Honorable Teachers are

Champions of Change

Dr. Allah Bakhsh Malik PhD

UNESCO Confucius Laureate

July 19, 2018

Pak Turk Schools
Introduction
 Role of Teachers in Biblical revelations

 Islamic Tradition

 Jinnah on Education

 Erudition of Teachers in civilized Societies

 Difference between developed and developing countries –

World Development Report
Rwanda – Congo – Antwerp - Helsinki

 Teachers as experienced practitioners

Knowledge Management

 Futures empires – empires of mind

 Solid foundations – Alexander and Socrates
 Solid foundations – City State of Medina
 Solid foundations – South Korea,
Singapore, Germany, USA, UK
 Civilized people care about knowledge
Pakistan and South Korea
 Champions of change and transformation
 Teacher as Leader

• Teachers as leaders and mentors

• Teachers and QAED

• Qualified and satisfied teachers

• Education is a continuous and lifelong learning

process

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 Article 25 – A of Constitution

Right to education.—The State shall

provide free and compulsory
education to all children of the age
of five to sixteen years in such
manner as may be determined by
law

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 MDGs & SDG 4

Ensure inclusive and equitable

quality education and promote
lifelong learning opportunities
for all

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 SDG 4

Achieving inclusive and equitable

quality education for all will require
increasing efforts, for vulnerable
populations, including persons with
disabilities, indigenous people,
refugee children and poor children in
rural areas.

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 SDG 4
1. 2 in 3 children worldwide participated in pre-
primary or primary education in the year prior to
official entry age for primary school
2. 263 million children and youth were out of
school, including 61 million children of primary
school age. Sub-Saharan Africa and Southern
Asia account for over 70 per cent secondary
education.
3. In LDCs, the ratio was only 4 in 10.
4. Situation in Pakistan is not different

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 SDG 4

Despite considerable gains in education

enrolment over the past 15 years, adjusted
net enrolment rates were 91 per cent for
primary education, 84 per cent for lower
secondary education and 63 per cent for
upper secondary education

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 SDG 4
1. Equity issues constitute a major challenge in
education
2. Pakistan has one of the largest equity-based
system around the globe
3. Urban children scored higher in reading than
rural children.

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 SDG 4
1. Lack of trained teachers and poor condition
of schools jeopardizing prospects for quality
education for all
2. Teacher Training Institutes
3. Core content knowledge and pedagogy

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 Education in Pakistan
A. Education System of Pakistan is based on unequal
lines. Medium of Education is different in both Public
and Private Schools
B. Curriculum and system of education is entirely
different
C. No uniformity in the Education System of Pakistan;
creates disparity among people that divides into
segments.
D. Poverty is another reason; restricts parents to send
children to Public or Private Schools
E. Preference sending their children to Madrassas;
Education is free.

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 Education in Pakistan
1. Regional Disparity is another main issue
2. Schools in Baluchistan are not that advanced
or trained to cater the current changes
taking place in the Education System around
the world.
3. FATA literacy rate is 29.5% in Males and 3%
in Females

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 Education in Pakistan
1) Lack of Awareness or guidance is a major
issue prevailing due to Low Literacy Rate.
2) Parents are not qualified to guide children
3) Assessment & Examination to evaluate
student learning but unfortunately the
Examinations test memory of students
4) Secure Understanding is major issue

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 Education in Pakistan
1. Teachers, indeed, anchor the education system.
2. Qualification, experience, training and aptitude
act as a catalyst to provide refined future of the
nation
3. Student learning, motivation, examination
success rate, enrollment rate and the dropout
rate depend on the quality of the teacher.
Some of the teachers hired by private and
public schools are not highly qualified.
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 Education in Pakistan
1. Factors hindering enrolment rate of girls in
school include poverty ,cultural constraints ,
illiteracy of parents and concern of parents
regarding their safety and mobility.
2. Enrolment of rural girls is 45% lower than
that of urban girls; while for boys the
difference is 10% only, which shows that
gender gap is an important factor.

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 Education in Pakistan
1. Economic cost of private schools is higher
than that of public or government schools
but they are located in richer settlement
areas only.
2. Paradox is that private schools are better in
providing quality education but not
everywhere
3. Government school ensure equitable access
but do not provide quality education.

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 Education in Pakistan
1. Pakistan engagement in war against
terrorism affected promotion of literacy
program
2. Militants targeted schools and students,
several educational institutions were blown
up and teachers and students were killed
3. Sufficient attention has not been paid to the
technical and vocational education.

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 Education in Pakistan
Pakistan spends approximately 2.5% of
GDP on Education. At National Level , 89%
education expenditure comprises of
current expenditure such as teachers
salaries - 11% comprise of development
expenditure; is inadequate to raise quality
education.

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 National Education Policy
1. Implementation of national education policy
2. Uniform curriculum in their educational
institutions
3. Provide equal opportunity to the students of rural
areas to acquire quality education

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Conclusion

Ensure Access, equity, quality and

governance in education through
Teachers – The Champions of Change
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Thanks for your undivided attention

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