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Project Case Study

Technology for Teaching (T4T)

Technology for Teaching (T4T)

Technology for Teaching (T4T) comprised a landscape review of technology-supported teacher professional development (TPD) programmes spanning pre-service, induction, and in-service teacher training implemented by public and private sector organisations at the federal and provincial levels in Pakistan. The review aimed to provide the Ministry of Federal Education and Professional Training (MOFEPT) with a set of recommendations for greater use of technology to support teacher training, particularly in the aftermath of the COVID-19 pandemic and resultant disruptions to the education system, and to inform the approach to remote TPD under the World Bank’s Actions to Strengthen Performance for Inclusive and Responsive Education (ASPIRE) programme.

ASI completed a desk review and detailed mapping of 20 technology-supported TPD programmes spanning pre-service, in-service, and induction training across Pakistan, in the Islamabad Capital Territory (ICT), and the Punjab, Balochistan, Sindh and Khyber Pakhtunkhwa (KP) provinces.

Project Info

Technology for Teaching (T4T)


  • October 2021 – February 2022


A mixed-methods approach involving key informant interviews, focus group discussions, and quantitative surveys were employed to gather the following information:

  • Identification of the challenges that technology was introduced in the programme to address using the World Bank’s ‘Access, Engage, and Apply’ framework and approach to TPD
  • Description of the stages at which technology was employed, i.e for training needs assessments (TNA), content development, training of trainers, delivery of training, and/or follow-up
  • Categorisation of the technology used (‘low’, ‘medium’, or ‘high’-tech)
  • Implementation challenges
  • Considerations for scalability and sustainability

ASI, in consultation with the World Bank, subsequently selected four of the mapped programmes for deep dive to understand factors contributing to or limiting programme success along with lessons learnt and recommendations. Recommendations were split between programme-level and system-level recommendations for TPD providers.

The study is an important contribution to the literature on technology-supported TPD programmes in Pakistan where very little documentation and research on the subject exists.

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