Teacher governance factors and social cohesion: insights from Pakistan

Halai, Anjum and Durrani, Naureen (2016) Teacher governance factors and social cohesion: insights from Pakistan. Education as Change, 20 (3). pp. 57-75. ISSN 1682-3206

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Abstract

This paper explores teacher governance factors, particularly recruitment and deployment of teachers, in relation to inequalities and social cohesion. Pakistan introduced major reforms in education in the post 9/11 context of escalating conflict. These include a merit and needs-based policy on teacher recruitment to eliminate corruption in recruitment and improve equity on the basis of gender, language, ethnicity, religion, and special needs. A 4Rs framework of redistribution, recognition, representation and reconciliation was employed to analyse data gathered from: interviews with teacher educators, policy makers and development partners; and focus group discussions with and questionnaire completed by pre- and in-service teachers. The study concluded that teacher recruitment was driven by concerns of quality with weakly implemented largely quantitative measures of inclusion. Socio-politically grounded measures would be required for a diverse teaching force. Alongside, policies and procedures for transfer of teachers would need to be streamlined so that teachers deployed to schools in marginalized areas served there for a specified period of time.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Related URLs:
Depositing User: Deeptima Massey
Date Deposited: 13 Jan 2017 14:30
Last Modified: 11 Sep 2017 16:42
URI: http://sro.sussex.ac.uk/id/eprint/66191

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