• Policy on teachers’ professional identity, ethics and values for enhancing teachers’ professional status may be supported by legislation.

• An ongoing campaign through electronic, print and social media may be launched to attract bright graduates to join the teaching profession.

• Teacher education programmes be periodically reviewed and updated in light of the changing landscape of education and advancement in discoveries and knowledge and teachers be prepared accordingly.

• Continuous professional development should be made demand-driven linking with teachers’ professional career ladder.

• Teachers’ unions should be brought into the mainstream and these should be working for teachers’ professional matters. They should continue striving for making ‘teaching as an academically taught clinical-practice profession’ as ‘out-of-box thinking’ solution for enhancing the status of the teaching profession.

• The management of provincial and district education departments and teaching force may be depoliticised through an ‘act’ to make them efficient and accountable.

• Teacher certification and licensing should be introduced and managed by a professional body for enhancing teachers’ self-image, identity and professional integrity.

• Teachers’ merit-based recruitment may be ensured by an independent teachers’ selection board.

• Teachers should be actively engaged in preparation of education policy, curriculum improvement, classroom research and assessment tools, textbooks development and instructional material preparation.

• Best teacher awards may be introduced and given on an annual basis.

• Teachers, based on their expertise, knowledge and research contribution should be inducted as academic advisors, members of high-powered committees or think tanks on education development. — Dr M. Memon