The Policy Engagement Workshop, hosted by the Mahbub-ul-Haq Research Centre (MHRC) at LUMS, brought together academics, policymakers, and practitioners to explore a pivotal question: how can Continuous Professional Development (CPD) revolutionize teaching practices in Punjab’s primary education system? The discussions centered on addressing systemic challenges, identifying evidence-based solutions, and crafting strategies to align educational policy with classroom realities. By the conclusion of the event, it became evident that CPD holds significant potential to transform primary education in Punjab, provided its implementation is cohesive, inclusive, and sustainable.

Dr. Gulab Khan, Head of Academics at LUMS School of Education, opened the workshop by emphasizing the transformative potential of CPD in bridging policy gaps and improving teaching practices. He highlighted that while progress has been made, significant barriers remain. Findings from the study Building Improved Teaching Practices Through CPD in Punjab, led by Dr. Farah Nadeem and Dr. Jessica Albrent, illustrated this dual reality. Quantitative data from the Classroom Observation Tool (COT) highlighted meaningful improvements in teaching practices in districts like Sheikhupura. However, the study also revealed key obstacles, including the underutilization of observation data, difficulties in sustaining mentorship programs, and inadequate IT infrastructure for online CPD initiatives. Teachers cited career stagnation as a major demotivating factor, while many attributed poor classroom outcomes to external influences, such as students’ socioeconomic backgrounds. These findings revealed a deeper need to reframe how effective teaching is understood and valued. The challenges were further compounded by systemic inequities and resource disparities, as highlighted in an on-going study presented by Ms. Nighat Lone, Technical Lead of DARE-RC. Her research examines the digital evolution of teacher development and explores the scalability of tools like ITSB and COT across Punjab’s districts.

The panel discussion, moderated by Dr. Faisal Bari, Associate Professor at LUMS, brought forward actionable recommendations. Dr. Soufia Siddiqi highlighted how systemic incoherence in government schools stifles innovation. She advocated for teaching practices that cater to student needs, supported by formative assessments and structured pedagogy. Izza Farrukh, Senior Education Specialist at the World Bank, echoed this perspective, emphasizing the global success of "teaching at the right level" and urging its implementation in Pakistan. Mr. Naveed Saleh, Team Leader of PESP-III, stressed the importance of empowering head teachers through leadership roles and performance metrics, while also addressing the challenges of implementing multi-grade teaching strategies. The Additional Secretary of Education, Mr. Farhat Hussain Farooq, emphasized the need for better policy communication to rebuild trust in public education reforms and ensure cohesive implementation.

The audience raised critical questions on accountability, the role of Area Education Officers (AEOs), cost-effective teaching strategies, and the importance of fostering self-reflection and community connection among teachers. Additionally, the workshop prompted deeper reflection on key issues: How can systemic resistance to change be mitigated, and what mechanisms can guarantee the sustained use of data-driven tools like COT to inform decision-making at all levels?

Following the panel, participants engaged in breakout sessions that explored various themes. These discussions provided an opportunity for stakeholders to exchange practical ideas and actionable strategies. The workshop concluded with closing remarks by Dr. Sahar Shah, Research Manager at DARE-RC. Dr. Shah emphasized the urgent need for evidence-based policymaking to tackle Pakistan's pressing educational challenges, particularly in the context of recent crises such as the Covid-19 pandemic and the worsening hazardous smog levels in Punjab. While the workshop revealed the complexity of overhauling an education system grappling with political instability and the growing impacts of climate change, it also illuminated the shared commitment of stakeholders to devise and implement sustainable solutions.