Directorate of Educational Development (DED) strives to provide conducive learning environment across ZU via opportunities for all the faculties to nurture their teaching roles. We aim to empower ZU teachers by providing structured program to help prepare themselves with the necessary knowledge & skills required to undertake their TEACHING ROLES effectively; seek quality improvement of the ZU Q-bank via conducting regular peer review of questions with content experts; foster scholarship in educational research across all ZU disciplines.

Over the time, diversification within the University has expanded with the creation of new disciplines. Amongst the various strengths of DED, the one most important is the roles played by its mission & goals in promoting scholarship of teaching & leadership through educational innovations, teaching & assessment methodologies and evaluation plans. With our aspirations, we are moving towards accomplishments of DED services to address the unique needs of diverse disciplines of ZU. We are determined to provide quality teaching and learning experiences through capacity building to achieve highest possible standards in all the areas of curriculum, teaching and assessment.

Dr. Iram Khursheed,
Director & Associate Professor,
Directorate of Educational Development,
Ziauddin University.


It gives me immense pleasure & pride to be associated with this University. The Directorate of Educational Development is committed to aligning the ZU vision through leadership, collaboration & research.

Our motto, ‘reforms and innovations’ is meant for better educational transformations and expresses our commitment to promote a conducive learning environment for everyone across ZU through capacity building of professionals in Higher Education.

Addressing the unique challenges of this pandemic era, DED is working hard, aiming to meet the international standards of education with creativity and digitalization by engaging all ZU faculty.  

Looking Forward with Gratitude and Hope:

I want to express my appreciation to the wonderful teachers and the administrative staff of ZU for continuing to give constant support to the students throughout the ongoing pandemic.

Together, we can and will make an impact.

Stay safe, healthy, and connected.  

Dr. Iram Khursheed, 


Director & Associate Professor,

Directorate of Educational Development,

Ziauddin University


DED Vision: To be a center of excellence, and an icon that takes higher education as an entity and a unique specialty in context of multiple professions related to diverse backgrounds to new heights in Pakistan and globally.

DED Mission: We believe in working as teams to provide academic expertise to all ZU colleges to upgrade their educational standards while adopting latest and competitive educational methodologies through research, leadership, innovations and reforms.

Values: Compassion and resilience, academic integrity and excellence, receptiveness & responsiveness

Goal: The DED aims to meet educational standards across ZU in line with global standards. To reach this goal, our strategy is to provide faculty development opportunities for ZU teachers to let them recognize their teaching roles and act accordingly on their self-improvement plans. 


  • Faculty Development 

      • Conduct Workshops / Interactive sessions
  • Peer-review of Resources to ensure the validity in context of educational principles

      •  MCQs-ONE BEST, OSCEs/OSPEs; 
      • Outcomes/Objectives; 
      • Study Guides.
  • Extends its support to Committees regarding matters related to Curriculum, Teaching/Learning & Assessment. In close coordination with these academic committees we believe to work as teams and encourage scientific inquiry within the bonds of humanism. 

    • Curriculum Committee ZMC & ZCD, Board of Studies ZMC & ZCD, 
    • Board of Faculty of Health Sciences ZU & Academic Council ZU 
  • We look forward to move with commitment to our strategic directions and in delivering high quality education and care to students across the University


Keynote Speakers

Courses Offered by DED

  • Basic Level (1 credit hour online course)
    1. Instruction
    2. Curriculum
    3. Assessment
    4. Feedback
  • Intermediate level (CHPE/CEM) (08 credit hour course)
    1. Instruction
    2. Curriculum
    3. Assessment
    4. Feedback

Topic: Diversity, Inclusion and Equity: Synergies and Challenges in the wake of  Covid-19


This paper reflects upon some of the responses to the Covid-19 pandemic in the higher education sector by the National Academy of Higher Education (NAHE) under the auspices of the Higher Education Commission of Pakistan. The paper will discuss (i) the series of Covid-19 Guidance notes issued by HEC to HEIs and, (ii) the processes and procedures developed by NAHE to switch to online capacity building of early career academics under the National Faculty Development program. In doing so the paper critically analyses the challenges as well as the opportunities of the pandemic and its (un)intended consequences. On the positive aspects, the paper argues that in addition to substantive content on teaching and learning, research and academic governance, the transformation to online delivery of the program forced new skills and competencies upon the participants. These included familiarity and using of Learning Management Systems (LMS) such as Moodle, teaching and learning on Ms Teams, ‘netiquette’, as well as collaborative online reading and writing. On the challenging aspects, we discovered that women with caring responsibilities working from home brought yet a further burden as they were forced to look after young children, attend to their daily needs, facilitate children’s online learning, household chores as well as engage with their capacity building program. Women employees nationally (and internationally) too, worked under these unforeseen pressures and constraints and with little or no support from employers. The paper therefore also seeks to highlight these gaps and lack of any coherent policy of addressing this highly gendered workplace scenario under the work from home policy. Finally, the paper raises the issue of how the Covid-19 pandemic has increased the gap between those with access to the internet and those deprived of it – with all its attendant consequences.​

Prof. Dr. Peter McLaren

Distinguished Professor, Critical Studies, College of Educational Studies, Chapman University, USA. (bio in hyperlink)

Bio: Peter McLaren is Distinguished Professor in Critical Studies, College of Educational Studies, Chapman University, where he is Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice.[1] He is also Emeritus Professor of Urban Education, University of CaliforniaLos Angeles, and Emeritus Professor of Educational Leadership, Miami University of Ohio. He is also Honorary Director of Center for Critical Studies in Education in Northeast Normal University, Changchun, China.

With acclaimed books, Capitalists and Conquerors and Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology under his name, Peter McLaren has authored and edited over forty-five more books and hundreds of scholarly articles and chapters. His writings have been translated into over 20 languages.

Topic: Education, the Pandemic and Capital 


This talk will discuss current attempts at educating students at an historical inflection point that is witnessing a global pandemic, the crisis of capitalism, the degradation of nature in the era of the Capitalocene, and mass uprisings against racial injustice. The talk will address the way school boards and universities have addressed reopening educational institutions during the pandemic. The talk also explores how Covid-19 has exposed structural inequalities linked to race and compounded by environmental conditions. Because Covid-19 has exposed the contradictions of contemporary capitalism, the talk will cover such issues as capitalist social relations and the natural world (such as in agrarian production and global commerce), the interaction of pathogens in a globalized society, the importance of creating a global infrastructure to combat future pandemics and the need to uproot capitalism.

Plenary Speakers

Dr. Aymen ElSheikh

Instructional Assistant Professor, Department of Liberal Arts, Texas A&M University, Qatar. (bio in hyperlink)

Bio: Aymen ElSheikh is an instructional assistant professor of English at Texas A&M University at Qatar. He received his PhD in literacy, culture, and language education from Indiana University at Bloomington. He has over 15 years of teaching experience in different countries including Sudan, Oman, US, UAE, and Qatar. His research interests include language teacher identity and knowledge, English as an international language, and language teacher associations. He has published and given presentations and invited talks at national and international forums. Aymen is the current president of Africa TESOL and a member of the Editorial Advisory Board of the TESOL Journal.

Topic:  Language, Culture, and Identity: Implications for Language Teaching and Learning


Language is not just a means of communication or an isolated set of linguistic rules; it is through language that people choose, maintain and express their identity. When people communicate in language, it means that they are also partaking in culture communication. Thus, Language and culture are intricately related because they both shape and are shaped by one another. This presentation highlights the inextricable relationship between language, culture and identity. As the learning of a new language entails the acquisition of a new culture and identity, the presentation will discuss how the relationship between language, culture, and identity impacts the process of teaching and learning a language and it will take the English language as a case in point.

Prof. Dr. Frances Schoonmaker

Professor Emerita Teachers College, Columbia University, USA. (bio in hyperlink)

Bio: Frances Schoonmaker, Professor Emerita, Teachers College, Columbia University, directed the graduate teacher preparation program in childhood education and taught courses in history, theory and research in curriculum and teaching. She has taught, lectured, and consulted internationally in the Middle East and Asia, leading teacher education design initiatives for TC in Afghanistan, Jordan and Pakistan.

Professor Schoonmaker graduated from The University of Washington. Her MA is from Vanderbilt University and doctorate from Teachers College, Columbia University. She lives in Baltimore, Maryland. Book 3 of her The Last Crystal Trilogy was awarded the 2019 Agatha Award for Best Middle Grade/Young Adult Mystery.

Topic: Rethinking Access and Equity in Education


In this essay, I argue that issues of racial injustice and educational inequity—including access and opportunity—laid bare by Covid- 19 in the US give us an opportunity to create a democratic culture that is more just, more caring, and more supportive of people with different ethnic, religious, economic, and cultural backgrounds. Nowhere was the effect of racial injustice more apparent than in access to health care, symptomatic of a cluster of larger issues that bear on educational opportunity and outcomes. I suggest that educators will not be able to erase the self- perpetuating effects of inequity, lack of access to education services, and racial injustice until they find ways of addressing the cultural myths embedded in our various histories, personal and national. Drawing on the US example and my experience as a teacher educator and author, I offer examples of how books for young people have perpetuated historical inaccuracies that need to be deconstructed and replaced with more powerful guiding principles. I suggest that digital schooling, a frustrating challenge for teachers and students, offers multiple openings for broadening perspectives and analyzing sources of information and disinformation. I call on conference participants to examine their own histories and to trace the emergence of discriminatory practices toward women and minorities that are passed on to prospective teachers and the students these teachers will influence and that continue to undermine educational opportunity in our several contexts. I suggest that whatever our specializations, as educators, we can to lead the way in modeling the challenging self-reflection necessary for such work and in nurturing talent for creative artists who can help us retell our stories in multiple ways.

Dr. Caroline Manion

Senior Lecturer, Department of Leadership, Higher and Adult Education, Collaborative Specialization in Comparative, International and Development Education, OISE, University of Toronto, Canada  (bio in hyperlink)

Bio: Caroline (Carly) Manion is a Senior Lecturer in the Department of Leadership, Higher and Adult Education (Educational Leadership and Policy program) and Collaborative Specialization in Comparative, International and Development Education at OISE, University of Toronto (Canada). Dr. Manion’s research has been supported by a variety of agencies and organizations and she has provided research services for the Aga Khan Foundation Canada, Hewlett Foundation, UNESCO, UNICEF, UNGEI, and the Ontario Ministry of Education, among others. She has published 2 co-edited collections, many book chapters, articles and technical reports in the areas of equity, gender, intersectionality, educational multilateralism and governance.

Topic: The Impacts of the COVID-19 Pandemic on Educational Equity Around the World: Mapping the Immediate and Longer-term Implications


The COVID-19 pandemic has created the largest and longest global disruption of school-based education in modern history. Almost every country in the world has experienced school closures, affecting well over a billion children. While closing schools to mitigate transmission risks and help ensure public health and safety has widely been seen as a necessary policy response, research to date indicates that school closures have disproportionately affected already vulnerable populations and have compounded and exacerbated gaps in educational equity based on gender, race/ethnicity, socio-economic status and geographic location. In this presentation, Dr. Manion will first share findings from an international and comparative review of data and analysis generated since March 2020, to map some of the most troubling and immediate impacts of the COVID-19 pandemic on education access and equity. In the second part of the presentation, some of the longer-term implications of the pandemic’s negative effects on education access and equity will be discussed, including possible policy responses and innovations.

Baela Raza Jamil

CEO of Idara-e-Taleem-o-Aagahi (ITA) center for education and consciousness.

Baela Raza Jamil is a public policy specialist, innovator and an activist. She leads the citizens’ accountability learning initiative, the Annual Status of Education Report (ASER) Pakistan, and is the founder of the Children’s & Teachers Literature Festivals as a nationwide social movement. She is engaged with the COVID19 Response from ITA’s institutional platform, of ILM Association and with the Governments on TV/Ed Tech solutions “TeleSchool”; influencing govt. policy on school reopening and shift in academic calendar, etc. A former Technical Adviser to the Federal Ministry of Education, she is associated with  several important institutions/initiatives at national and global levels.  Baela is on the board of the Punjab Social Protection Authority (PSPA); member, Platform for Girls Education -Foreign and Commonwealth Office (FCO) UK; Commissioner at the International Commission on Financing Global Education Opportunity (Education Commission) chaired by Gordon Brown; Member Advisory Board Global Business  Coalition for Education (GBC Ed); Chairperson SDG 4.2.1 Task force- Global Alliance to Monitor Learning  UNESCO Institute of Statistics(UIS); and Member People’s Action for Learning Network (PAL Network). She is the managing trustee of the Sanjan Nagar Public Education Trust (SNPET) and Board Member ILM Association, Pakistan.

ITA has spearheaded a vibrant COVID-19 Response through a Campaign “Corona Saviours/Muhafiz”. Her recent article on COVID 19 appeared on April 23, 2020 – “When Emergencies become a Social Movement: COVID- 19 and Learning revolution in Pakistan.



Covid-19 When Learning Never Stopped –

mobilizing communities and students for action

Civil society organizations (CSOs) are known for going that extra mile as social activists, risk takers, innovators and critics; their value lies in the value addition they generate as public good. Covid-19 pandemic, an unprecedented global emergency affecting rich and poor countries alike, although primarily a health crisis, affected the entire economy/production value chain, transport, and education services as social distance remains its essential preventive and safety action. Thus 188 countries of the world abruptly shut down their education systems affecting more than 1.6 billion students including 40 million in Pakistan (UNESCO 2020). However, this sudden closure triggered some CSO, deeply invested in the challenges of learning, equity and inclusion and committed to addressing the pervasive ‘learning crises” to ensure that learning never stopped, leveraged their social capital backed by collective trust. Idara-e-Taleem-o-Aagahi (ITA), a national level CSO mapped its beneficiaries, teachers, local activist locations and their communication channels, residential coordinates, cell phones (ordinary, androids, smart) and re-purposed learning content into small knowledge bundles and prompts for hybrid learning engagement through parents and community activists. The Covid-19 re-purposed learning initiatives were innovative to the core; they were shorter in time and learning chunks.  Academics were blended with social emotional and life skills, combining subject knowledge with storytelling, arts and crafts and animations that kept both the students and their intermediaries (parents, teachers and local community activists) fully engaged. This was done through a voluntary value chain to keep learning afloat, strengthening human bonds through extraordinary trust at a distance. The experience of reaching out to more than 20,000 students and over 500 intermediary activists across two provinces, doubled the social capital through a meaningful two-way collective enterprise for the children, parents and teachers, creating ‘new education cadres’. With the reduction in intensity of C-19, the health crisis remains a real threat; schools have reopened for alternate days with staggered and reduced student daily presence with rigorous Covid SOPs. The pandemic has pushed state and non-state educators to redesign learning actions and platforms through blended approaches of face to face and distance digital solutions, more holistic, accelerated, cost effective and human above all.

Key Words; CSOs, social capital, learning chunks; blended learning, accelerated, social emotional, life skills, trust, education cadres

Dr. Paula Callus

Principal academic, National Centre for Computer Animation, Faculty of Media and Communication, Bournemouth University, UK (Bio in hyper link)

Bio: Paula Callus is a principal academic in the National Centre for Computer Animation, Faculty of Media and Communication at Bournemouth University. Her research expertise is in Sub-Saharan African animation. Callus has worked as a consultant and educator on the UNESCO Africa Animated projects in Kenya and South Africa, leading teams of artists to collaborate together to make animated shorts. She has conducted participant-observer fieldwork in the DRC, Zimbabwe and Kenya on animation and related artistic practices in the Sub-Saharan region resulting in publications on aspects of African animation such as subversive animation and politics in Kenya, remediated documentary through African animation and new technologies and animation in Morocco. She was BFX Conference director for two years and was part of an AHRC Network for Development grant, e-Voices, that was looking at marginalization and the use of digital technologies. She was co-responsible for the sub-theme; Arts, Activism and Marginalization that took place in Nairobi, Kenya and consisted of curating an exhibition, workshops with artists, and focus groups with activists. (bio in hyper link)

This presentation will draw upon the AHRC funded research – ArtoP {The Visual Articulations of Politics in Nigeria} to consider how artists in Nigeria mobilised themselves in the aftermath of COVID through digital spaces, continuing to express political voice with the Black Lives Matter movement and the recent SARS protests.

ArtoP has been documenting the range of visual material produced across Nigeria and the diaspora that engages in the range of political discourse including the politics of the everyday. Following the first reported case of COVID in Nigeria on the 28th February (https://www.bbc.co.uk/news/world-africa-51671834), this research has observed how in many ways, social distancing measures have amplified existing trends in Nigerian visual culture, in particular the use of networked spaces in social media for artists to disseminate their work and express political ideas.

The rapid adoption of mobile phone technologies in Nigeria, albeit with variable mobile infrastructures and reliable services, has meant that artists can have 2 or 3 phones to move across networks, learning digital creative practices using the same technologies, through YouTube and other shared online spaces of creativity.

These Nigerian artists have navigated digital spaces with considerable flair both before and during the pandemic, deploying agency and innovation to convene new audiences and challenge elite-driven political narratives about the political management of the pandemic. Moreover, the interactive spaces of Web 2.0 have enabled audiences themselves to transform and share digital images and express popular experiences of everyday life during the pandemic. These phenomena represent popular forms of subversive visual critique and are part of ongoing contestations of political authority and public health strategies in visual culture. At the same time the digital fluency and creativity demonstrated also draws the attention of state bodies and other parties who commission these artists to make work. This presentation will reflect upon the opportunities that are created through innovative responses to this ‘new normal’ as articulated by different artists and designers.



Dr. Iram Khursheed, 


Director & Associate Professor,

Directorate of Educational Development,

Ziauddin University

Dr. Rakhshanda Kaukab, 

MSc Zoology-Marine (KU), MEd (AIOPU), MPhil Ed. (IU), PhD Ed. (HU)

Associate Professor,

Directorate of Educational Development,

Ziauddin University

Dr. Maneeza Kishwar,


Assistant Professor, 

Directorate of Educational Development

Ziauddin University

Dr. Naila Baig,


Senior Lecturer, 

Directorate of Educational Development

Ziauddin University

Dr. Afzal Fatima,


Senior Lecturer, 

Directorate of Educational Development

Ziauddin University

Dr. Narmeen Ahmed,

BDS, MHPE-Scholar (JSMU)


Directorate of Educational Development

Ziauddin University


Mr. Adnan Ghouri,

Senior Officer,

Directorate of Educational Development,

Ziauddin University


  • Conducted the 1st contact-session of 2nd CHPE (Certificate course in Health Professions Education) in March 2021. 
    • Blended learning certificate course embedded with face-to-face and online teaching modalities,
    • The targeted audience is academic designation holders from Basic & Clinical Sciences, Faculty of Health Sciences. 
    • Participation was from various Medical & Dental programs of Pakistan including ZU.
  • Revision of the competencies is in progress initially defined for MBBS & BDS programs in 2015 in order to standardize these as generic competencies for all ZU programs. 
    • Learners have to achieve these competencies by the time they reach the end of the program. 
    • These competencies have in turn been aligned with the exit-level/program learning outcomes and course objectives. 
  • Carried out MDRs (Multidisciplinary reviews) of questions to ensure validity and reliability of the assessment. (Refer Annexure-1A: Summary of DED Activities from Jan 2020 – April 2021)


Jan 2020 – April 2021

MDR Jan – Mar 2021

MDR Oct– Dec 2020

MDR July– Sep 2020

MDR Jan– July 2020

Workshops Sessions Jan-Mar 2021

Workshops Sessions Oct-Dec 2020

Workshops/Webinars July-Sep 2020

Workshop Jan-June 2020

Photo Gallery – DED Activities 2021

Certificate Course in Health Profession Education-[CHPE- Batch 2021]

Inter-professional workshop on Competency Based Curriculum 2021a




[email protected]


+92 21 35862937-9,  Ext: 2373, 2374, 2375


Ziauddin University,  4/B, Shahrah-e-Ghalib, Block 6, Clifton Karachi.