Phase I: 1993-2000

Aga Khan University Institute for Educational Development's (AKU-IED) first phase was funded by the European Commission (EC), the United Nations Development Programme (UNDP), the Canadian International Development Agency (CIDA) and the Aga Khan Foundation (AKF). Phase I served as a 'launching pad' through which AKU-IED developed and tested innovative models of teacher education and school improvement, focusing on reflective practice embedded in critical pedagogy and active learning for the improvement of schools and other educational institutions. Realising the increased needs of continuing professional education of teachers and others, AKU-IED adopted an in-service professional education route to collaborate with public, private (not-for-profit) and AKDN schools as well as other educational institutions through school-university partnership in South Asia, Eastern Africa and Central Asia . A sustained collaboration was established between the Ontario Institute of Studies in Education, University of Toronto (OISE/UoT), Canada and the University of Oxford (OUDES), Department of Educational Studies, UK . Through this collaboration, AKU-IED developed and delivered high quality education and research programmes and faculty development.

Since its inception, AKU-IED has been working with the public sector for capacity building through public-private partnerships. As part of capacity building of the public sector of Pakistan, AKU-IED conducted a number of programmes, including tailor-made courses, for senior government education officers and school leaders to assist them in re-conceptualising their roles and responsibilities as 'effective educational leaders'. A large number of the programme graduates have been elevated to senior positions in the Provincial and District Education setups, and have contributed significantly to the effective implementation of educational reforms. AKU-IED also made substantial contribution towards policy reforms in school and teacher education curricula. The Professional Development Centre, Northern Areas was established to provide access to teachers and others for their continuing professional development. The European Commission's (EC) external evaluators acknowledged that AKU-IED's cost-effective initiatives have been nationally and internationally recognised because of its coherent, flexible and pragmatic approach to educational improvement.

AKU-IED's professional development models brought about school improvement in the real classroom contexts, and generated indigenous research knowledge. In order to create and promote a culture of research and scholarship, AKU-IED faculty was encouraged to conduct research and share its findings with the community of learners at large and policy makers to influence education policy and practice, especially in Pakistan . During Phase I, the impact of this work became visible in the developing countries, particularly in Pakistan , highlighting the Institute's role as a 'national resource' in teacher education, educational research and policy studies. This was also endorsed by external evaluations, EC mission reviews and faculty's and MEd students' research work.

Two 3-week external evaluations of AKU-IED's performance during Phase I were undertaken in 1999 by the European Commission and Social Institutions Development Programme (SIDP), which is administered by the AKF, Canada, on behalf of the Canadian International Development Agency (CIDA). Both evaluation reports were very positive and noted that AKU-IED had met or exceeded all targets, on or ahead of schedule, and within budget. The initiatives that AKU-IED had taken in addition to the original Phase I proposal were endorsed. The two reports also concluded that AKU-IED had established a strong base upon which to start a second phase (Phase II).

In March/April 2000, appraisals of AKU-IED's Phase II proposal were undertaken by the same agencies. The reports of these appraisals strongly supported AKU-IED's second phase. The SIDP/CIDA report states:

"It is difficult to not be impressed with the progress that AKU-IED has made in the first phase of its existence. All of the expected outcomes established in 1993 have been easily surpassed and the Institute is well situated to embark on its challenging but well-grounded agenda for Phase II.