Of teaching and teacher education
By Syed Afsar Sajid
Title: ‘Teaching and Teacher Education in Pakistan – Historical and Contemporary
Perspectives’ by Anjum Halai
Publisher: Oxford University Press, Pakistan
Anjum Halai, holder of a doctoral degree from Oxford, is the author of the book ‘Teaching
and Teacher Education in Pakistan – Historical and Contemporary Perspectives’, and she
is presently serving as Professor of Education and regional Vice Provost at Aga Khan
University in Pakistan. She has a rich academic-cum-research profile that highlights her
keen interest in the area of education in low-income and lower-middle-income countries
like Pakistan and the ones in East Africa. She specializes in language and gender issues
in education, and is also associated with some international fora working on equitable
participation in education of youth, especially young women from ‘disadvantaged
contexts’.
The book in view is a seminal exercise meant to explore the field of teaching and teacher
education in lower-middle-income countries, and it is primarily focused on Pakistan.
Prof. Naureen Durrani of Nazarbayev University, Kazakhstan, commenting on the book
says that it explores ‘the field of teaching and teacher education in LMICs (lower-middle-
income countries), with a focus on Pakistan. The book first offers a global perspective on
the evolution of teacher education in the Global North and colonies where it first
emerged to support mass schooling. It then delves into the case of Pakistan, looking at
contemporary challenges teacher education faces in the neoliberal context, including
marketisation of education within the political economy and sociocultural dynamics of
the country.’
According to Carl Amrhein, Provost of the Aga Khan University, the book presents ‘the
deep thinking of a global leader in education. Professor Halai weaves a compelling
narrative of change imbedded in the history of teacher formation and focused on the
needs of the lower-middle-income countries competing in a global context’.
Anjum Halai being an enlightened educationist and researcher in the area of social
justice issues in education, has conducted a threadbare analysis of the challenges facing
teaching and teacher education in Pakistan. In his foreword to the book, Professor Leon
Tikly of the Bristol University (UK), endorses the author’s attempt to expatiate on ‘the
inequalities based on socioeconomic disadvantage, gender and disability, the need for
significant pedagogical reform integrating technology in educational practices, and
implementing inclusive education policies’.
The book is divided into two sections comprising four and six chapters respectively.
Section A deals with teacher education — its evolution in the global context; a survey of
teacher education in the country; the quality and professionalisation of teaching and
teacher education; and in-service education and continuing teacher professional
development. Section B deals with teaching in the classroom — teaching and teacher
education in the post-pandemic era; language of teaching and teacher education; gender
and the teaching profession; changing teaching practice: resilience of beliefs; teacher
education for diversity, special needs, and inclusion; and recommendations and a way
forward.
Most importantly, the book advocates the need for introducing digital literacy and
technology-oriented teaching practices in teacher education programmes. Policy-makers
are urged to facilitate access to digital resources and infrastructure, particularly in rural
and underprivileged areas, to prepare and develop a technologically advanced teaching
workforce.
The last paragraph of the book does not merely highlight its arch-contentions, it also
makes pragmatic but viable recommendations to ameliorate and upgrade the lot of
teaching profession that will in turn positively impact the quality of education. It would
be instructive here to quote its contents for the larger benefit of the reader:
“One important lesson is that elevating the quality of teaching and the state of education
necessitates recognizing the resilience, creativity, and unwavering dedication of
teachers in their mission to improve the lives of their students, children, and the youth of
Pakistan.
Teachers should not be perceived as passive recipients of policies and
reforms, they are the driving force behind the dynamics of teaching and learning at the
grassroots level. Therefore, the voice and active participation of teachers in decision-
making processes are imperative for enhancing the status of the teaching profession
and, ultimately, the quality of education.”
All said, the book is a welcome addition to the existing stock of books on the subject of
teaching and teacher education in Pakistan. It would be worthwhile to place it on the
shelves of libraries of institutions dealing with the subject for the guidance and
enlightenment of the policy-makers and the intending as well as practising professionals
in the field.
