The fast-evolving employment landscape and the fast expanding knowledge at the global level make it necessary for a system to provide need-based education where learners are enabled to think critically, make right decisions, solve problems, be creative, and absorb new knowledge to apply their learnings in the field. For this to happen, the teaching-learning methods have also evolved to make education more experiential, inquiry-driven, discovery-oriented, holistic, integrated, learner-centred, and flexible.

The need of the capacity building of higher education teachers and managers has gained more importance as it is an accepted lever for students’ learning. College teachers are the first variable that influences student achievement the most. Education reforms that do not take into account teachers’ and managers’ professional development have proved inefficient.

• Lack of knowledge in teachers and principals regarding the latest reforms e.g., associate degree programmes, credit hours, semester system, BS degree, etc.

• Use of traditional methods of textbook-based teaching and knowledge-based assessment

• Inability to conduct online teaching and assessment

• Lack of capacities in teachers to develop cognitive, critical thinking, and problem-solving skills in learners

• Less emphasis on communication, discussion, debate, research, and opportunities for cross-disciplinary and interdisciplinary thinking among learners

• Insensitivity in the principals regarding the low Gross Enrolment Rate in higher education, and

• Lack of latest managerial and financial skills in principals

1. Setting clear expectations for teachers. Education systems can set clear expectations for teachers by specifying what students should learn at each grade level (as defined by curricula) and making sure there are enough hours of instruction per year.

2. Attracting the best into teaching. Education systems can make sure qualified individuals opt to become teachers by creating entry requirements that attract talented candidates, paying competitive salaries, and ensuring that working conditions and career opportunities are appealing. Higher salaries attract more able candidates to teaching.[1] In addition, improving working conditions by lowering student-teacher ratios can improve in-class interaction and reduce teacher turnover.[2]

3. Preparing teachers with useful training and experience. Education systems can promote teacher effectiveness by instituting minimum standards for pre-service teacher education programs and supporting novice teachers in their transition from pre-service training to their first jobs. Formal teacher education has been shown to lead to better teacher evaluations and student learning. Education systems also need to determine the most effective balance between subject matter knowledge and pedagogy / andragogy in pre-service teacher education. Several studies have found that subject matter knowledge can positively impact teacher performance;[3] other research cautions that subject matter knowledge may be important for achieving basic competence, but less important thereafter.[4] Finally, induction programs can make novice teachers more effective in the classroom and reduce teacher turnover.

4. Matching teachers’ skills with students’ needs. Education systems can promote teacher effectiveness by making sure that there are sufficient incentives for good teachers to work at hard-to-staff institutions and to teach critical subjects. Without purposeful incentives, teachers tend to gravitate towards institutions with better working conditions (which often serve better-off students).

5. Leading teachers with strong Principals. The quality of institution heads is second only to classroom teaching as a predictor of student learning. Quality Principals attract and retain quality teachers.[5] Capable Principals also spearhead improvements at the institution level. Once education systems encourage talented candidates to become Principals, they need to focus these leaders on improving instruction. Evidence finds that when principals have a say in the hiring and firing of teachers, they tend to hire teachers who turn out to be effective classroom instructors.

6. Monitoring teaching and learning. Assessing how well teachers are teaching and whether students are learning is essential. Assessments identify struggling classrooms in order to provide them necessary and timely support; they also identify good practices that can be shared to improve teaching across a given system. Research suggests that it is crucial to assess teacher performance in different ways, since no one evaluation method (e.g., classroom observation or value-added model) is fail-safe.[6]

7. Supporting teachers to improve instruction. Education systems can support teachers by providing them useful professional development that exposes them to best practices and offers clear guidelines on how to implement these practices. In virtually all education systems, professional development includes such activities as courses and workshops. Other types of professional development—such as teacher networks and mentoring—can also improve teacher performance.[7]

8. Motivating teachers to perform. Education systems can motivate teachers to perform well by both creating accountability mechanisms (e.g., establishing penalties for teacher absenteeism and poor performance) and rewarding outstanding performance.

[1] Barber, M., Mourshed, M., & Whelan, F. (2007). Improving education in the Gulf. The McKinsey Quarterly, 3947, 101-116.

[2] Bloom, H. S., Thompson, S. L., & Unterman, R. (2010). Transforming the high school experience: How New York City’s new small schools are boosting student achievement and graduation rates. MDRC, June.

[3] Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.

[4] Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational evaluation and policy analysis, 22(2), 129-145.

[5] Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.

[6] Grossman, P., Loeb, S., Cohen, J., Hammerness, K., Wyckoff, J., Boyd, D., & Lankford, H. (2010). Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores. NBER Working Paper No. 16015. National Bureau of Economic Research.

[7] Rockoff, J. E. (2008). Does mentoring reduce turnover and improve skills of new employees? Evidence from teachers in New York City (No. w13868). National Bureau of Economic Research.

1. Induction trainings of teachers and managers

2. Continuous Professional Development of teachers

3. Promotion-linked trainings of teachers and managers

4. Leadership development programme and refresher courses

The College Reforms and Training Section of the HED designs, plans and conducts various trainings through the Training Wing of DPI (Colleges) and seeks collaborations of different service-providers such as;

• Higher Education Commission, Islamabad,

• Punjab Higher Education Commission, Lahore

• University of Education, Lahore and

• Lahore University of Management Sciences (LUMS), among others.

These collaborations ensure cost-effective but impactful capacity building activities of college faculty to meet the needs of education system.