ERIC Number: EJ1125582
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1682-3206
EISSN: N/A
Teacher Governance Factors and Social Cohesion: Insights from Pakistan
Halai, Anjum; Durrani, Naureen
Education as Change, v20 n3 p57-75 2016
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 questionnaires 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 the transfer of teachers would need to be streamlined so that teachers deployed to schools in marginalised areas serve there for a specified period of time.
Descriptors: Social Integration, Governance, Teacher Role, Teacher Recruitment, Resource Allocation, Human Capital, Questionnaires, Student Attitudes, Teacher Attitudes, Educational Quality, Teacher Educators, Equal Education, Foreign Countries, Preservice Teachers, Diversity (Faculty), Disadvantaged Schools, Educational Policy, Focus Groups, Educational Change, Gender Differences, Second Languages, Ethnicity, Religion, Special Needs Students, Terrorism, Conflict, Barriers, Rural Areas, Elementary School Teachers, Secondary School Teachers, Risk
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pakistan
Grant or Contract Numbers: N/A