Research & Scholarship at AKU-IED

Research and Scholarship at AKU-IEDJanuary - August 2014

Research and Policy Studies (RAPS)

Table of ContentMESSAGE FROM HEAD RAPS 1

HIGHLIGHTS FROM JAN - AUG 2014 2Celebrating 20 years of AKU-IED 2

Research (Initiated) 4

Research (Ongoing) 4

News from Strengthening Teacher Education in Pakistan (STEP) 4

PUBLICATIONS 5Articles 5

Book Chapters 5

Conferences Presentations by Faculty 5

Other Achievements 6

Induction in Journal Editorial Board 6

Edited Book Projects 6

GLIMPSES OF CURRENT RESEARCHES 7Study: Transforming Early Childhood Teachers’ Beliefs and Practices About Early Literacy Develop-ment in Balochistan 7

Study: Exploring Decision Making Structures and Processes in and around the Schools: A Case of Educational Governance in Pakistan 8

Study: Science Classroom Research for Inquiry Process in Teaching (SCRIPT) 10

Study: Assessing the Impact of AKU-IED’s Teachers’ Professional Development Programmes on Students’ Learning Outcomes in Mathematics and Science 11

Study: Understanding Teacher Labour Market in Sindh 12

Study: Role of Civil Society Institutions in Promoting Cultural Diversity and Pluralism in Chitral District of Khyber-Pakhtunkhwa 13

Study: EDIP and School Communities’ Perceptions on Education in Gilgit-Baltistan of Pakistan 15

Study: Exploring Leadership Practices of Principals of Government Elementary Colleges of Educa-tion (GECsE) in Pakistan 17

KAZIM BACCHUS RESEARCH SEMINARS 18

SEMINAR: CREATING PROFESSIONAL NETWORK OF TEACHERS: OPPORTUNITIES AND CHALLENGES 19

RESEARCH STRATEGY 20

VOICES OF STUDENT RESEARCHERS 23

1 Research and Policy Studies

Message from

Head RAPSIt is my pleasure to welcome you to the first addition of RAPS information bulletin for 2014. For past some time, we have made an attempt to present to you a gist of research and scholarship activities twice a year. Purpose behind this effort is to recognize and appreciate the advances we are making around research and scholarship endeavors. At the same time, an overview of our work also presents itself for reflection and retrospection for developing shared sense of way forward. Consensus over AKU-IED’s research themes is an example of our collective research inspiration. I hope these themes will continue guiding and shaping research ambitions of faculty and students alike. Brief information of various research projects is part of this bulletin. Here we also have exciting news about recently initiated six research studies which aim at examining how various interventions under tutelage of Strengthening Teacher Education in Pakistan (STEP) project have contributed to change in education scenario of its focused districts in Sindh and Baluchistan and in Gilgit-Baltistan. With the support of faculty, RAPS will plan post research advocacy activities for using research outcomes to influence policy and practice. Conference 2015 will certainly be designed towards this end.Students’ engagement in research is an important activity of their studies at the institute. However, for many this brief hands on experience of undertaking an inquiry project ignites their research aspirations for life. This information bulletin captures students’ voices around how they see their research experiences here at AKU-IED. I am sure you will enjoy reading these voices on a lighter note but will also read between the lines.

2 Research and Policy Studies2 Research and Policy Studies

Celebrating 20 years of AKU-IEDEstablished in 1993, Aga Khan University Institute for Educational Development has become an integral part of the AKU network. In the month of July 2014, IED’s faculty, staff and students celebrated the progress and work carried out by this young institute.

Since its inception IED’s mandate has been to contribute towards education reforms for enhancing the overall efficiency and effectiveness of educational programmes and institutions in the developing countries, particularly in Pakistan and East Africa.

Within a short period of time, the Institute has emerged as leading resource for building capacity through innovative teacher education programmes, research, and influencing education policy and practice.

During the celebration, academic activities, programmes, research, and outreach activities by the institute highlighted the influence it has had

Highlights from Jan - Aug 2014

various entities and peoples around the globe, making this institute a truly diverse and global institute.

The festivities also included dances and skits by the faculty and students and songs and ‘shayari’ by the staff which reflected the IED’s foundational values such as equality, pluralism, and celebration of cultural diversity, language, ethnic backgrounds, and its philosophical and pedagogical underpinnings.

Happy 20th Anniversary, AKU-IED!

RAPS team with Researchers


Voices of student researchers


Research (Initiated)

Research (Ongoing)

Research (Completed)

News from Strengthening Teacher Education in Pakistan (STEP)

Exploring the transformation of pedagogy in ICT Rich Learning Spaces, Dr Nusrat Fatima Rizvi and Almina Pardhan

Science classroom research for inquiry process in teaching (SCRIPT) - Nelofer Halai, funded by HEC.

Role of civil society institutions in promoting cultural diversity and pluralism in Chitral District of Khyber-Pakhtunkhwa – Mir Afzal Tajik, Ali Nawab and Abdul Wali Khan, funded by HEC.

Pakistani early childhood teachers’ beliefs and practices about early literacy development - Almina Pardhan and Cassandra Fernandes under AusAID funded ECED Balochistan Project.

STEP and RAPS have collaborated to initiate six research studies with financial support from the Department of Foreign Affairs, Trade and Development (DFATD) and AKF,C. Brief information on these studies is as follows:

Exploring Mentoring Practices for Effective Primary Teaching, Naheed Parveen Dr Sadia Bhutta and Dr Takbir Ali

The Nature of Experience of STEP Sponsored M.Ed. Graduates: A phenomenological study, Dr Ayesha Bashiruddin and Dr Mir Afzal Tajik.

Mentoring Science Teachers in Rural Sindh (M-STARS): A Case of Expertise Enhancement and Identity construction, Dr Nelofer Halai, Umm-e- Farwah and Rakhshinda Meher.

Meta-Analysis of Action Research Reports developed by Teacher Educators and Development of Teacher Educators through conducting Action Research, Dr Nusrat Fatima Rizvi and Salima Rajput.

The effects/ influence of the professional development intervention on understanding and institutional development: case of professional development of teacher training college principals in Sindh, Balochistan and Gilgit-Baltistan under STEP Project. - Dr Kulsoom Jaffer, Zubeda Bana and Khushal.

Developing Teachers’ Professional Learning Communities in Pakistan: Opportunities and Challenges, Dr Takbir and Anya, Shahid Karim.

School curriculum response to global education needs and its teaching in Pakistan: A case study - Muhammad Memon and Tajuddin, funded by URC.

‘Teacher labour market in Sindh’ - Sajid Ali, funded by URC.

Collaborative research Perceptions and practices of written feedback in higher education in Karachi - Raisa Gul from SONAM (PI) and Nusrat Fatima Rizvi from IED (Co-PI), funded by HEC.

Educational development and improvement (EDIP) and School Communities- perceptions on education in Gilgit-Baltistan of Pakistan – Moladad Mohammed Shafa, Sharifullah Baig, Khush Funer and Abida Begum, funded by AusAid.

Assessing the impact of teachers professional development programs on children’s learning outcomes: Developing contextually relevant tools for Pakistan – Sadia Bhutta and Sherwin Rodrigues with team of researchers, funded by AKU URC.

To generate knowledge and evidence on the contribution of education for social cohesion and resilience and to support and inform programming for UNICEF and partner, Alan DeYoung, Dilshad Ashraf, Parveen Roy and Cassandra Fernandes, funded by United Nations Children’s Fund (UNICEF).

Home and school early literacy intervention research project in Pakistan. (2013-2015). Almina Pardhan under AKFC-DFATD Institutional Partnerships, Partnership for Advancing Human Development in Africa and Asia

Exploring decision making structures and processes in and around Schools: A case of educational governance in Pakistan, Dilshad Ashraf, Takbir Ali, AKU-IED with Ali Abdi and Lynette Schultz of University of Alberta under Foreign Affairs, Trade and Development Canada (DFATD) through Strengthening Teacher Education Project.


PublicationsArticlesAli, T. (2014). Development of teacher leadership: a multi-faceted approach to bringing about improvements in rural elementary schools in Pakistan. Professional Development in Education. Vol. 40, No. 3, 352–375, Retrieved from http://dx.doi.org/10.1080/19415257.2013.828238

Bana, Z. & Khaki, JA (2014). Exploring leadership practices of principals of Government Elementary Colleges of Education in Pakistan. International Journal of Leadership in Education: Theory and Practice. Retrieved from http://dx.doi.org/10.1080/13603124.2014.948073

Ashraf, D., Ali, T., & Hosain, A. (2014) Youth development and education in Pakistan: Exploring the relationship. Sisyphus - Journal of Education.

Zada, K. (2014). Early childhood teacher education in Pakistan: time for action. International Journal of Early Years Education. International Journal of Early Years Education. Retrieved from http://dx.doi.org/10.1080/09669760.2014.944886.

Dr. Memon’s paper on ‘Education at Critical Juncture: Need for Radical Education Reform’ was published in SANA Conference Monograph, Jan 11, 2014.

Alam, Q., & Bashiruddin, A. (2013). Improving English Oral Communication Skills of Pakistan Public School’s Students. International Journal of English Language Teaching Vol.1, No 2, pp. 17-36

Halai, N. (accepted for publication). Private higher education in Pakistan: A review of the terrain. In. K. M. Joshi & S. Paivandi Private Higher Education across Nations. New Delhi: B.R. Publications.

Ashraf, D. & Waqar, K. (2014) Gender and Education in Pakistan: A Review. In “Gender: Moving Beyond the Basics”. Proceedings 2nd WGW National Conference, November 26-27, 2013, Karachi

Conferences Presentations by Faculty Dr Memon delivered a speech at the plenary session on”Changing Teachers’ Pedagogies: Role of Teacher

Book Chapters

Education Policy, Research and Programmers” at the International Conference organized by the Fatima Jinnah Women University, Rawalpindi. He also chaired a session on presentation of papers on Feb 10, 2014.

Nine AKU-IED Faculty members including the director Dr Alan DeYoung participated in the 58th Annual Conference of the Comparative and International Education Society (CIES) at Toronto, Canada from March 8-21, 2014. Details are as follows:

• Dr Almina Pardhan participated in a panel presentation together with colleagues from University of Central Asia. She was a part of a panel presentation titled “Analysis of Reform in Assessment Policies and Practices within Standard-Based Curricula Reform in Pakistan and Kyrgyzstan (Onuczko, Pardhan and Walli)”. The title of her presentation within this panel presentation was “Early Childhood Teacher Education Reform Initiatives in Pakistan”.

• Dr Sajid presented a paper on “Role of private and non-governmental sectors in post 2015 educational agenda of Pakistan”.

• Drs Tajik and Takbir Ali jointly presented a paper titled “Building communities through building schools: Experience from Aga Khan University, Pakistan” at the conference.

• Dr Ayesha Bashiruddin presented a paper with following title “The Evolution of English Teacher Education at The Aga Khan University in Pakistan”.

• Drs Takbir and Dilshad also presented a paper jointly with the title “Educational governance and discourse on inequities: Unpacking the relationships in the context of public schooling in Pakistan” at the conference.

• Ms Uneaza Alvi participated in a panel presentation together with colleagues from AKU-IED EA. She was a part of a panel presentation titled “Looking for Strength in Diversity: Early Childhood Research and Provision (Alkhoz and Alvi)”. The title of her presentation within this panel presentation was “The Standards- Referenced Assessment practice undertaken by a private examination board in Pakistan”.


Dr Ayesha Bashiruddin was invited as a speaker at the Second Annual Conference on Social Sciences: Language and Literature in South Asia: Perceptions, Practices and Possibilities held at Lahore School of Economics, Department of Social Sciences, Lahore on 3rd April, 2014. The title of her paper was “Alternative and Creative Pedagogies in English Language Education”.

Dr Sajid Ali and Dr Parveen Roy attended a conference in Lahore…It was a two day conference (April 22-23) titled ‘Harnessing the potential of low-fee private schools – improving education quality’ organized by LUMS and USAIDA at LUMS, Lahore. The conference discussed various aspects of low-fee private education particularly in Punjab such as: management, support needs, regulations, financing, quality improvement, associations etc.

Dr Nelofer Halai presented a paper on “Teaching Science through Inquiry in the Classroom: Experience from Pakistan” at AERA (American Educational Research Association) on April 3 - 7, 2014 in Philadelphia, USA.

Dr Alan DeYoung, Director AKU-IED was invited as a guest to a faculty/student roundtable on Issues in research methodologies at Nazarbaev University in Astana, Kazakhstan on May 22, 2014.

Dr Alan DeYoung, Director and Dr Parveen Roy have presented a paper on “Using Quran to Teach about Social Cohesion in the Swat Valley, Pakistan” in ASEEES-CESS Joint Regional Conference held at Nazarbayev University, Kazakhstan on May 23, 2014.

Dr Dilshad Ashraf & Ms Haji Bibi Gulab conducted a seminar “Creating Professional Network of Teachers: Opportunities and Challenges” organized by Strengthening Teacher Education in Pakistan (STEP), AKU-IED at Gilgit Baltistan on August 11, 2014.

Other AchievementsDr Nelofar Halai will serve as a member of the Editorial Review Board to the Journal of Science Teacher Education (JSTE), by the Executive Board of the Association for Science Teacher Education (ASTE) from January 1, 2014 to December 2016. This is a renowned peer reviewed journal on science teacher education based in the USA.

Dr Nelofer Halai was invited to be a member of “Teacher Educators Consortium (TEC)” on February 18, 2014. The TEC forum membership invitation was extended by the Rector Ali Institute of Education, Lahore.

Induction in Journal Editorial BoardDr Memon has been inducted as a member of Editorial Advisory Board for “The Journal of Educational Leadership”, University Malaya, Malaysia.

Dr Memon has been inducted as a member of an Editorial Board for “Education Research Journal” of Fatima Jinnah Women University, Rawalpindi.

Edited Book ProjectsReforming Education in Pakistan by Muhammad Memon & Sajid Ali.

Contested Terrain: Providing Educational Opportunities in the Mountains of Pakistan, Tajikistan and Afghanistan by Alan DeYoung, Dilshad Ashraf & Mir Afzal Tajik.

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Research and Policy Studies 7

Study: Transforming Early Childhood Teachers’ Beliefs and Practices About Early Literacy Development in Balochistan

FOCUS OF RESEARCH AND BRIEF

METHODOLOGY KEY FINDINGS RECOMMENDATIONS

This study has explored how teachers’ beliefs about and practices to support the early literacy development have been transformed by participating in professional development courses at a reputable higher education institution in Pakistan. Ten public sector early childhood teachers from the province of Balochistan, Pakistan, with no prior training in early childhood education and who attended these professional development courses, were involved in the study. In addition, a number of stakeholders such as 3 government officials, 3 project staff, 3 head teachers and 3 sets of parents as secondary participants were involved in the study. Qualitative data were gathered through interviews and observations. Interviews and classroom observations were carried out with teachers; interviews were carried out with other stakeholders.

DR ALMINA PARDHANASSISTANT PROFESSOR, AKU-IED

CASSANDRA FERNANDESSR. INSTRUCTOR, AKU-IED

Findings reveal tensions in shifting from traditional rote learning methods in learning environments with minimal resources to inviting, caring, child-friendly, well-resourced classroom spaces with a range of active learning experiences, which support children’s early literacy development. The research shows teachers’ attempts to transform their practice and to implement new ideas and strategies in their pedagogy to help children learn to read and write. Nevertheless, teachers’ practice continues to remain predominantly teacher-directed with practices that children with more opportunity to choose material explore it, make decisions, problem-solve as well as discuss their ideas, feelings and thoughts, with teacher support.

A key recommendation emerging from this study is the need for parent programs to be organized at the district/ cluster level. This would be important to learn from parents about their existing practices to support their children’s early literacy development and to build upon this with strategies that can contribute to rich early literacy experiences at home.

A second important recommendation is the need for on-going professional development for teachers on how best to support children’s language acquisition and literacy development, particularly learning the classroom language, in the multilingual landscape of Balochistan.

Glimpses of Current Researches


Study: Exploring Decision Making Structures and Processes in and around the Schools: A Case of Educational Governance in Pakistan

DR DILSHAD ASHRAFASSOCIATE PROFESSOR, AKU-IED

DR TAKBIR ALIASSISTANT PROFESSOR, AKU-IED

ANYA HOSAINASSOCIATE, AKU-IED

In Pakistan, it is generally unclear how educational governance is structured, how decisions are made and implemented in the public education sector, and who the primary decision-makers are. Furthermore, there is an apparent lacuna in the academic literature and policy discourse concerning governance at the lower tiers of governance (e.g. district, village, household). The incentives, relationships, distribution and contestation of power between different groups and individuals - which may be influenced by ethnicity, gender, religion, tribal or caste affiliation – shape and determine educational governance outcomes. However, it is uncertain how and the extent to which religious, social and cultural factors impinge on educational governance and decision-making. Second important recommendation is the need for on-going professional development for teachers on how best to support children’s language acquisition and literacy development, particularly learning the classroom language, in the multilingual landscape of Balochistan.

This research study on educational governance and decision-making processes in Pakistan reveals

that decision-making at every tier of educational governance – the national, provincial, district, village, and household levels – is fractured, unsystematic, arbitrary, and unstructured. Powerful interest groups in educational governance – consisting of community and political elites, bureaucrats, international funding agencies, and teachers associations – collude and compete to misappropriate power and resources to serve their vested interests. The report will discuss the organisation and contestation of power between different groups and individuals in educational governance. The evidence suggests that the relationships, distribution and contestations of power, in effect, structure decision-making processes and outcomes. The dynamics of

the groups influence various attributes and characteristics of governance. This report will detail the three most salient attributes of governance that the evidence repeatedly underscored throughout the course of the study: Accountability, Supervision, and Information Governance. Lastly, this report will provide several key examples around which decisions are made in the education sector. These areas are defined as critical areas that determine and influence whether and how the public sector has the capacity to deliver quality educational services. This paper argues that the unstructured decision-making processes reinforce existing social structures that lead to the social marginalisation of certain communities in the education sector.


The qualitative research paradigm was used for this research study. Over 200 participants, including teachers, government officials, parents, community members and politicians participated in this research study. Overall, data was collected from 13 districts in Sindh, Balochistan and Gilgit-Baltistan. One government primary school was selected as the focal unit of analysis within each district. Special initiatives were undertaken to ensure equal participation of women and minority groups, when relevant.

The study provides several recommendations for strengthening educational governance in Pakistan, and concludes that educational governance and its constituent decision-making processes in Pakistan do not function to serve its intended beneficiaries – the students.


Study: Science Classroom Research for Inquiry Process in Teaching (SCRIPT)

FOCUS OF RESEARCHTo enhance understanding of the challenges and possibilities of teaching science through inquiry with the support of specially trained School-Based Mentors (SBM).

BRIEF METHODOLOGY

This is a mixed method developmental study of a year’s duration, where five School Based Mentors selected from five schools affiliated with AKU-EB in Karachi after training in inquiry methods of teaching science work within their schools to support the science teachers in grades 6-8 to teach selected science content through inquiry. The inquiry teaching is supported and observed by project staff making more than 100 observations. The SBMs, the science teachers and the Principals in the school are interviewed to understand the process. The content understanding of more than 1500 students is examined through pre and post-test design.

DR NELOFER HALAIPROFESSOR

KEY FINDINGSInitial findings show that the SBMs generally considered any activity-based lesson to be an inquiry-based lesson which is not necessarily the case. The shift from traditional teaching methods to inquiry-based teaching required commitment from both the SBMs and the school. The greatest challenge that the SBMs faced while encouraging other science teachers to teach through inquiry was skepticism from older and more experienced teachers and lack of experience from the novice teachers. The enthusiasm of the students and deep learning they get is one of the factors that win the science teachers and the Principals of the schools over to this mode of teaching science.

RECOMMENDATIONSFor the school-based mentoring model to succeed in encouraging science teachers to teach through inquiry support from the school system is essential. The school needs to support the SBM in the form of release time to develop their own practice of teaching through inquiry and to work with the science teachers in the school to teach through inquiry.


Study: Assessing the Impact of AKU-IED’s Teachers’ Professional Development Programmes on Students’ Learning Outcomes in Mathematics and Science

This study aimed to assess the impact of professional development programmes of the Aga Khan University Institute for Educational Development (AKUIED) on Students’ Learning Outcomes (SLOs) in mathematics and science (grades VI-VIII). A quasi-experimental design was employed to compare SLOs in intervention (n=15) and non-intervention (n=11) schools. A battery of contextually relevant assessment tools was adapted and administered to students, teachers and principals from two geographical regions (Karachi and Gilgit-Baltistan).

This poster presents preliminary findings of students’ (n=2500+) outcomes. Results revealed that IED schools have performed significantly better in both mathematics (p<0.001; r=0.21) and science (p<0.001; r=0.09) than non-IED schools.

Furthermore, IED schools scored significantly higher on all four content domains of mathematics including: Number & Operations (p<0.001; r=0.15), Geometry & Measurement (p<0.001; r=0.20), Algebra (p<0.001; r=0.12) and Information Handling (p<0.001; r=0.12). Similarly, of the four science content domains, IED group performed significantly better on three including: Chemistry (p<0.05; r=0.04); Physics (p<0.01; r=0.06); and Earth Science (p<0.001; r=0.09).

The results may prove useful for policy and practice related to teacher education institutes in Pakistan. It also provides a

modest foundation to conduct larger and more representative sample study to produce generalizable data.

NOTE OF THANKS

Thanks to research consultant (Professor Herbert Marsh); advisory committee (Drs. Anjum Halai, Dilshad Ashraf, Muhammad Memon and Sadrudin Pardhan); and researchers (Dr Rashida

Qureshi, Sahreen Chauhan, Naheed Anwar, Shahrukh Shahid, Naureen Imran, Mishaal, Shahnoz Sultan, Dina Ismail, Sana Afshan).

http://ohmymaths3.blogspot.com/


Study: Understanding Teacher Labour Market in Sindh

This is a policy oriented research which was conceived to address the knowledge gap that exist in the policy decision making circles about the dynamics of supply, demand and working conditions of qualified teachers. In the absence of such information future policies such as teacher licensing, accreditation and other regulations would be misplaced. Thus the research sets out to address the following research question:

What are the various aspects of teacher labour market in Sindh, including teachers’ preparation (supply); teachers’ recruitment (demand); teachers’ working condition and prospects for growth (context); and policy and regulatory frameworks (policy)?

The research employs a mixed method research design utilizing quantitative survey, qualitative interviews and documentary analysis. A census of all the public and private teacher trainings institutions that are providing recognized professional qualifications is being carried out along with a survey of registered private schools across Sindh. The data set of SEMIS for public sector will also be utilized. The quantitative aspects will be enriched through qualitative interviewing and documentary analysis.

The data collection is in the last stages, while entry and cleaning is going on alongside. The findings will be shared once the full data is entered and cleaned. However, the experience of field suggests

DR SAJID ALI, ASSISTANT PROFESSOR, AKU-IED

TEAM MEMBERS: MEHMOOD

AHMED USMANI; ASMA FAHEEM;

SYED WAJAHAT HUSSAIN SHAH;

MUHAMMAD USMAN ALONG WITH

A TEAM OF 18 ENUMERATORS

ACROSS SINDH

some interesting findings, which are as follows:

Various malpractices were observed particularly in teacher training institutions in remote locations, whereby the quality of qualifications is questionable. Thus not only number supplied but their quality needs to be taken into consideration.

One year BEd seems to be the most offered/availed professional qualification, which will be phased out with the introduction of 4-year BEd (Hons).

The formal qualifications are demanded in the public sector; however, private schools mainly focus on the academic qualifications and teaching experiences of teachers. Hence, there is low percentage of professionally qualified teachers available in the private sector.

In the private schools the opportunities for continuous professional development are only weakly available.


Study: Role of Civil Society Institutions in Promoting Cultural Diversity and Pluralism in Chitral District of Khyber-Pakhtunkhwa

Despite the existence of ethnic, sectarian and linguistic differences inside and growing militancy and violence in its surroundings, the district of Chitral has enjoyed relatively greater peace, stability and acceptance for diversity. Experiences and general observations suggest that the growing number of Civil Society Institutions (CSIs) operating in the district have greatly contributed to the socio-economic development and social harmony in Chitral. However, there was no authentic or research based evidence to show the relationship between socio-economic development and peace and communal harmony in the district. This study attempted to explore this relationship with a special focus on the contributions of CSIs in developing the concept of pluralism and acceptance of diversity in the mountainous region of Chitral.

One year BEd seems to be the most offered/availed professional qualification, which will be phased out with the introduction of 4-year BEd (Hons).

DR MIR AFZAL TAJIKINTERIM DIRECTOR, AKU-IED

ALI NAWABINSTRUCTOR

ABDUL WALI KHANINSTRUCTOR

The formal qualifications are demanded in the public sector; however, private schools mainly focus on the academic qualifications and teaching experiences of teachers. Hence, there is low percentage of professionally qualified teachers available in the private sector.

In the private schools the opportunities for continuous professional development are only weakly available.

Since the concept of pluralism and its promotion by CSIs in district Chitral was an unexplored area, mix methods of research were used to thoroughly, deeply, and comprehensively explore the area. Quantitative data were collected through questionnaires seeking details about the CSIs mandates, focus, and programmes as well as the views of beneficiaries, key stakeholders, local leadership, and the CSIs leadership and management. Similarly, qualitative data were collected through semi structured interviews with purposefully selected participants to develop an in-depth understanding of the

role and contributions of CSIs in promoting peace, pluralism, and appreciation for diversity in the region.

Analysis of the collected data revealed that CSIs had a great contribution in improving infrastructure, enhancing economic conditions, capacity building of local people, developing awareness, and more importantly providing a plate-form for people from different geographic, ethnic, and religious backgrounds to work together on their common interests and needs. Improvement in infrastructure and the economic development through skill development and labor opportunities brought prosperity resulting in positive attitude towards ‘others’. Moreover, various organizations and forums established by CSIs provided people with the opportunities of interaction which made them understand one another, discuss and resolve their conflicts, work together for their development and realize the importance of positive interdependence. Additionally, CSIs through


their educational, professional development and exposure activities developed awareness among communities which gradually resulted in altering their misconceptions about each other. The most important and self-sustaining initiative of the CSIs is the establishment of village organizations, local support organizations, and other community structures which have organized the people of diverse backgrounds into a pluralistic community and to take responsibility for their own development and to live in peace.

CSIs, particularly the village and local support organizations, have great potential to transform the rural, mountainous communities in Pakistan and other countries. Therefore there is a genuine need to further develop the role if CSIs in promoting peace and pluralism in communities, with a focus on youth and marginalized communities.


Study: EDIP and School Communities’ Perceptions on Education in Gilgit-Baltistan of Pakistan

The purpose of this study is to explore the school communities’ (i.e. teachers, parents and SMCs) perceptions related to their children’s education and to explore how these perceptions are influenced by the AusAID-sponsored Educational Development and Improvement (EDIP) project which is currently being implemented in the government schools of Gilgit-Baltistan. This research is guided by the main question of to what extent and how the Aus-AID sponsored EDIP project influence the school communities’ (i.e. SMCs, teachers and parents) perceptions on children’s education in Gilgit-Baltistan of Pakistan?

The study has employed a mix-method of both the qualitative and quantitative approaches. The data was collected in two rounds. First round of data collection was made at the initial stages of the EDIP project (October 2011-March 2012) and the second round of data collection

DR. MOLA DAD SHAFAASSISTANT PROFESSOR,

AKU-IED, PDCN

SHARIFULLAH BAIGSR. INSTRUCTOR,

AKU-IED, PDCN

KHOSH PHUNERSR. INSTRUCTOR,

AKU-IED, PDCN

ABIDA BAGUMSR. INSTRUCTOR,

AKU-IED, PDCN

was conducted towards the end of EDIP project (January-June, 2013). In the first round of the data collection the quantitative survey questionnaires were administered to explore the existing perceptions of the SMCs, teachers and parents in the forty-eight schools organized in twelve clusters of the EDIP project in Gilgit-Baltistan. A sample of (n=960) out of the total school community population (N= 8337) of 48 EDIP target schools in Gilgit-Baltistan were selected for the proposed research. A stratified random sampling procedure was employed for the three strata namely SMCs, teachers and parents. The first stratum sample of SMC members (n=108) out of the entire SMC members (N=455), second stratum sample of teachers (n=108) out of the total number of project school teachers (N=456) and the third stratum sample of parents (n=744) from entire parent’s population (N=7426) of the EDIP project schools. In the second round of the data

collection the same questionnaire was administrated to explore the change of the perceptions at the end of the EDIP project. In the qualitative component of this study semi structured interviews were conducted. In one district the EDIP project has two clusters each comprised of a learning resource school and three feeding units. One cluster was purposely selected from each district thus altogether six clusters were the participants of this qualitative component. The six clusters means twenty four schools and each school a parent, a SMC and a parent was interviewed one times. Thus altogether twenty four teachers, twenty four SMC’s and twenty four parents were interviewed. Similarly, in the second round the semi structured interviews were conducted to explore any change of the perceptions among the research participants.

The research is in the final stages of data analysis and report writing. For the quantitative


component, SPSS was used for descriptive analyses of the overall data. Additionally, a t- test was employed between the data of pre and post intervention of EDIP project to gage the change in perceptions and viewpoints of the school communities for the education of the children. Some of the interim finding emerged from the quantitative component are;

• A significant difference of perception between the pre and post intervention responses of the teachers was observed for following the lesson plan in their classes (p < 0.000), avoiding physical punishment to children (p < 0.000), involving students in their teaching (p < 0.000), providing individual attention to the students (p < 0.000), reflecting on their own teaching (p < 0.000), checking home work on regular basis (p < 0.000) and informing parent about student performance (p < 0.000).

• A significant difference of perception between the pre and post intervention responses of the parents was observed for precautionary measures at the school in case of natural disaster (p < 0.000), admission of special children in school (p < 0.019) parents role in the personality development of a child (p < 0.000), improved cleanliness among children (p < 0.000), improved student efforts in their education (p < 0.000) and increased number of teachers in the school (p < 0.000).

• A significant difference of

perception between the pre and post intervention responses of the SMC was observed for aim of education to help the children in becoming good human beings (p < 0.012), honesty and trustworthiness as a feature of education (p < 0.000) and the importance of early education and nurturing of a child for their future success (p < 0.002).

The government education department of Gilgit Baltistan is a partner of this EDIP project therefore the finding of this research will be of importance for the education department and the government policy makers for designing and implementing future educational initiatives in the region. Particularly, this study can guide in curriculum planning, implementation, teacher training, school governance and infrastructure development.


Study: Exploring Leadership Practices of Principals of Government Elementary Colleges of Education (GECsE) in Pakistan

This case study conducted to explore the leadership practices of Principals of the Government Elementary Colleges of Education across Pakistan. The study focused on how these Principals understand their roles and responsibilities in the backdrop of the changing role of teacher education in Pakistan and in the globalizing world context.

An exploratory case study research methodology was adopted; using semi-structured interviews as the main source of data collection. The primary findings of the study indicate that the Principals’ leadership practices rotated mostly around the axis of smooth functioning of their institutions. They perceived their roles and responsibilities in terms of looking after the teaching

ZUBEDA BANAASSISTANT PROFESSOR, AKU-IED

DR JAN-E-ALAM KHAKIASSOCIATE PROFESSOR, AKU-IED

and learning processes, being role models, and meeting the requirements of their institutions.

Considering quite debilitating circumstances, where even their lives are threatened by destructive forces, many of these Principals work to do their best. They face challenges of basic amenities, like shortage of classrooms, trained teaching staff; and frequent transfers, yet they are quite enthusiastic to make sure the newly introduced models of teacher education work efficiently. They believe that the new models of teacher education introduced in Pakistan will bring some change in the outlook of the trainee teachers, provided they are sustained for some time, and their enthusiasm maintained. Despite all sorts of odds, they try

to meet the expectations to run the new programmes. There is optimism tinged with pessimism among these leaders of their institutions. They are managing a programme with which they were least prepared, yet they have struggling to lead the programmes with their available resources.


January 17, 2014

Kazim Bacchus Research Seminar on “Understanding Educational Markets: A Sentinel Approach” – Professor Tahir Andrabi, Department of Economics, Pomona College, USA. The session was chaired by Dr Alan DeYoung, Professor Director, AKU-IED, Pakistan.

March 28, 2014Kazim Bacchus Research Seminar on “Making a better life: The stories of people from poor rural background in Sindh, Pakistan” – Ambreen Shahriar, Assistant Professor, Institute of English, University of Sindh. The session was chaired by Dr Dilshad Ashraf, Head RAPS, AKU-IED, Pakistan.

May 23, 2014Kazim Bacchus Research Seminar on “Exploring Decision Making Structures and Processes in and around Schools: A Case of Educational Governance in Pakistan” – Dr Dilshad Ashraf, Dr Takbir Ali and Anya Hussain, STEP, AKU-IED. The session was chaired by Dr Muhammad Memon, Professor, AKU-IED, Pakistan.

Aug 29, 2014Kazim Bacchus Research Seminar on “Understanding Teachers Labour Market in Sindh (TLMS): Initial Findings” – Dr Sajid Ali, Assistant Professor and Coordinator Doctoral Program, AKU-IED and Research Team, Mehmood Usmani, Asma Faheem, Wajahat Hussain and Usman Uddin. The session was chaired by Dr Jan-e-Alam Khaki. Assistant Professor, AKU-IED, Pakistan.

May 30, 2014Kazim Bacchus Research Seminar on “Schools without Stones: Closing the Gender Gap through Community-Based Education in Afghanistan” – Dr Dana Burde: Assistant Professor, International Education, New York University. The session was chaired by Dr Dilshad Ashraf, Head RAPS, AKU-IED, Pakistan.

July 04, 2014 (Poster presentations by graduate students)Kazim Bacchus Research Seminar on “Researching Educational Issues: Experiences of Graduate Students (poster presentations)”. In this seminar 25 posters were presented from AKU-IED graduates.

Kazim Bacchus Research Seminars


Seminar: Creating Professional Network of Teachers: Opportunities and Challenges A Seminar “Creating Professional Network of Teachers: Opportunities and Challenges” was conducted on August 11, 2014 in Gilgit-Baltistan under STEP’s initiative Professional Network for Teacher Development (PNTD). The participants of the seminar represented Government education department, PDCN, AKES, P, private and community schools, and NGOs working in the field of education.

The aim of the seminar was to bring together the relevant stakeholders in education and to pool the resources and knowledge for promoting self-initiated and self-sustaining culture of professional learning and growth in educational contexts of Gilgit-Baltistan. Concrete steps will take place soon by different education institutions from top to grassroots levels to ensure quality education through the sustainability of PNTD initiatives in Education.

The deliberations of the seminar discussed ways to ensure public and private education stakeholders’ ownership of the PNTD initiatives in Gilgit-Baltistan. The seminar encouraged district offices to introduce PNTD in their districts with the help of head teachers and teacher mentors. The seminars also remained helpful to identify monitoring and follow up mechanisms for the successful functioning and sustainability of PNTD initiatives.

Dr Takbir Ali, Coordinator, AKU-IED-STEP Participants in the Seminar

Mr Majeed Khan, Cheif GuestPanelists of the the Seminar


Research StrategyLooking ForwardWith an element of retrospective analysis of its past initiatives, the re-visioning exercises in 2010 aimed at seeking future direction of AKU-IED. The institute has identified six concentration areas which include; mathematics and science education, English language and education, early childhood education and development, pedagogy and assessment, educational leadership and policy studies, and open and distance education. Such a focus has necessitated development of a research agenda which aligns itself with the new direction. An intense engagement of faculty members, and institutional leadership around research agenda led to further discussion on research vision and themes which would guide faculty and students’ research ambitions. Ongoing Interactions with AKES, P and public and private education systems have echoed in-house consensus around pivotal issues confronting the delivery of quality education. The present document explains AKU-IED research vision, guiding principles, key research themes (in diagram and text) and faculty capacity, anticipated issues and challenges.

Research Vision: Optimal Human DevelopmentAKU-IED will engage in cutting edge educational research to contribute toward optimal human development. Such research will explore and test innovative approaches and practices to shape teaching and learning in diverse educational contexts, and will be underpinned by concerns around curriculum models, spaces, resources, policy, provision and governance that are relevant, inclusive and equitable.

Guiding PrinciplesIt is expected that AKU-IED emerges as leader in knowledge generation with specialization in key areas. Research at AKU-IED would be guided by the following principles: • Research and academic programmes would be aligned to seek excellence in both in a manner by

which these two inform each other. • Research agenda is informed by and is responsive to national, regional, international and AKDN

needs.


• AKU-IED would retain and support faculty members as they move to the senior ranks to carry forward the institute’s research goals.

• Dissemination, at local, national and international levels, to the academics, practitioners, policy-makers and organizations and research based advocacy would be a part of the research process.

• Research themes will demonstrate flexibility to accommodate emerging trends and faculty’s interest and specialization.

• Research themes will guide faculty and student research interests but will not be prescriptive in nature. Theoretical underpinnings of the research agenda for AKU-IED stem from the theory of human development which was originated in the work of Amartya Sen and Mehbub Ul Haq (Sen, 1990, 1999; Ul Haq, 1995), both eminent economists who questioned the economy oriented conception of development and the limitations of interpreting human wellbeing in economic terms (utility and expenditure). They view human development as a process of enlarging people’s choices which can be infinite and change over time. The choices of leading a long and healthy life, acquiring knowledge and having access to resources needed for a decent standard of living are considered three key choices which are necessary at all levels of the development to ensure access to all other opportunities (HDR, 1990). Enlarging choices for the individual citizens (focus on educational stakeholders) and for the society at large through optimal human development will remain the ultimate outcome of any research to be undertaken by AKU-IED. This perspective/approach to research aligns well with Social (and economic) determinants of health which is emerging focus for AKU wide research. According to WHO report, individuals can have dramatically life chances (may read as. choices) depending on where they are born. Social and economic (as well as political) circumstances around them will warrant for them a long healthy and fulfilling life or otherwise. The emphasis of research on social (economic) determinants of health warrants undertaking of educational research that may contribute to improve life chances for individuals and may lead to the human centered development. The research work within the six areas of concentration will make deliberate attempt to keep the focus “education for optimal human development” in the center to draw AKU-IED’s future research agenda.

Research Themes

Theme 1: Professional Development Approaches and PracticesLearning spaces, processes and outcomesInclusive and relevant pedagogiesMultiple literacies “Professional Development Approaches and Practices” is rooted in AKU-IED’s present and past experiences, expertise, and mandate and future aspirations. The institute has experimented with various professional development models for teachers, teacher educators and educational management officials.

A focus on investigating learning spaces, processes and outcomes takes into account the changing profile of today’s learner (whether adult or young learner) and the learning situations/venues present themselves in worldwide changing education scenarios. As such learning processes have been essentially part of all the professional development approaches and models, which have been experimented at IED, have not received due attention.

Literacy is not any more seen as a technical skill of reading and writing. But it is viewed as a social practice of knowing the world. Multiplicity of knowing warrants the acknowledgment of multiple literacies. AKU-IED’s academic investment in various subject areas, early years and use of technology/ies provides a sound ground for researching practices and issues around multiple literacies.


Theme 2: Education: Relevance and Equity Curriculum models approaches and their relevanceEquity issues in educational policy, provision and governance“Education Relevance and Equity” is rooted in faculty’s concern about prevalent inequities in the society and that the provision of education today seems to be instrumental in promoting these inequities. Research into how modes of educational provision and curriculum planning, delivery and its relevance to its clientele can promote equitable and inclusive opportunities for education for all.

Education policy (its development and implementation processes) may be scrutinize to seek the possibility of promoting equity. Local, regional, global governance of education; matters around development, implementation and monitoring of educational policies at various levels (local, regional, global) have been focus of faculty members’ work and can be seen as major focus with a forefront focus on promoting educational equity.

Provision related concerns will draw attention to quality and quantity of educational institutions for both genders across various levels of schooling. Stemming from this challenge of educational provision will be the issue around retention and dropout rates for boys and girls, medium of instruction, and how provision through multiple systems (public, private-multiple categories of private system) perpetuates social inequities. In the context of tertiary education this theme may also examine quality around campus and outside campus experiences of student body.


Voices of Student Researchers

Research & Scholarship at AKU-IED

Documents

Transcript of Research & Scholarship at AKU-IED