A key determinant of student learning levels is teacher quality. The lack of content knowledge among teachers has been identified as a major contributory factor in poor student learning outcomes. In Punjab, the Directorate of Staff Development (DSD)—the apex government institution responsible for teacher training in the province—has sought to address this deficit in primary school teachers through a Continuous Professional Development (CPD) model. However, the model is constrained by the heterogeneous quality of the District Teacher Educators (DTEs) who provide the support to teachers and logistical challenges of organizing trainings for such a large teaching workforce.
SAHE has partnered with Institute for Development and Economic Alternatives (IDEAS) and the DSD to pilot improvements to the CPD model through the use of tablets and standardized high quality training videos to improve content knowledge of grade 4 math and science teachers. The use of such technology sought to ensure uniform quality of trainings delivered and take the training directly to the teacher.
At this event, the project’s achievements and findings were disseminated. It was found that 85% of teachers and 78% of DTEs thought the pilot model was very useful and effective as a training method. The project was successful insofar as teachers in the treatment group scored 1.2% points higher on math tests than teachers in the control group. Moreover, the impact was strongest on weaker and less qualified teachers: scores for the least educated teachers increased by 2.49% points, while the scores of teachers that scored in the bottom quartile of the baseline test increased by 1.91% points on the math tests. A panel discussion, consisting of policymakers, academics and development partners, was held after the findings had been presented.


Step 1: The project team uploaded training videos on a monthly basis on topics from the grade-4 curricula to digital tablets and developed supplementary training material.

Step 2: DTEs were given the tablets and were provided with content and technical training. New training material was delivered to the DTEs every month during Professional Development days held in the districts.

Step 3: The DTE provided digital tablets with videos to grade-4 teachers on mentoring visits to their respective cluster schools every month.

Step 4: The DTE forwarded any queries shared by teachers during their mentoring visits to the call center set up by the project team. The call center provided guidance to the DTEs who conveyed the information to the teachers.

Step 5: The call center sorted and forwarded any critical feedback to the project team. The project team noted the feedback and informed the call center about the proper response.


Moderator: Abbas Rashid, Executive Director, Society for the Advancement of Education (SAHE)
Farooq Naseer, Assistant Professor of Economics, Lahore University of Management Sciences (LUMS)
Faisal Bari, Associate Professor of Economics, Lahore University of Management Sciences (LUMS)
Azmat Siddique, Course Coordinator¸ Directorate of Staff Development (DSD)
Ali Cheema, Associate Professor of Economics, Lahore University of Management Sciences (LUMS)
Javaid Malik, Education Adviser, Department for International Development (DFID)
Usman Khan, Challenge Fund Manager, Sub-National Governance Programme (SNG)

Date 2 Jun 2016
Location Location
Sponsor Sub-National Governance Programme (SNG)
Thems Curriculum, Teaching
Type Event


Initiative to improve content knowledge of teachers, The News, 5 Jun 2016





Name of publication goes here as well as date

Addressing the content deficit in math and science

2014 – 2016 |PROJECT
Learning while you teach project