The praxis of Teachers’ Continuous Professional Development (CPD) in the Pakistani education system is often misunderstood – being reduced to one-off training sessions with limited teacher input pre-delivery, and almost no post-session follow up and/or support. While these trainings aim to introduce teachers to new techniques, materials, and pedagogical approaches, they fall short of offering the ongoing, iterative support necessary to transform teaching practices in the classroom in any meaningful way. CPD, by definition, is a process of sustained professional growth that builds teacher capacity over time.
A truly effective CPD framework demands not only ongoing engagement with the teaching community but also empowers teachers to adapt and apply new practices within the unique contexts of their classrooms. Drawing on lived experiences and insights from across Pakistan, this policy note identifies six core elements that are necessary for an effective CPD framework — tailored to meet the evolving needs of Pakistani teachers.