By Ahmadyar,Regional Head AFAQ Peshawar.
Continuous professional development (CPD) is a vital tool for improving educational standards in schools. Schools are not merely centers for educating children; they must also serve as hubs for teacher training. The dream of nurturing students remains incomplete without the parallel training of teachers.
Unfortunately, in Pakistan, most educational institutions lack access to trained teachers, and this shortage is even more pronounced in private schools. In developed countries, subject knowledge alone is insufficient for teaching; a four- or six-year degree in education is mandatory. Teachers there receive a teaching license upon completing this degree, qualifying them to teach in schools.
Since Pakistan lacks legislation requiring schools to hire trained teachers or mandate their professional development, both public and private institutions operate without such obligations. Most schools in Pakistan do not provide teacher training, resulting in educators lacking pedagogical skills and, consequently, the inability to deliver quality education.
The government should play a pivotal role here, but history shows it has never prioritized this issue. Given past failures, private educational institutions must take the initiative themselves. Schools must establish in-house teacher training programs to realize the dream of quality education.
How to Implement Teacher Training in Educational Institutions? Key Recommendations:
1. Planning at the Start of the Session
- Hold a meeting to set guiding principles and designate a responsible individual.
- Larger institutions should establish a dedicated department, such as a Department of Continuous Professional Development (DCPD)
2. Types of Training Activities
- Pedagogical training
- Book reading and summarization
- Watching educational videos and group discussions
- Teacher presentations on educational topics
- Online courses
- Inviting external experts/trainers
- Studying articles on teaching methodologies and requiring presentations
- Short-term or long-term workshops
- Action research
3. Recommended Training Topics
The Government of Pakistan, in collaboration with UNESCO, has outlined 10 teacher training standards, which can guide institutions:
1. Subject/National Curriculum Knowledge
2. Human Growth and Development
3. Islamic Ethical Values/Social Skills
4. Lesson Planning and Strategies
5. Assessment Techniques
6. Learning Environment
7. Effective Communication and ICT Integration
8. Collaboration and Partnerships
9. CPD and Professional Ethics
10. Teaching English as a Second/Foreign Language (ESL/EFL)
Additionally, training on Management & Leadership is essential.
4. Time Management for Training Activities
- Daily 30-40 Minutes: Morning sessions for discussions or presentations. Teachers not involved in assemblies can participate.
- Weekly Holidays (Saturday/Sunday): Utilize these days for training or planning.
- Early Dismissal on Fridays: Dedicate one hour post-dismissal to training.
- Monthly Off Days:Designate the last day of the month for training (at least 10 days annually).
Seasonal Breaks: Allocate 10 days in summer, 2 days in winter, and 2 days pre-session for training.
Teachers should attend at least 20 training sessions annually, whether through workshops, presentations, or video discussions.
5. Annual Planning and Scheduling
- Create an annual training plan at the session’s start, detailing activities, timelines, and responsibilities.
- Review training outcomes at year-end, identify gaps, and draft recommendations for improvement.
- Prepare an annual training report.
- Recognize teachers for excellent participation, presentations, or course completion with certificates, awards, or incentives.
Additional Notes:
- Prioritize teacher training as a core responsibility of school leadership.
- Allocate resources and identify trainers/institutions that can support training programs.
- Commit to CPD as a non-negotiable priority and pray to Allah for success.
Final Thoughts:
Based on my experience in education, I believe teacher training must be the top priority for school leaders. It requires no massive budget—only commitment, strategic planning
Note:The above suggestions are particularly designed for private institutions in Pakistan that lack professional development
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