The Karachi Lecturers and Professors Alliance (KLPA) on Thursday termed the endorsement of the five-tier promotion formula proof of the government’s commitment to teachers’ advancement, expressing satisfaction over the secretary’s move.
Officials said a meeting of the KLPA was held at the Government Degree College Karachi to deliberate on reforms, promotions and challenges in Sindh’s college education sector.
The meeting was attended by Prof Raheel Akhtar, Prof Zahid Ali Mangi, Prof Rizwana Channa and other office-bearers. The participants discussed the ongoing reforms, promotions, service structure and prevailing challenges in the Sindh college education system. It was noted that the sector had long faced issues relating to service structure, promotions and professional development.
However, reforms introduced in recent years under Education Minister Syed Sardar Ali Shah had created promotion opportunities for thousands of teachers. The meeting expressed satisfaction over the recommendations emerging from a session chaired by Sindh Secretary College Education Nadeem Memon in Karachi, stating that the proposed five-tier promotion formula reflected the government’s commitment to recognising teachers’ professional growth, performance and experience.
The participants observed that proposals aimed at expanding promotion avenues up to Grade 21, prioritising merit and performance, and reforming the existing structure indicated the department’s intent to establish a system that rewards diligence, competence and professional capability. Such measures, they said, would not only boost teacher morale but also improve institutional performance and teaching standards.
The meeting emphasised that education is a fundamental right of every citizen, and ensuring fair promotion opportunities for teachers is essential to building a strong and progressive society. It expressed hope that the committee’s recommendations would soon be implemented, paving the way for greater stability and improvement in Sindh’s education sector.
The participants also voiced concern that protests and suspension of classes under current circumstances were detrimental to the education system. They termed class boycotts both unlawful and unethical, arguing that such actions directly harm students’ academic future. Teachers, described as architects of society, were urged to pursue solutions through responsibility, tolerance and dialogue.
While acknowledging that dissent is a fundamental right, the participants maintained that holding students’ education hostage was unacceptable. They stressed that wisdom demanded teachers present their concerns through negotiations and institutional forums while ensuring uninterrupted academic activities.
