Informing Policies, Reforming Practices
Informing Policies, Reforming Practices
Informing Policies, Reforming Practices
Informing Policies, Reforming Practices.
This report presents the inception framework for the B-TAG programme supporting education reforms in Punjab and Khyber Pakhtunkhwa. It identifies key challenges affecting access, quality, teacher development, governance, and learning outcomes.
Pakistan is passing through a phase of rapid transformation. There are profound changes taking place in social, economic and political spheres. The ongoing social change, concerns for equitable development, political economy of reforms, changing patterns of trade and markets, and dynamics of the interface between corporate actors and governance apparatus have thrown up great challenges.
The elementary CPD model focuses on self-study, online forums, classroom observations, and subject-based communities to improve pedagogy. A pilot training of 1,380 teachers included monthly self-assessments, forums, and feedback. The initiative aims to enhance teacher effectiveness and scale up nationally.
The manual outlines coaching and mentoring skills for school leaders, emphasizing adult learning, change management, and reflective practice. It provides structured training modules, case studies, and tools to build coaching competencies and foster effective school improvement.
The PEGE model strengthens parental engagement through structured tehsil and district-level groups, fostering advocacy and community participation. It builds capacity and creates inclusive forums to amplify parental voice, improve decision-making, and support education reforms across Punjab.
The PEGE model strengthens parental engagement through elected councils at tehsil and district levels, enabling advocacy, school oversight, and policy influence. It addresses past gaps in scope, resources, and vertical integration by building council capacity and fostering structured community participation.
Parental engagement in Punjab is hindered by resource constraints, societal norms, and limited awareness, reducing participation in school councils. Gaps in training, transparency, and inclusion of mothers and marginalized groups persist. Recommendations focus on electoral transparency, capacity building, and community outreach to improve engagement.
Parental engagement in KP is constrained by limited resources, societal norms, and insufficient training, especially impacting women's participation and representation. Recommendations include strengthening training, fostering transparency, and enhancing collaboration between authorities and parents to improve child development outcomes.
