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.
This work is part of ‘Engaging teachers in peacebuilding in postconflict contexts: evaluating education interventions’ project supported by the Economic and Social Research Council (ESRC) and the UK Department for International Development.
Halai, Anjum, & Durrani, Naureen. (2016). Teacher governance factors and social cohesion: insights from Pakistan. Education as Change, 20(3), 57-75. https://dx.doi.org/10.17159/1947-9417/2016/1361
Teacher governance factors and social cohesion: insights from Pakistan