British Council

My usual routine and teaching methodologies are not working to engage students effectively.

After attending PEELI training and engaging in the longitudinal study, I began to find new approaches to shift my teaching methodology from teacher-centered to student-centered.

Primary school teacher, Punjab


Life cycle





Government of Pakistan, UK Aid


To create a classroom environment across all primary schools in Punjab, Pakistan, where teachers are delivering purposeful, engaging and inclusive lessons, thus raising the engagement levels of the six million children they teach. 


Pakistan is underperforming against all global educational indicators. The current quality of classroom teaching in government schools, especially primary schools, lacks the engagement and skills to deliver 21st century education. We aim to improve this by strengthening the capacity of professional development in the Punjab education department (QAED) to strengthen the effectiveness of 250,000 primary school teachers. Our unique Teaching for Success approach and global track record in teacher development ideally positions us to support the region on this goal.


The delivery approach alongside the government delivery partner, the QAED, is driven by beneficiary needs, a strong evidence-base and regular review of delivery activities. For example, our original face-to-face cascade training has been improved by integrating mentoring, peer-to-peer collaboration and digital resources. The Edmodo social learning platform for professional development and the APTIS English proficiency tests have increased overall teacher quality whilst developing English language. Monthly control checks are taken, improving our systems for validating master trainers, reviewing quality of training, and gaining greater involvement of headteachers in the programme. 


The impact of the programme is measured against two key indicators – change in teaching behaviour at primary school level and change in trainer competence – with the ultimate aim of improving learner outcomes and system improvement. Capacity building has led to the start of system improvement. In year one for example, 1001 teacher candidates were recruited as Expert Trainers (629 males/372 females) covering all 36 districts of Punjab, who in turn trained 100,000 primary school teachers. Following this, our work in licensing and professional standards, such as the Professional Award in Teacher Development, has advised the QAED which recognised programmes and qualifications will best meet their needs for licensing teachers in future. This aims to result in the improved ability of teachers to create more engaging and child-centred classrooms.

Mutual benefit

Through high quality and needs-based work in partnership with provincial education ministries, we are developing trust for our organisation and, by extension, the UK. We are also working towards our wider vision in English and education - that good English teaching helps people to study, work and to develop careers and confidence. Improving access to and attainment through English education is a key contributor to the development of the English profession worldwide. Through PEELI we provide consultancy opportunities for UK academics and UK goods and services, such as Iris Connect, to deliver expertise.