Lessons from Implementation of Educational Reforms in Pakistan ― Implications for Policy and Practice

A resourceful insight for stakeholders and reformers on the future of education in Pakistan, Lessons from Implementation of Educational Reforms in Pakistan: Implications for Policy and Practice oAffers challenging research-grounded accounts from a selection of distinct research studies, carried out by AKU-IED faculty. These studies originated from two major multi-year international and donor-funded education improvement projects in Pakistan-the Strengthening Teacher Education in Pakistan (STEP), and the Educational Development and Improvement Programme (EDIP).

Providing a blend of qualitative and quantitative accounts of practices, attitudes, and challenges of integrating local and international experiences and ideas around educational reform and professional development at micro-levels, and these projects' promising implications at macro-levels, the book provides a distinct understanding of the processes of educational reforms in Pakistan. It delves into issues involved in understanding the nexus of theory and practice in the context of large-scale education reforms. While providing a conceptual base for reflections, it raises such critical questions on how local and global successful practices and experiences can be merged into new quality and sustainable projects and frameworks for educational change in Pakistan and other developing countries.

Takbir Ali is Assistant Professor and Head Outreach at the Aga Khan University-Institute for Educational Development (AKU-IED), Karachi, Pakistan. He obtained his PhD from the University of Toronto, Ontario Institute for Studies in Education. Takbir has extensive work experience in designing and executing developmental projects in Pakistan's education sector. He coordinated the Strengthening Teacher Education in Pakistan (STEP) project (2008-2016) of AKU-IED. He has research interest in teachers' change experiences, teacher development, curriculum implementation, school improvement, and teaching and learning science in schools.

Sarfaroz Niyozov is the Director of the Institute for Educational Development of the Aga Khan University (AKU-IED), Karachi. Niyozov holds a BA in Arabic from Tajik State University, MEd from the Aga Khan University, and PhD from University of Toronto. He has been an active member of professional associations such as the Central Eurasian Studies and Comparative International Education Societies. His research and teaching experiences include comparative international education, Islamic education, teacher development, and borrowing and lending of reform policies and practices in developing countries.