Description
Book SynopsisThe book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, governments and NGOs in postcolonial Pakistan. Drawing on the extensive knowledge and experience that the authors bring to these challenges – this case study of the ‘broken promise’ of education for sustainable development will have significant impact in post COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world.
Table of ContentsAcknowledgments Introduction: Education, Teacher Education and Sustainable Development in COVID ‘Normal’ Pakistan 1 Postcolonial Pakistan: A History of Development Challenges and Crises 2 COVID-19 and Public Health, Education, Development and Policy Responses in Pakistan 3 Post COVID Recovery Scenarios for Pakistan: Education, Teacher Education and the UN SDGs 4 Structure of the Book 1 Waadey 1 Introduction: Young People, Education and Skills in Post-COVID Pakistan 2 Disparities, Inclusion and Quality of Learning in Pakistan 3 COVID-19, the Digital Divide, and the Promise of Technology in a Post-Pandemic Education Recovery 4 Disparities in Young People’s Education and Skills, and the Challenges for Development for All 5 Discussion: Widening Disparities and the Politics of Education Policy 2 Hazaar Jaama 1 Introduction: Curriculum, Pedagogy and Technology 2 Education Systems, Curriculum, Social Division and Other Fragments 3 Public Schools 4 The Pandemic’s Amplification of the Limits and Possibilities of Classroom-based Schooling in Postcolonial Pakistan 5 Education and Technology: Policy Responses to ICT and Pedagogy in Pakistan’s Schools 6 Discussion: Education, ICT and Neocolonialism 3 Tazabzub 1 Introduction: Teacher Education and Professionalism in 21st Century Pakistan 2 Teacher Professionalism, Status and Shortages in Pakistan 3 Teacher Education and Professional Development 4 Donor Agencies and Teacher Education and Professional Development 5 Discussion: The UN SDG s, Neoliberal Globalisation and more Appropriate Models for Teacher Education 4 Taaluqat 1 Introduction: Teacher Leadership and School Governance in Postcolonial Pakistan 2 Educational Leadership, Hierarchical Structures and Policy Processes 3 Teachers’ Reimagining Their Roles in Policy and Practice: Building Resilient Education Systems 4 School Leadership and Governance: Coping with and Moving beyond the Pandemic 5 Discussion: Codesigning Decentralised and Responsible Governance and Leadership Strategies 5 Sarguzasht 1 Introduction: COVID-19, and Lessons from the (Broken) Promise of Education for Sustainable Development in Postcolonial Nation States 2 The Problem of the ‘Personal’ 3 Conclusions 4 Javed’s Conclusions 5 Mir’s Conclusions 6 Sher’s Conclusions 7 Seth’s Conclusions 8 Peter’s Conclusions 9 Scott’s Conclusions References Index
