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Welcome to the Presentation on
Quality Performance in AKU-PDCN’s Academic Programs
ByKhush Funer Murtaza
May 2, 2011
The Aga Khan UniversityProfessional Development Centre
North (AKU-PDCN)
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ICQI-Lahore, 2-3 May 2011
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Established in Gilgit in 1999
Building ready in October 2000
Started as a joint venture of AKU-IED and AKES,P
A project managed and owned byAKU-IED
Initially (199-2008) Funded byEuropean Commission and
currentlyfunded by AKU-IED.
Faculty developed by AKU-IED
Gilgit-Baltistan
Skardu
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BACKGROUND INFORMATION
PAR
TNE
RS
HIP
PDCN develops capacity, offers programsand does research in
collaboration withpartners:
PrivateSchools
NGOsProvidingEducation
AKESP
Govt. Edu.Dept.
Definition of Quality
Article 42 of the Dakar Framework of
action elaborates that ‘a quality
education is one that satisfies basic
learning needs, and enriches the lives of
learners and their overall experience of
living.’
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The
Maj
or C
ours
esCertificate Level Courses
• Whole School ImprovementProgram
• Certificate in Education:Educational Leadership
andManagement
• Certificate in Education: EarlyChildhood Education
andDevelopment
Advanced Diploma Level Courses
• Advanced Diploma in Education: PrimaryEducation
• Advanced Diploma in Education:Educational Leadership and
Management
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Essential Factors in improvingQuality of Education
• Quality of Teaching and Learning• Leadership, Management
and
Administration• Curriculum and Staff Development• Community
Participation• Buildings, Accommodation and
Resources• Social and Moral Development, and
Health Education
WSIP focuses on developing thefollowing six key areas:
Quality Assurance Mechanism
• Selection of teachers on merit basis
• Proper assessment system
• On the job professional support
• Professional development and teaching
• Careful planning
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• Constructive feedback
• Record keeping
• Monitoring and supervision mechanism
• Reflective sessions with faculty at PDCN
• Follow up procedure
Challenges
• Influence from systems
• Huge demand for professional development
programs in Gilgit–Baltistan and beyond
• Lack of merit based recruitment of teachers
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• Sustainability
• Lack of training opportunities and teacher
education standards
• Lack of implementation
Recommendations• The criteria for identification and selection
of
teachers has to make meaningful and the process has
to be transparent, particularly in the Public Sector.
• On-going professional development of teachers is
very important for quality assurance. Teachers should
be connected with each other and with their mentors.
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• Educational institutions (PDCN) and
Government Education Colleges need to
arrange educational forums in Gilgit–Baltistan
where academicians can share their
experiences and good practices for quality
education. They also need to document and
disseminate these practices at broader level.
Continue..
