COVID-19 and the (Broken) Promise of Education for Sustainable Development

Javed Anwar, Ph.D., is a public servant in Pakistan, whose research focuses on girls’ education in rural Balochistan-Pakistan, whose recent publications include an article published in British Journal of Sociology of Education.Sher Rahmat Khan, Ph.D., is an early career researcher, whose research interests include postcolonial critique of the cultural politics of Pakistani education curriculum, education and challenges for pluralism and inclusion, the promise and limitations of the SDGs and sustainable peace and development.Mir Zaman Shah, Ph.D., is an early career researcher, whose research interests include educational leadership, teacher education, postcolonial theory, gender and development and Sustainable Development Goals (SDGs).Seth Brown, Ph.D., is Lecturer in the School of Education and Head of UNEVOC@RMIT University, whose recent publications include Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School (with P. Kelly & S. Phillips, Palgrave, 2020).Peter Kelly, Ph.D., is Professor of Education in the School of Education, and the Centre for Research for Educational Impact (REDI), whose research focuses on young people, their education, training and employment pathways, and their health and well-being, at a time of profound planetary crises that have been identified as the convergence of the 6th Mass Extinction and the 4th Industrial Revolution.Scott Phillips, D.Phil., is Honorary Associate Professor, RMIT University and Director, Kershaw Phillips Consulting. Publications include Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School (with S. Brown & P. Kelly, Palgrave, 2020).

• AcknowledgmentsIntroduction: Education, Teacher Education and Sustainable Development in COVID ‘Normal’ Pakistan1 Postcolonial Pakistan: A History of Development Challenges and Crises2 COVID-19 and Public Health, Education, Development and Policy Responses in Pakistan3 Post COVID Recovery Scenarios for Pakistan: Education, Teacher Education and the UN SDGs4 Structure of the Book1 Waadey1 Introduction: Young People, Education and Skills in Post-COVID Pakistan2 Disparities, Inclusion and Quality of Learning in Pakistan3 COVID-19, the Digital Divide, and the Promise of Technology in a Post-Pandemic Education Recovery4 Disparities in Young People’s Education and Skills, and the Challenges for Development for All5 Discussion: Widening Disparities and the Politics of Education Policy2 Hazaar Jaama1 Introduction: Curriculum, Pedagogy and Technology2 Education Systems, Curriculum, Social Division and Other Fragments3 Public Schools4 The Pandemic’s Amplification of the Limits and Possibilities of Classroom-based Schooling in Postcolonial Pakistan5 Education and Technology: Policy Responses to ICT and Pedagogy in Pakistan’s Schools6 Discussion: Education, ICT and Neocolonialism3 Tazabzub1 Introduction: Teacher Education and Professionalism in 21st Century Pakistan2 Teacher Professionalism, Status and Shortages in Pakistan3 Teacher Education and Professional Development4 Donor Agencies and Teacher Education and Professional Development5 Discussion: The UN SDG s, Neoliberal Globalisation and more Appropriate Models for Teacher Education4 Taaluqat1 Introduction: Teacher Leadership and School Governance in Postcolonial Pakistan2 Educational Leadership, Hierarchical Structures and Policy Processes3 Teachers’ Reimagining Their Roles in Policy and Practice: Building Resilient Education Systems4 School Leadership and Governance: Coping with and Moving beyond the Pandemic5 Discussion: Codesigning Decentralised and Responsible Governance and Leadership Strategies5 Sarguzasht1 Introduction: COVID-19, and Lessons from the (Broken) Promise of Education for Sustainable Development in Postcolonial Nation States2 The Problem of the ‘Personal’3 Conclusions4 Javed’s Conclusions5 Mir’s Conclusions6 Sher’s Conclusions7 Seth’s Conclusions8 Peter’s Conclusions9 Scott’s ConclusionsReferencesIndex