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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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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.

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