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Papers by Mir A F Z A L Tajik
International Journal of Multilingualism, Oct 9, 2023
Critical Inquiry in Language Studies, Jul 31, 2023
Current Issues in Language Planning, Aug 2, 2023
Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education s... more Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. This study presents the stakeholders'-school leaders, teachers, students, parents, and education managers-vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.
Indiana University Press eBooks, Sep 5, 2018
Journal of Transformative Education, Jul 1, 2005
Teacher education in developing countries faces great challenges attributable to economic constra... more Teacher education in developing countries faces great challenges attributable to economic constraints, including shrinking resources, the low status of teachers—exacerbated by declining incentives—and an entirely theoretical approach in teacher training programs. These challenges are further intensified by variations in the trainees’ cultural, regional, and religious backgrounds and by the lack of collaboration between different education sectors. In this context, the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan, is attempting to provide contextually appropriate, effective teacher education programs for Pakistan and other developing countries. This article draws on the authors’ personal experiences in the teacher education programs at AKU-IED and on studies that examine the impact of these programs on participants. Several studies show that teacher education transforms teachers’ beliefs and practices if accomplished through more effective approaches. The article discusses how teacher education programs are conceptualized and implemented in the multicultural context of AKU-IED, where the course participants come from various developing countries and diverse backgrounds.
World Education Patterns in the Global South: The Ebb of Global Forces and the Flow of Contextual Imperatives
Improving Schools
Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education s... more Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. This study presents the stakeholders’ – school leaders, teachers, students, parents, and education managers – vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.
Bulletin of the Karaganda University. Pedagogy series
Since the English language is the lingua franca of academia and research, English Medium Instruct... more Since the English language is the lingua franca of academia and research, English Medium Instruction (EMI) implementation has become a necessary requirement at secondary and tertiary education levels in many countries. Kazakhstan is no exception. The number of higher education institutions (HEIs) that have adopted EMI in their undergraduate and graduate programs has increased significantly since Kazakhstan gained its independence. However, despite an increasing emphasis on EMI, the vast majority of faculty and students in Kazakhstani HEIs face numerous challenges in academic reading and writing in English. Using an online survey of graduate students in 10 Kazakhstani universities, this study investigates the students’ perceptions about EMI and how these perceptions may correlate—if at all—with their gender, age, and previous academic degrees. This study found that participants’ perceptions of EMI and usage of local languages during EMI sessions differed based on their gender, age an...
Information and Methodical Journal of Pedagogic Dialogue, 2020
In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are bo... more In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are both symbolic of wider ranging cultural and political battles over morals, modernity, development, gender and the rule of law. Educational Policies in Pakistan, Afghanistan, and Tajikistan: Contested Terrain in the Twenty-First Century is about both the normative battles over the purpose of education, as well as about the structural impediments to providing instruction in those remote and challenging locations where it is attempted. The analytical frames in this collection come primarily from the social sciences and comparative education. Contributors examine education, policy, processes and structures in the broader socio-cultural, religious and economic context of three countries sharing somewhat similar colonial and post- colonial legacy and current uprising of extreme religious positions and a drive to social-cohesion.https://ecommons.aku.edu/books/1065/thumbnail.jp
Identity, History and Trans-Nationality in Central Asia, 2018
International Journal of Multilingualism, Oct 9, 2023
Critical Inquiry in Language Studies, Jul 31, 2023
Current Issues in Language Planning, Aug 2, 2023
Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education s... more Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. This study presents the stakeholders'-school leaders, teachers, students, parents, and education managers-vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.
Indiana University Press eBooks, Sep 5, 2018
Journal of Transformative Education, Jul 1, 2005
Teacher education in developing countries faces great challenges attributable to economic constra... more Teacher education in developing countries faces great challenges attributable to economic constraints, including shrinking resources, the low status of teachers—exacerbated by declining incentives—and an entirely theoretical approach in teacher training programs. These challenges are further intensified by variations in the trainees’ cultural, regional, and religious backgrounds and by the lack of collaboration between different education sectors. In this context, the Aga Khan University Institute for Educational Development (AKU-IED) in Karachi, Pakistan, is attempting to provide contextually appropriate, effective teacher education programs for Pakistan and other developing countries. This article draws on the authors’ personal experiences in the teacher education programs at AKU-IED and on studies that examine the impact of these programs on participants. Several studies show that teacher education transforms teachers’ beliefs and practices if accomplished through more effective approaches. The article discusses how teacher education programs are conceptualized and implemented in the multicultural context of AKU-IED, where the course participants come from various developing countries and diverse backgrounds.
World Education Patterns in the Global South: The Ebb of Global Forces and the Flow of Contextual Imperatives
Improving Schools
Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education s... more Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. This study presents the stakeholders’ – school leaders, teachers, students, parents, and education managers – vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.
Bulletin of the Karaganda University. Pedagogy series
Since the English language is the lingua franca of academia and research, English Medium Instruct... more Since the English language is the lingua franca of academia and research, English Medium Instruction (EMI) implementation has become a necessary requirement at secondary and tertiary education levels in many countries. Kazakhstan is no exception. The number of higher education institutions (HEIs) that have adopted EMI in their undergraduate and graduate programs has increased significantly since Kazakhstan gained its independence. However, despite an increasing emphasis on EMI, the vast majority of faculty and students in Kazakhstani HEIs face numerous challenges in academic reading and writing in English. Using an online survey of graduate students in 10 Kazakhstani universities, this study investigates the students’ perceptions about EMI and how these perceptions may correlate—if at all—with their gender, age, and previous academic degrees. This study found that participants’ perceptions of EMI and usage of local languages during EMI sessions differed based on their gender, age an...
Information and Methodical Journal of Pedagogic Dialogue, 2020
In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are bo... more In the mountains of the Northern Pakistan, Tajikistan and Afghanistan School and schooling are both symbolic of wider ranging cultural and political battles over morals, modernity, development, gender and the rule of law. Educational Policies in Pakistan, Afghanistan, and Tajikistan: Contested Terrain in the Twenty-First Century is about both the normative battles over the purpose of education, as well as about the structural impediments to providing instruction in those remote and challenging locations where it is attempted. The analytical frames in this collection come primarily from the social sciences and comparative education. Contributors examine education, policy, processes and structures in the broader socio-cultural, religious and economic context of three countries sharing somewhat similar colonial and post- colonial legacy and current uprising of extreme religious positions and a drive to social-cohesion.https://ecommons.aku.edu/books/1065/thumbnail.jp
Identity, History and Trans-Nationality in Central Asia, 2018