Schools and Schooling Practices in Pakistan


Book Description

Schools are places where culture is transmitted to the new generation. Culture is produced, reproduced and transformed in the process. Therefore, societies pay close attention to schooling experiences of their future generations. In Pakistani schools teaching and learning processes have long been criticized for their poor quality. This book presents research based evidence of 'good practice' in teaching and teacher education which on the one hand challenges the state of despair by offering a ray of hope in improving the quality of school education in Pakistan. On the other hand, these critical accounts of innovative practices, grounded in the reality of schools and classrooms in varied contexts, invite the readers to think about contexts and conditions that may need to be established for scaling up these and similar kind of reform efforts for improving teaching and teacher education practices for school improvement in Pakistan and similar settings elsewhere.




Educational Policies in Pakistan, Afghanistan, and Tajikistan


Book Description

In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are both symbolic of wider ranging cultural and political battles over morals, modernity, development, gender and the rule of law. Educational Policies in Pakistan, Afghanistan, and Tajikistan: Contested Terrain in the Twenty-First Century is about both the normative battles over the purpose of education, as well as about the structural impediments to providing instruction in those remote and challenging locations where it is attempted. The analytical frames in this collection come primarily from the social sciences and comparative education. Contributors examine education, policy, processes and structures in the broader socio-cultural, religious and economic context of three countries sharing somewhat similar colonial and post- colonial legacy and current uprising of extreme religious positions and a drive to social-cohesion.




Hope Or Despair?


Book Description

Hope or Despair? asks what promotes and what holds back student learning in Pakistan's government-sponsored primary schools. Using a national sample of schools, students, teachers, and supervisors, it shows how learning is affected by student background, teachers and teaching, school supervision, facilities, and innovation. It is the first book to use achievement tests based on the national curriculum to show influences on learning in the primary schools of an entire developing country. The study also explores why some students complete primary school and others do not. The overall quality of education in Pakistan's government primary schools is low, but student learning rises with the teacher's formal education and with certain teaching practices. Student social class, a strong influence on learning in the United States, makes little difference in Pakistan. Whether the teacher is male or female has no relationship to learning in science, but it does affect achievement in mathematics. Neither supervision nor school facilities are related to achievement. This unique study will be of great interest to those concerned with schooling effectiveness in developing countries as well as to economists, sociologists, and political scientists interested in human resources in those countries.







Early Childhood and Development Work


Book Description

This edited volume provides a critical account of the theories and policies that have informed work in the field of early childhood and explores how they have operated in practice. Underpinning the theoretical debates are the familiar tensions between global norms and local contexts; increasing inequality alongside economic progress, and the increasing prominence of business and the private sector in delivering aid programs. The authors offer a profound critique on an increasingly important topic and discuss alternative models of policy and practice.




Education Policies in Pakistan


Book Description

The book analyses the sociopolitical context to understand the processes of planning and implementing education policies. The major themes covered are vision and goals, universal primary education, literacy, female education, language issues, higher education, technical and vocational education, special education, religious and madrassah education, curricula and textbook, and teachers and teacher education. Each theme is tracked through policies set in motion from 1947 to 2009, when the last education policy was offered.




Educational Leadership in Pakistan


Book Description

This pioneering book on educational leadership brings together 14 studies undertaken by the researchers directly or indirectly related to AKU-IED in Pakistan. First of its kind, it will be of interest to a wide range of readers, including theoreticians, practitioners, researchers and policy makers in the area of educational leadership at school and university levels.







School Education in Pakistan


Book Description

This publication describes the key issues facing the school education system in Pakistan, highlights the challenges, and suggests some possible directions for reform---with a focus on two provinces: Sindh and Punjab. While average years of schooling in Pakistan have increased along with life expectancy and per capita income, inequality remains high and, by other education measures, the record remains dismal. Illiteracy is widespread and almost 23 million children aged 5–16 are not in school---a worrying statistic for a country whose current workforce is young, mostly unskilled, and poorly prepared for productive employment.




The USAID Pre-Service Teacher Education Program and Teacher Professionalization in Pakistan


Book Description

Since the establishment of Pakistan in 1947, the country has announced more than 15 education policy regimes directing the improvement of education. Each policy has been ambitious in its aims and critical of past failures. A common feature of all policies, plans, programs, and schemes, however, is that all of them have failed to achieve their objectives. Even programmes using international resources have been unsuccessful in significantly changing Pakistan's education sector. The country has been well-advised over the past decade by local, international and donor agencies regarding what is not.