Review of DFID and USAID initiatives for the development of teacher education in Pakistan

Nusrat Fatima Rizvi, Anil Khamis

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)


This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper’s central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.

Original languageEnglish
Pages (from-to)1210-1221
Number of pages12
Issue number8
Publication statusPublished - Nov 2020


  • Teacher education
  • donors sponsored educational reforms
  • initial teacher preparation
  • pre-service teacher education
  • reforms in teacher education


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