CPD OF UNIVERSITY TEACHERS IN PAKISTAN: CHALLENGES AND PROSPECTS

Abstract

This study was conducted to explore the concept of continuous professional development (CPD) for University teachers in Pakistan, and the obstacles faced in the same. It is a qualitative study based on existing literature, CPD practices of HEC and some public/private institutions. Primary data has been gathered from informal interviews of teachers of two universities, one in public and the other in private sector. Through a self-devised questionnaire, the respondents were asked about three forms of CPD, i.e. direct learning, professional development (PD) within institution and professional learning outside the institution. The respondents expressed their opinion about challenges faced, in these domains. These challenges pertained to resource constraints, policy loopholes, lack of systematic organisational efforts, social impediments, non-conducive environment etc. Mentioned prospects highlighted need of enhanced role by HEC & universities’ administration, values-based professional development of teachers, innovative approach to find solutions, organisational impetus and effective use of teachers’ feedback. It was further added that role of private sector towards this end should be invited, and institution-to-institution links should be strengthened for the attainment of goal.