Increasing the Angle of Educational Reform in Pakistan through Professional Development

Abstract

This paper documents the development of a "grassroots" teacher professional development model from Pakistan and region designed around three critical aspects: (a) the impact on classroom teaching and learning, (b) the provision for capacity building, and (c) a mechanism for ongoing support and sustainability. The development and evolution of the innovation is presented in terms of three stages designed to increase the angle of educational reform through total school improvement. The implications of the model as a promising prototype are discussed in relation to the wider professional development needs of teachers in the developing world.

Language Reading and Its Implications on Learners’ Pronunciation: a Case Study of a Pakistani school in Oman

“…In Pakistani government-run schools, where the whole preschool to 12 levels of education use only the ministry of education designed textbooks, the curriculum does not include instructions in phonetics and phonology. Despite the efforts of successive governments to reform the curriculum (see Halai, 2001;Rahman, 2004;Wazir, 2004), current material hampers good reading and burdens secondary level teachers vii . Warwick and Reimers (1995) explain the falling standards of teaching English in Pakistan viii .…”