those without (the latter being in areas where professionals with specialised degrees are not available)
PROGRAM MATRIX - EFFECTIVE TEACHERS
Table 8-1 Program Matrix - Effective Teachers
|
Program –
Learning |
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Goal of
Learning : Learners
are proficient in reading and numeracy, develop analytical skills and are
prepared for life and livelihood |
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Program
2: Effective Teachers |
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Overall Goal
2. To
ensure the provision of required number of teachers having knowledge, skills
and dispositions for implementation of student centered teaching and learning |
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|
Sub- Program |
Sub-Goal |
Strategies |
Activities |
Targets |
|
2.1 Motivation of Teachers |
2.1. Teachers are
motivated to work as per professional requirements |
2.1.1 Train head teachers
and supervisors in mentoring and support functions. |
I. Prepare a plan for
training of head teachers and other supervisors on mentoring and support through
PITE |
Head teachers and other
supervisors trained on mentoring and support functions |
|
II. Implement the Plan
phase wise |
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|
|
2.1.2 Review career
structures and promotion aspects of teachers to enhance options of career
progression. |
I. Review the career and
promotion structures of teachers to encourage professionalism |
Career and promotion
structures revised |
|
|
II. Revise the career and
promotion structures |
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III.
Notify the new career and promotion structures |
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|
|
|
2.1.3 Upgrade the pay
scales requirements for primary teachers |
I. Review the pay scales
of primary teachers to attract better quality human resource |
Better quality primary
teachers recruited |
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II. Develop a long term
plan to recruit more qualified teachers for primary |
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III. Implement the plan
phase wise |
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|
|
2.1.4 Ensure teachers’
feedback in policy decisions on career structures, transfers and postings
etc. |
I. Develop mechanisms for
feedback from teachers on policies related to them. |
Teachers’ feedback in
policy changes ensured |
|
II. Before changes in
major terms and conditions of service take feedback from a representative set
of teachers (through surveys or FGDs). |
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III. Revise existing rules to make this feedback
mandatory |
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2.1.5 Assess work
condition of schools for issues relevant to teachers including provision of
basic facilities and prepare and implement a remedial plan |
I. Assess work condition
of schools for issues relevant to teachers including provision of basic
facilities |
Teachers’ work conditions
improved |
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II. Prepare a remedial
plan |
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III. Implement the plan |
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|
2.1.6 Set up facilities of
day care centres for female teachers |
I. Identify needs and
feasibility of establishing day care centres in Schools |
Facilities of day care
centre set up in secondary and higher secondary schools |
|
II. Prepare plans for
establishment of day care centres in Secondary and Higher Secondary schools |
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III. Implement the plan in
a phased manner |
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2.1.7 Prioritise reduction
of Single Teacher primary schools |
I.
Prepare a plan to reduce single teacher schools at primary level |
Single Teacher primary schools reduced |
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II. Collate the local
plans and prepare provincial plan |
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III. Implement the plan
phase wise |
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2.1.8 Involve teachers and
head teachers in regular feedback on textbooks, curriculum, assessments,
school conditions and student needs and utilise the feedback on system
improvement. |
I. Develop mechanisms for
feedback from teachers on textbooks, curriculum, assessments, school
conditions and student needs. |
Teacher feedback
incorporated in review of learning inputs and policies of student welfare |
|
II. Revise existing rules
to make this feedback mandatory |
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III. Document the feedback
and use in systemic improvements in learning inputs and students |
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|
2.2 Pre-Service Teacher Education |
2.2. An academically sound
pre-service teacher education system that produces quality graduates |
2.2.1 Institute a
coordination and feedback mechanism between the DOE(S) and providers of pre
service teachers education to identify needs: |
I. Engage with pre-service
teacher education institutions, including, elementary colleges and universities to agree on a feedback
mechanism |
Institutionalised feedback
to pre- service teacher education institutions |
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II. Based on the agreement
notify the feedback mechanism that includes inputs from teachers |
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III. Provide annual
feedback through the institutionalised mechanism |
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2.2.2 Develop formal
feedback mechanism for HEC on issues of Pre
service Teacher Education with the help of the universities and
colleges offering education degrees |
I. Engage with Higher
Education Commission to agree on a feedback and engagement process on
pre-service teacher education between SED, universities in Balochistan and
HEC. |
Regular feedback to, and
engagement with HEC, on pre- service teacher education |
|
II. Develop and sign an
agreement accordingly |
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III. Undertake regular
feedback and engagement with HEC |
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2.2.3 Develop operational
standards (input, processes) in coordination with universities and colleges
offering education degrees to ensure overall standards set by NACTE are effectively implemented |
I. Document gaps in the
current standards regime in view of NACTE needs |
Revised standards for
pre-service teacher education based on NACTE needs |
|
II. Develop inputs and
process standards for teacher pre-service teacher education institutions at
input and process level |
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III. Implement the
standards |
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|
2.2.4 Review pre-service
teacher training approaches to ensure continuity in the pandemic through ICT
approaches in coordination with the universities and colleges offering
education degrees |
I. Include ICT based
education approaches in coordination with the universities and colleges
offering education degrees in the pre service teacher training |
ICT based education
included in the pre service teacher training |
|
|
|
2.2.5 Review syllabi of
pre- service teacher education in consultation with Higher Education
Commission and the universities and colleges offering education degrees to
introduce courses on education in pandemics like COVID 19 |
I. Initiate consultation
with HEC,the universities and colleges offering education degrees and
development partners to include courses on education in pandemics like COVID |
Courses on education in
pandemics like COVID 19 introduced
in the pre service teacher education |
|
II. Prepare specialised
course material on education in pandemics |
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2.3. A well- established |
|
I. Develop a formal coordination mechanism between PITE and DOE(S)
that identifies their |
Directorate of Education (Schools) |
|
2.3 Continuous Professional Development |
continuous professional development process for
teachers performing effectively. |
2.3.1 Introduce a formal
role of DOE(S) in
teacher professional development |
respective roles in teacher professional development |
capacitated to take responsibility for teachers’
professional development |
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II. Identify additional
professional development responsibilities of DOE(S) beyond teacher training |
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III. Notify the changes in
official rules. |
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2.3.2 Review and expand
the current professional development program for teachers |
I. Review the current CPD
for improvements through
consultations between DOE(S) and PITE |
Revamped CPD owned by
DOE(S) is implemented. |
|
|
II. Prepare a revised plan
jointly signed off by DOE(S) and PITE |
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III. Implement the plan
phase wise |
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|
2.3.3 Prioritise training
of teachers on child/learner friendly approaches in the CPD Plan |
I. Prepare training
material on child/learner friendly approaches |
Teachers are trained on
child/learner friendly approaches |
|
II. Integrate aspects of
child/learner friendly approaches into teachers regular training under CPD
model |
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III. Training of all
teachers on child/learner friendly approaches |
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2.3.4 Encourage and
Institutionalise peer learning processes |
I. Develop guidelines for
head teachers and other
supervisors to organise peer learning sessions based on local needs |
Regular and organised peer
learning sessions in schools and at cluster levels |
|
II. Review the guidelines
in consultation with teachers |
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III. Notify, implement and
monitor guidelines for peer learning sessions |
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2.3.5 Train head teachers
in teacher evaluations |
I. Undertake training
needs assessments |
Head teachers trained in
teacher evaluations |
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II. Develop a training
plan |
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III. Implement the plan
phase wise |
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2.3.6 Develop Capacity of Provincial Institute of
Teacher Education |
I. Review the existing
capacity development plan for PITE |
Capacity of PITE enhanced |
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II. Prepare a revised plan |
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III. Implement the
capacity development plan |
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I. Develop rules for
linking CPD to promotions |
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2.3.7 CPD will be linked
to teachers’ promotion |
II. Approve Rules |
CPD linked to
promotion |
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2.3.8 Conduct emergency Teacher awareness and
training on COVID 19 through ICT and other means |
I Prepare awareness
session and training program on COVID 19 though ICT and other medium |
Teachers informed on COVID
19 and necessary response to it |
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II. Conduct awareness
sessions and trainings on COVID 19 |
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2.4 Teacher Availability |
2.4. Ensure availability
of quality teachers for all institutions |
2.4.1 Prepare a long term
teacher recruitment plan based on current and future needs. |
I. Assess and identify;
teacher needs for the next 20 years, supply side constraints and include
expansion of supply of quality teachers over time, and limitations of
recruitment of quality teachers at the local level |
Teacher recruitment as per
needs |
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II. Develop a long term
plan for teacher recruitment |
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III. Ensure timely
implementation of recruitment in a phased mannered |
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2.4.2 Prioritise
development and recruitment of science, mathematics, IT and language
teachers, especially, for females for post primary classes as a priority |
I. Identify minimum needs
for science, mathematics and language teachers for rural female schools |
Number of female teachers
of science, mathematics and languages increased |
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II. Negotiate with
Pre-service teacher education institutions to expand specialised programs for
science, mathematics and languages |
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III. Provide scholarships
to females from rural areas to participate in these programs |
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2.4.3 Engage with the
government in identifying alternate options to use of teachers on additional
duties |
I. Set up a committee with
S&GAD to review the impact of additional duties on teacher effectiveness
and prepare alternative plans |
Professional and
transparent human resource management |
|
II. Prepare a plan for
additional duties to ensure children do not suffer in term of teaching time |
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III. Implement the plan |
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2.4.4 Review the recruitment
testing process for improvements |
I. Review
the current testing processes and tools in consultation with the testing body |
Recruitment
testing process improved |
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II. Propose changes |
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III. Implement the changes
in the tools and processes |
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2.4.5 Review the
recruitment rules to encourage better qualifications |
I. Form a committee to
review recruitment rules to include advantages for better qualified personnel |
Recruitment rules revised
to encourage better qualified personnel |
|
II. Revise recruitment
rules |
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III. Notify revised rules |
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2.4.6 Introduce Induction
training for all new recruits |
I. Prepare rules for
induction trainings |
Induction trainings
introduced for new recruits |
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II. Develop induction
trainings |
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III. Implement the trainings |
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