By 2009, over six million additional children would need enrolment in primary level schools

“By 2009, there would be six to seven million additional children needing enrolment in primary-level schools and the teachers would be responsible for their schooling. Hence, the quality of the teaching force and not just the quantity, is of crucial importance”, said Dr Anjum Halai, convenor of the Policy Dialogue on Teacher Status and Associate Professor and Head of Research and Policy Studies at Aga Khan University Institute for Educational Development (AKU-IED).

Ms Fakhr-e-Karim Siddiqui, Executive District Officer, Education, City District Government, Karachi, was the chief guest. She stressed on balancing the processes of teaching learning through the curriculum and co-curricular activities, as well as advised teachers to pro-actively and continually take self-responsibility for enhancing their skills and knowledge, and to upgrade themselves professionally.

In his welcome address, Dr Muhammad Memon, Director AKU-IED, said that teacher status is a multi-dimensional issue and needs to be studied from diverse angles. In addition to the professional or financial perspective, the issue also needs further investigation from socio-psychological, philosophical, and intellectual perspectives. The role of teachers is one of key transformers of society, and creative drivers of positive change.

Keynote addresses on teacher status were delivered by two eminent South Asian scholars, who shared perspectives on how the role of teachers has evolved through the ages and the challenges faced in today's rapidly changing world. Professor R. Govinda of the National University of Educational Planning and Administration, New Dehli, called for “a different kind of learning: one that enhances learnability of the individual throughout life. Ms Bela Jamil, Chairperson of Idara-e-Taleem-o-Aagahi, Lahore, said that efforts to improve the status of teachers must take into account the existing realities, such as the role of the private sector in education.

The policy dialogue highlighted the issue of the status of teachers in Pakistan and identified a set of questions and issues for further research and deliberation: policy recommendations would then be put forward to the concerned governmental bodies.

AKU-IED promotes the role of teachers' networking - a number of vibrant professional teacher associations have been formed, which are creating a wider impact on teacher learning and awareness for continuing professional development of teachers.