The
Institute for Educational Development (AKU-IED) was established
in July 1993 and commenced its programmatic activities in 1994.
It is located in a purpose built Professional Development Centre
in Karachi, Pakistan. AKU-IED was established in the context of
a continued and deepening decline in the quality of education
system in Pakistan and elsewhere in the developing world, in the
face of growing numbers of children and shrinking resources. Key
education indicators illustrated the poor quality of education:
low and inequitable enrollment and retention rates; irrelevant
curricula compounded by ineffective assessment which in turn fostered
rote learning and passive student roles; and poorly resourced
schools staffed by inadequately trained and supported teachers.
To facilitate AKU's entry into the field of education, the University
obtained the support of partner academic institutions which were
internationally recognized for their competence in school-based
teacher education. Within Aga Khan Development Network (AKDN),
AKU-IED works closely with Aga Khan Education national service
companies AKES (especially Pakistan) and has links with Aga Khan
Foundation (AKF); US, ITREB, AKHS and AKP&BS. Outside AKDN,
AKU-IED has formal partnership agreements with the Universities
of Oxford and Toronto and link arrangements with the UK's Sheffield
Hallam University; is a member of the International Academic Partnership;
and enjoys support from or has links with the UK's Department
for International Development; Save the Children, UK; US AID;
Osh and Khorog State Universities; federal and provincial governments
in Pakistan, and government agencies in Central Asia and East
Africa. AKU-IED also works closely with its network of cooperating
schools and with such agencies as Pakistan's Provincial Institutes
of Teacher Education (Sindh and NWFP) and the Sindh Textbook Board.
AKU-IED's focus is on school improvement through programmes of
professional development. AKU-IED aims to:
• tailor its programmes to the realities and constraints
of developing country contexts, using a field-based approach to
professional development;
• focus on quality improvements in classrooms and schools,
mainly through teacher development, improved school management,
and more appropriate pedagogy, curriculum and assessment;
• ground its programmes in research which is relevant to
school improvement and designed to inform innovative practice
and lead to practical outcomes;
• raise awareness in teacher educators, teachers and students
of the state of their physical, social, economic and cultural
environment, as well as their role in contributing to its improvement.
PROFESSIONAL DEVELOPMENT CENTRES
In keeping with its focus on teaching, the AKU-IED operates through
a Professional Development Centre (PDC) located within a cluster
of functioning schools. The concept of the PDCs was developed
originally in the United States in the context of a crisis in
teacher education in that country. Through a series of experiments
at US institutions (such as at the Michigan State University and
the Pittsburgh school system), the PDC concept sought to give
the professional development of teachers new focus and meaning,
so as to reverse the neglect of this process that had accompanied
the growth of university faculties and schools of education in
the post-war period. Also, inspired in part by the achievements
of medical education—where teaching hospitals reflect a
complex relationship between medical practice, teaching, and research-the
PDC 'model adopts a clinical approach to the professional development
of teachers.
Emphasizing their links to both educational practice and research,
AKU-IED's faculty members work in the Professional Development
Centre in a professional relationship with graduates of AKU-IED's
M.Ed, programme, known as Professional Development Teachers (PDTs)
and in-service teachers in the Visiting Teacher Programme (VTP).
At the same time, within AKU-IED faculty are engaged in academic
initiatives in keeping with the Institute's objectives of long-term
research and the furthering of education development.
AKU-IED'S EDUCATION PROGRAMMES
AKU-IED has implemented all its programme activities on or ahead
of schedule. Its teacher education programmes are guided by a
belief that all teachers must be 'reflective practitioners', ones
who are engaged in continual self-inquiry. All AKU-IED programmes
are field-based and emphasize the importance of classroom based
research.
Students in AKU-IED's programmes are from government and private
school systems and from Pakistan, Bangladesh, Central Asia and
East Africa. There is substantial unmet demand for all programmes.
M.Ed. Degree Programme
Between January 1994 and June, 1995 AKU-IED conducted the University's
first academic programme outside of health sciences, offering
the degree of Master of Education (M.Ed.) in Teacher Education.
The M.Ed, programme critically examined current knowledge in teaching,
teacher education and educational change. Also, the programme
emphasized applied research, to unveil new knowledge to improve
the quality of education in the developing world.
The chief objective of the two year M.Ed, programme is to prepare
a cadre of experienced mid-career teacher educators, educational
leaders, researchers and agents of change. The M.Ed, programme
is field-based and requires the students to reflect critically
on education theory and practice. It focuses on school improvement
as a whole and brings together individuals from a diverse educational,
cultural and geographical area. The programme graduates are called
Professional Development Teachers who serve as teacher trainers
within their home schools, as well as Instructors for the Visiting
Teacher Programmes at AKU-IED. In the future, PDTs will form the
core staff of the various PDCs.
Visiting Teacher Programme (VTP)
The Visiting Teacher Programme (VTP) aims to improve the content
knowledge of teachers while introducing them to non-traditional
teaching methodologies, curriculum development and relevant educational
issues. The VTP also attempts to assist teachers in their personal
development so that they may gain a better understanding of their
own and their students' roles in teaching and learning. The Programme
creates a 'critical mass' of teachers in cooperating schools who
are able to collaborate with colleagues to bring about school
improvement. Like the M.Ed, programme, the VTP is highly practical
in its approach and helps teachers to reconceptualize their current
teaching practices. The VTP also provides an opportunity for participants
to meet with teachers from various regions of Pakistan and other
countries including Kenya, Tanzania, Uganda and Bangladesh. Programme
instructors include AKU-IED faculty, visiting professors from
Oxford University and the University of Toronto and M.Ed, graduates,
otherwise known as Professional Development Teachers (PDTs). Programme
participants must be affiliated with AKU-IED's cooperating schools
and/or the AKDN.
Visiting Teacher Extension Programme
There had been increasing evidence that many of the VT certificate
holders would benefit considerably if they could enhance their
content knowledge by becoming subject specialists in their areas
of teaching. AKU-IED, therefore initiated a field-based professional
enhancement programme leading to an Advanced Diploma for existing
VT Certificate holders which has been especially designed to enhance
their subject knowledge and teaching methodology. The first Specialist
Subject Teacher (SST) Programme in Mathematics and Science commenced
in July, 1997.
The SST programme is designed mainly as a field-based professional
development effort. As such, most of the programme takes place
in the home schools of the specialist teacher. Content-based seminars
are held regularly at AKU-IED. The programme is structured to
minimize disruption to school activities. Classes taught at AKU-IED
used techniques and approaches consistent with the overall philosophy
of the programme.
Advanced Diploma in School Management
In order to facilitate the change process in schools and to achieve
lasting school improvement, an improvement in the quality of school
governance is crucial. AKU-IED has introduced a field-based school
management programme for head teachers/deputy head teachers leading
to an Advanced Diploma in School Management (ADISM). The programme
recognizes the key role of educational leaders in school improvement
and in supporting the work of AKU-IED's graduates. The programme
was developed and, is being run, with assistance from Sheffield
Hallam University (UK). ADISM aims to equip head teachers of cooperating
schools with the skills to reflect critically on their own management
practices and to develop the required attitude, skills and knowledge
to make effective changes in their schools.
Certificate in Educational Management
In 1998, AKU-IED commenced a ten week full-time Certificate in
Educational Management programme initially targeted at middle
management officers of Sindh Government Education Department.
The Programme focused in helping education officers to reflect
on their current management practices through critical analysis
and to acquire new management and leadership skills so as to bring
about improvement in the management system in government schools.
The programme has since been modified and has been conducted for
nongovernment/community based organization of Sindh, had teachers
and education officer in Northern Areas of Pakistan, for School
Heads and officers in Dar-es-Salaam, Tanzania and Mombasa, Kenya.
Ph.D. Programme
The doctorate programme is a major step towards ensuring the professional
growth of the AKU-IED faculty so as to ensure sustainability and
autonomy of the Institute in years to come. In late 1997, AKU-IED
arranged for a doctoral programme to be offered through its two
Partner Universities (PU), Toronto and Oxford. The programme,
initiated in response to recommendations of the European Commission's
Mid-Term Evaluation and the AKU Second Task Force Report, is a
priority for national faculty development and for future AKU-IED
and PDC staffing. The doctoral programme will also build the capacity
of current AKU-IED senior faculty to offer a future AKU-IED doctorate.
RESEARCH
AKU-IED established a substantial research programme in a short
time. The Mid-Term Evaluation of AKU-IED conducted by the European
Commission in late 1996 commented that "AKU-IED's research
agenda is impressive and the results of importance for school
improvement", but also noted that "many questions still
need to be answered through research and consequently more research
is needed for example in the field of education policies, teacher
training approach and methods in different school situations".
AKU-IED has developed a Research Framework which addresses the
need to balance increasing demand for research with the need to
maintain focus and quality.
AKU-IED will use several strategies for maximizing its capacity
to undertake and support research. It will:
• continue to develop and support the research capacity
of students, thereby ensuring substantial quantitative output
and regional coverage;
• take responsibility to develop research capability for
other individuals and groups who can extend regional capacity
to undertake research, either independently or in collaboration
with AKU-IED;
• expand its research partnerships with overseas and regional
universities and with other bodies, including government, NGOs,
and international donor and development agencies;
• take on increasing responsibility in management and coordination
of research by others, in part as an extension of current training
of national research staff and teams.
The AKU-IED Research Framework includes:
i) Core activities to be continued: monitoring and documenting
the impact of AKU-IED's work; research on effective teaching and
learning for improved practice; undertaking research which informs
and influences educational policy.
ii) Areas of increasing priority involving collaborative work
across the University: early childhood development; health education
and promotion strategies for primary schools; effective teaching
and learning in higher education; and development of effective
assessment, examination and matriculation systems.
iii) Increased emphasis within the following thematic areas: access
and equity (such as community participation in schooling, gender
studies in education, distance learning and technologies); supporting
curriculum and school improvement (such as effectiveness of low
cost teaching and learning materials, textbook and curriculum
requirements, educational leadership).
A difficult task for AKU-IED is to establish and document, with
credible data, the impact of its programmes on school improvement.
In part, this difficulty is generic to educational research which
attempts to identify and link outcomes to inputs in complex environments.
It is also premature to assume measurable outcomes, for example
in student learning and achievement, from programmes which have
been so recently established. However, AKU-IED has undertaken
case studies of the qualitative impact on teaching and learning
practices in schools to which its graduates have returned. Significant
positive impact is observable in a number of schools, especially
those in which the head teacher is also committed to school improvement.
Research on longer-term impact is a major priority and AKU-IED
has articulated a monitoring and evaluation programme, with systematic
measurement and documentation of impact.
Independent assessment of AKU-IED's work has been very positive.
For example:
• The European Commission's Mid-Term Evaluation in late
1996 rated the M.Ed, programme at a high international standard;
a conclusion supported by an earlier on-site external examiners'
review of all assessable work undertaken by students during the
degree. Similarly, the Visiting Teacher programme was judged comparable
with broadly similar courses around the world. The evaluation
felt both programmes met deeply held needs of the education sector
in Pakistan and concluded that "all ongoing and planned future
assignments are of vital importance for the improvement of elementary
education in Pakistan". AKU-IED was commended for its "flexible
approach and remarkable capacity to adapt" and for achieving
objectives "from a quantitative and qualitative point of
view".
• The European Commission's Final Evaluation in early 2000
says "Since its formation, IED within a relatively short
time frame, has successfully established a set of educational
initiatives which nationally and internationally are recognized
as credible and significant, and which form the basis for a coherent,
programmatic approach to educational improvement and broader social
development."
• The Chief Technical Adviser of the Balochistan Primary
Education Program has written (October, 1997) that, "Our
experience of the professionalism, academic and pedagogical excellence,
commitment and integrity of your Institute has far exceeded our
expectations and can be and is most favorably compared with the
quality of performance and level of input that we have experienced
with other universities and training institutions in other countries,
including the USA, UK and Australia...we are planning to expand
our involvement with AKU-IED".
MOVING AHEAD - TO 2006
AKU-IED's mandate and mission remain relevant and significant,
a conclusion supported by the Aga Khan University's Second Task
Force (1997) in its report on future directions for 1997-2006.
Drawing upon the experience of Phase 1, AKU-IED has further articulated
the principles which will guide its work in the future. It aims
to:
• tailor its programmes to the realities and constraints
of developing country contexts and to be aware of, and adapt to,
changing circumstances;
• focus on quality improvements in classrooms and schools,
mainly through teacher development, improved management, curriculum
and assessment, and to target areas which impose constraints on
such improvements;
• ground its programmes in research which is relevant to
school improvement and designed to inform innovative practice
and lead to practical outcomes;
• use a field-based approach to professional development;
• help improve the status, self-esteem, and professional
dedication of teachers;
• re-examine assumptions about what is needed for effective
teaching and learning and the capacity of the education system
to provide for this;
• raise an awareness in teacher educators, teachers and
students of the state of their physical, social, economic and
cultural environment and their role in contributing to its improvement;
• bring access to education amongst disadvantaged populations,
particularly in rural areas, through, for example, developing
within communities the capacity and expertise to provide quality
training to teachers.
In establishing its priorities for Phase 2, AKU-IED has addressed
the tension between taking on additional worthwhile and challenging
initiatives while not overstretching the institution to a point
where the quality of its work is compromised. The Phase 2 plan
seeks to strike a realistic balance between the two extremes.
It continues AKU-IED on a course that aims to make an impact on
the massive problems of education faced by developing countries
while remaining responsive to experience and change.
PROJECTED
DEVELOPMENTS
New emphases within continuing programmes: curriculum studies;
early childhood care and development; health education and promotion;
approaches to monitoring, evaluation and assessment; special education;
environment and ecology.
New Professional Development Centres (PDCs): planning is underway
for PDCs to be established initially in the northern areas of
Pakistan, and in East Africa and Central Asia.
Support for Professional Associations: following the establishment
of associations for mathematics teachers and for schools heads,
AKU-IED will similarly support continuing professional learning
organizations among other groups of educators.
Establishment of a Policy Studies Unit: AKU-IED will establish
a unit, integrated with AKU-IED's research and teaching programmes,
which will strengthen its mandate to undertake research and evaluation
which informs educational policy. The unit will coordinate its
work with other areas of the Aga Khan University, Partner Universities
and external agencies and governments.
Monitoring and evaluation: AKU-IED has a responsibility to undertake
and develop capacity in both process and impact evaluation of
its work, including following up and documenting outcomes as graduates
return to schools and implement school improvement initiatives.
A doctoral programme: building on the experience of the doctoral
programme offered through its Partner Universities, an AKU-IED
doctorate is planned in the next phase of development.
In-service training for education officials: AKU-IED is implementing
programmes for regional and local education officials to enable
them to give more effective support to school improvement and
community participation initiatives.
Alternative modes of programme delivery: distance learning programmes
will supplement and build upon the core work done at AKU-IED or
at PDCs in other locations, using a combination of traditional
approaches and increasingly available communications technologies.
Development of national faculty and staff members: a continuing
priority for AKU-IED is to play a proactive role in identifying
and supporting national faculty in and for the developing world.
Initiatives such as those outlined above are detailed in AKU-IED'
s Phase 2 Proposal. This proposal articulates a course of development
that aims to make an impact on the massive problems of education
faced by developing countries while remaining responsive to experience
and change. In establishing its priorities, AKU-IED has addressed
the tension between taking on additional worthwhile and challenging
initiatives while not over-stretching the institution to a point
where the quality of its work is compromised.
The targets which have been set are achievable. AKU-IED will benefit
significantly in Phase 2 from the experience and credibility accruing
from its initial phase, including through the links made with
schools, partner universities, government and other agencies.
Additionally, the positive impact of its faculty development initiatives
will be increasingly realized. AKU-IED' s credibility is significantly
enhanced by its record to date, notably that all targets have
been reached or exceeded on or ahead of schedule and within budget.
