Lecturer CV, for university posts.

Teaching track is not research track

The commonest error in applications for teaching-focused posts is sending a research CV with a shorter publication list. It answers the wrong question and reads as a candidate who wanted a different job.

A department appointing a lecturer is solving a timetable problem and a quality problem. They need to know what you can teach, how many students you can carry, what you can supervise, and whether your students do well. Publications matter — HEC rules and promotion criteria make sure of that — but they are not the argument.

So move teaching above publications, and give it real detail: course codes, enrolments, number of sections, evaluations, courses you designed. A research CV mentions teaching in four lines. A teaching CV spends a page on it.

What Pakistani universities check first

Local academic hiring runs through HEC criteria before anything else, and candidates lose applications on technicalities rather than merit.

• HEC Approved Supervisor status, and at which level — MS or PhD. This determines whether you can take students, which determines whether the department can appoint you.
• PhD status and awarding institution, including whether it is HEC-recognised.
• Publications in HEC-recognised journals, with the category if you know it. A count of papers is not the same as a count of recognised ones.
• Years of post-PhD teaching experience, since promotion criteria are defined in those terms.
• PEC or relevant council registration for engineering and professional faculties.

Put all of it in the header or the first block. A committee working through eighty applications against a checklist will not go hunting, and an unanswered checklist item is treated as absent.

Evidence of teaching quality

Everyone applying claims to be a good teacher. Four things can actually evidence it, and most candidates use none of them.

• Student evaluations. Give the median and the period, not one flattering semester.
• Courses you designed that are still running, and whether other campuses adopted them.
• Pass or attainment rates before and after a change you made.
• Supervision completions and what happened to those students — placements, competitions, publications, employment.

The last one is the strongest and the rarest. "Three projects placed at national student competitions" or "graduate employment rose from 71% to 89%" says something about your teaching that no evaluation score can.