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Teacher governance factors and social cohesion: insights from Pakistan

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Version 2 2023-06-12, 08:36
Version 1 2023-06-09, 04:43
journal contribution
posted on 2023-06-12, 08:36 authored by Anjum Halai, Naureen Durrani
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.

History

Publication status

  • Published

File Version

  • Published version

Journal

Education as Change

ISSN

1682-3206

Publisher

University of South Africa

Issue

3

Volume

20

Page range

57-75

Department affiliated with

  • Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2017-01-13

First Open Access (FOA) Date

2017-01-13

First Compliant Deposit (FCD) Date

2017-01-13

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