Changing Context of Teacher Education in Khyber Pakhtunkhwa: Identifying and Addressing Gaps

Abstract

This research aims to critically examine the recent teacher induction policy implemented by the government of Khyber Pakhtunkhwa (KP). In the context of Pakistan, national educational policies consistently emphasize the enhancement of the quality of teacher education. Despite these efforts, achieving the desired targets have proven challenging, prompting a continuous call for improvement. Notably, the decision by the government of KP to eliminate the professional qualification requirement for school teacher recruitment deviates from the prevailing national educational policy. This research focused on analysis of policy documents, policy changes, and their implications. It is found that induction policy of Khyber Pakhtunkhwa is a direct contradiction with the present national educational policy of Pakistan. The elimination of the professional qualification condition may impact the overall quality of teachers entering the education system. There are concern for long-term negative effects on teacher education and student learning. It is recommended that the government of Khyber Pakhtunkhwa revisits its teacher induction policy. Reinstating the professional qualification condition in the teacher recruitment process is suggested to align with the national educational policy of Pakistan.