Institute for Educational Development, Karachi
From 1995 to 1999, as a teacher educator in Pakistan teaching on professional development programs, my colleagues and I were able to address some needs and interests of primary school teachers. After obtaining a degree in teacher education I was better equipped with the skills required for designing, implementing, and evaluating the curriculum. I also gained further insight into teaching and learning through the fieldbased component. A "need analysis" determined teacher selection for our field component, with the overarching principle being to select teachers who considered change to be relevant. Other selection criteria included teachers who were willing to bring about "whole school improvement" through collaborative efforts, and those willing to practice their newly acquired skills in the Program's field-based component. The present paper is an attempt to critically examine the concepts and philosophy of Whole School improvement.
Journal of Educational Research
(2003). Curriculum as practiced in Pakistan. Journal of Educational Research, 6(1-2), 177-183.
Available at: http://ecommons.aku.edu/pakistan_ied_pdck/123