Teacher training has been established as a distinct subject matter, to better prepare teachers for their roles in schools and communities, as well as to ensure that they follow established protocols and follow the rules and regulations set forth by their respective institutions and governments.

There are over two hundred and three (203) teacher-training institutions in Pakistan that are well-organized and provide quality education and training to teachers. The government of Pakistan has also established about three hundred (300) teacher training centers. According to the Pakistan Education Statistics (2016-17, 2018), the public sector accounts for 99% of overall enrollment in teacher training institutions, while the private sector accounts for just 1% of enrollment.

National Professional Standards for Teachers (NPSTs) were developed by the Policy and Planning Wing, Ministry of Education, Government of Pakistan in February 2009, with technical support from UNESCO and financial support from USAID.  Currently, the “Education Fellows Project” is a joint initiative between Pakistan’s Ministry of Federal Education and Professional Training (MoFEPT) and the Federal Directorate of Education (FDE), with the stated goal of recruiting and educating exceptional teachers to work in public schools of Islamabad and executing the derive learnings to improve teacher recruitment, training, and administration. In National Education Policy 2017, Chapter 8 is dedicated only to the topic of teacher training. The following are some general policies to follow:

1. Teacher Qualification
2. Reorienting Teacher Education System to become Demand Driven
3. Professionalization of teaching: Uniformity in designations, qualifications, salary structure and professional growth
4. Preparation of Teaching Personnel
5. Training/ Education of less qualified in-service teachers
6. Continuous Professional Development of Teachers and other Teaching Personnel
7. Continuous Professional Development of Teacher Educators
8. Quality Assurance of Teaching Personnel
9. Financing of Teacher Education
10. Provincial Teacher Employment Policies
11. Pre-Service Teacher preparation models and Undergraduate Degree Programs
    
    

CREDP believes that if a country wishes to progress, it should invest in its teachers since they are the key to the success of any community. One of the most important SDGs is ensuring that all children have access to a high-quality education, which is a goal that every nation is working towards. There are various issues plaguing Pakistan’s teacher training programs, which need to be addressed immediately. Teacher training issues can be ameliorated if an atmosphere of trust is fostered, the accountability of school systems is strengthened, political interference is kept to a minimum, hiring is based on merit, working conditions are improved, and access to educational resources is given to all.