am an optimist and a believer in the power of learning as a dynamic, organic process inbuilt in nature for human evolution. For teachers, it is more intentional. I share an inspirational quote from a government school teacher engaged in a foundational learning innovation in mainstream government classrooms of Hyderabad, Sindh:

“Teaching at the right level approach is giving teachers a new sense of freedom and empowerment in the classroom. Rather than being driven solely by the pressure to complete the syllabus, teachers are increasingly able to focus on what children actually know and are ready to learn. Instead of teaching the whole class at the same pace and leaving weaker learners behind, teachers can now start from each child’s existing level and help them move forward step by step…”

The headteacher from Hyderabad responded immediately to my request in Paulo Freire’s language of radical inclusion. I can almost shut my eyes and think that over the past six months this could be a teacher sharing experiences with me on TaRL transformation in Swabi or Bahawalpur; Lasbela or Jafferabad; Orangi or Umerkot—and in all government schools.

Speaking for Idara-i-Taleem-o-Aagahi, one is fortunate to be engaged in multiple capacities in the large-scale national movement as a coalition for foundational learning in public sector schools across all provinces. The TaRL/ FL intervention is part of the rapid implementation of the five foundational learning policies in the federation. TaRL learning camps are 8-10 weeks of rigorous learning routines in interactive literacy and numeracy.

Each nationwide programme is embedded in government systems for content, curriculum, training, pedagogy, assessment, delivery by government teachers, monitoring and evidence. This pedagogy transforms teacher attitudes and practices not just for Grades 1-5 for foundational learning, but at secondary levels too. Such ‘freedoms with dignity’ unlock pedagogical practices steeped in social emotional learning that allow for learners’ confidence, autonomy and executive functions.

My optimism as an educator stems from the grounded belief that teachers are at the frontline of human interaction as a multiplier in unlocking the potential of learners. They need recognition, care and support to grow and have opportunities to demonstrate change. They must not be punished for testing innovation in classrooms.

The challenges facing education today are embedded in the questions: are our children learning; and, are our teachers teaching?

Actually, these are two sides of the same coin that have been part of rigorous investigations at local, national and global levels by task forces and movements. The two questions have provoked interrogations since 2010. We have laundry lists of what ails the profession including: teacher shortages; teacher qualifications; continuous professional development; teacher licensing (Sindh and Pakistan); teachers’ status (contract or permanent); conditions of work in schools and classrooms; workforce support; recognising teachers’ ideas and innovations, voice and status—the list goes on.

Six decades ago, in 1966, the ILO/ UNESCO Recommendations were adopted as a set of benchmarks, standards of recruitment, working conditions, professional development, rights and responsibilities altogether defining the status of teachers. October 5 was declared the World Teachers’ Day to celebrate teachers as agents of education and social transformation across societies.

My optimism as an educator stems from the grounded belief that teachers are at the frontline of human interaction as a multiplier in unlocking the potential of learners.

However, for educators, each day is an encounter with profound challenges. The Covid-19 dividends have burst the boundaries of the lonely isolated teacher facing emergencies, displacements, climate change episodes, teacher shortages across Pakistan. The push for continuity of learning has built agency, voice, technology/ AI and connectivity (online/ offline) to share, update through opportunities for self-paced and/ or mandatory system compliance and options for professional development.

There are almost three million teachers in Pakistan. They are the largest workforce in any country—albeit with a 44 million global shortfall of teachers, which merits strategic attention. This workforce shapes the destiny of millions of children, adolescents and youth in formal and non-formal programmes.

Some outliers become the ugly caricatures and spoilers for the profession, such as some teachers who abuse children without any conscience. These outliers, who are non-performers, seek isolation whilst the majority, who want positive improvements, are in search of collaborative platforms that give them voice and opportunities.

A teacher’s work can never be isolated; impact only comes when teachers pull down the artificial boundaries so that students, parents, teachers/ educators and the school, the home and the wider world are present as a united compact

There are challenges of qualifications of teachers, their professionalisation that need to be addressed through licensing, learning from Sindh’s initiative and continuous professional development both through government and private accredited institutions. Teachers need to be nurtured and have confidence in platforms to help them transform, shadow and scaffold their work, build professional confidence as leaders with responsibility to deliver, building attitudes of care, inclusion, hope and resilience. Universities like AKU-IED, LUMS-SOE, Ziauddin and Durbeen are working closely with public and private sectors engaged in contemporary paradigms to enhance teachers’ status backed by outcomes to nurture reflective practitioners.

Having returned from the UN General Assembly and the What Works Hub for Global Education Conference 2026, and its side meetings in Oxford, this Teachers’ Day, I salute inspirations both nationally and globally.

There is a groundswell of platforms that have come of age, converging as collaborators for teachers’ capabilities and multiplying possibilities by leveraging youth champions and fellows to join hands with teachers and school leaders. Teach for Pakistan and the global Teach for All movements are not just investing in teachers and youth to propel CPD but also creating shared spaces with coalitions for learning and influencing future trends and themes beyond SDGs 2030.

The clock is ticking for all targets and goals for SDG 4 by 2030 and right to education (Article 25-A) in a complex, unpredictable and unstable world. Traditional resources are shrinking for education, urging us to explore innovative financing and leveraging learning-leadership platforms that multiply possibilities for sharing knowledge, skills and tools for teachers, students and parents. This movement is happening faster than we think. With new partners-collaboratives, teachers are moving from isolation to collaboration platforms for accountability with dignity.

The writer is the CEO of Idara-i-Taleem-o-Aagahi, a Pakistan Learning Festival founder and a Learning Generation Initiative global champion. She can be reached at [email protected].