AIOU Assignment BEd 1.5 Year 8626 Teacher Education in Pakistan Assignment 1

AIOU Assignment BEd 1.5 Year 8626 Teacher Education in Pakistan Assignment 1

Note: For Other Assignment of BEd 1.5 Year Please click on the Links Below:

• BEd 1.5 Year
• BEd 1.5 Year Second Semester

Q 1. Compare the aims and objectives of teacher education as given by Aggerwal and given in the National Education Policy 2009.

Ans: The National Education Policy (NEP) 2009 (“the Policy”) is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalised in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalisation of the exercise, the, lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.

Two main reasons prompted the Ministry of Education (MoE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Education for All (EFA). Also the challenges triggered by globalisation and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.

This document is organized into nine chapters. Chapter 1 describes overarching challenges, identifying two fundamental causes that lie behind the deficiencies in performance (the commitment gap and the implementation gap), and outlines the way forward. Chapters 2 and 3 articulate the ways of filling the Commitment Gap (system values, priorities and resources) and Implementation Gap (Ensuring good governance) respectively. Chapter 4 puts forward he provisions of Islamic Education and transformation of the society on Islamic human values. Chapters 5 to 8 outline reforms and policy actions to be taken at the sub-sector levels. Chapter 9 broadly suggests a Framework for Implementation of the Action Plan of this Policy document. Annex- I describes the current state of the education sector. Available indicators have been assessed against data in comparable countries.

Most of the issues recognised in this document were also discussed in previous policy documents. A new policy document on its own will not ameliorate the condition but all segments of society will have to contribute in this endeavour. However, the document does recognise two deficits of previous documents i.e. governance reform and an implementation roadmap, which if redressed, can improve the performance of the present Policy.

The policy discusses issues of inter-tier responsibilities wherein the respective roles and functions of the federal-provincial-district governments continue to be unclear. Confusion has been compounded, especially, at the provincial-district levels after the ‘Devolution Plan’ mainly because the latter was not supported by a clear articulation of strategies. The other issue identified for governance reforms is the fragmentation of ministries, institutions etc. for management of various sub-sectors of education and, at times, within each sub-sector. Problems of management and planning have also been discussed and recommendations prepared.

This document includes a chapter that describes the implementation framework. The framework recognises the centrality of the federating units in implementation of education policy measures. The role of the Federal Ministry of Education will be that of a coordinator and facilitator so as to ensure sectoral and geographic uniformity in achievement of educational goals nationally.

Encouraging private investment in education. There shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting-up of educational facilities by the private sector. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the Ministry of Education. Educational institutions to be set up in the private sector shall be provided (a) plots in residential schemes on reserve prices, and (b) rebate on income tax, like industry. Schools running on non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards of Education Act, 1976. The fee structure of the privately managed educational institutions shall be developed in consultation with the government.

Innovative Programes

The National Education Testing Service will be established to design and administer standardized tests for admission to professional institutions. Qualifying these tests will become a compulsory requirement for entry to professional education. This mechanism is expected to check the incidence of malpractice in examinations. Likewise, standardized tests shall be introduced for admission to general education in universities.

Implementation Monitoring And Evaluation

A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest level. The District Education Authority will be established in each district to ensure public participation in monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be strengthened to make them responsive to the need of Monitoring and Evaluation System (MES).The Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of MES and its obligations at national and provincial levels. Data collected through Provincial EMISs and collated by AEPAM through National Education Management Information System (NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation purposes to avoid disparities and confusion. Databases of critical indicators on qualitative aspects of educational growth shall be developed and maintained by AEPAM for developing sustainable indicators of progress, based on more reliable and valid data to facilitate planning, implementation and follow-up. A School Census Day shall be fixed for collecting data from all over the country.

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Q 2. a) Highlight the responsibilities of a teacher provide reference from Islamic Sources?

Ans: A right can be interpreted as an authority or power that ethically one can work, own, abandon, use or demand something. The right can also mean a calling of the will of others to the mediator of reason, contrary to the power or physical strength to recognize the authority that exists on the other. Every human has a right, so the teacher has some rights too. The teacher is the one who gives knowledge to the learners. Teachers in the community view are those who carry out education in certain places (not only in formal educational institutions) teachers have heavy duties and responsibilities. The teacher is a leader figure.

“And among men and moving creatures and the cattle (are) various [their] colors likewise. Only fear Allah among His slaves those who have knowledge. Indeed, Allah (is) All-Mighty, Oft-Forgiving.” (Fatir 35:28)

Teachers have spent time with learners in educating the nation’s children so that teachers have some rights like below.

1. Lead his pupil

The duty of a teacher is to make her pupils become smarter and have a good akhlaq. In this case, the teacher should lead his pupils to obtain the objectives that they are looking for.
“From Ibnu Umar ra said: The Messenger of Allah said: each of you is a shepherd and each responsible for the shepherd: the leader is a shepherd, the husband is a shepherd to his family members, and his wife is a shepherd in the middle of her husband’s household and against her. Every one of you is a shepherd, and each is responsible for what is the shepherd. “(H.R. Bukhari – Muslim)

2. Salary/wage

Regarding the receipt of this salary at first, there was a dispute. Regarding this salary, the pikers and philosophers differ in the opinion of the teacher receiving the salary or rejecting it. The most famous refused to receive a salary is Socrates, then followed by the Muslim philosophy of al-Ghazali, concluding forbidden salaries. While Al-Qabisi has different opinions, he considers receiving the salary may be held. Al-qabisi’s reason, teachers receive salaries because educators have become professions, of course, they are entitled to get prosperity in economic life, in the form of salary or honorarium.

Teachers are part of the state apparatus that serves for the benefit of the State through the education sector, appointed civil servants, given salaries and educational personnel allowances. But if compared with developed countries, the income is not satisfactory but the task is noble, not an obstacle for teachers in educating students. For teachers whose status is non-civil servants then they are on the salary of the foundation, not even a few they do not get it but they still serve in order to seek Allah SWT pleasure.

“Give a worker his wages before his sweat is dry.” (HR Ibnu Majah)

3. Getting the award and appreciation

The teacher is the spiritual father of the students. He is the one who provides spiritual nourishment and improves the behavior of learners. That is the profession of teachers must be honored, given its very significant role in preparing future generations. Respecting teachers means respect for our children. The nation who wants to advance is a nation that is able to give awards and respect to the teachers.

4. Give his pupil a lesson

It is the duty of the teacher to give his pupil a lesson. This lesson will make his pupils more knowledgeable and smarter. There should not be an intervention for the teacher to give the lesson.

“As We sent among you a Messenger from you (who) recites to you Our verses and purifies you and teaches you the Book and the wisdom and teaches you what not you were knowing.” (Al-Baqarah 2:151)

5. Give his pupil a direction

Pupils are like people that don’t know a direction and still not knowing anything. As a teacher, he should give his pupils a direction and make them have a clear path in the future.“You will not achieve that science except with six things. I will explain to you broadly: intelligently, earnestly, patiently, there is provision, there is a guiding teacher and a long time. ” (Burhanuddin al-Zarnuji)

6. Have freedom of expression

The teacher should have freedom of expression because how a teacher can transfer his knowledge to his pupils without freedom. Obstacles and intervention should be cleared. “I am the servant of the man who taught me a letter. If he wants to sell me and can also set me free. “ (Sayyidina Ali r.a.)

7. Judge which is the right and the wrong one

There are some cases that make the teacher should choose between two options. As the pupils, they need to accept the judgment of the teacher.

“Indeed, Allah orders you to render the trusts to their owners, and when you judge between the people to judge with justice. Indeed, Allah excellently advises you with it. Indeed, Allah is All-Hearing, All-Seeing.” (An-Nisa 4:58)

8. Get respect from people

The words of Allah and the words of the Apostle describe the high position of the one who has knowledge (teacher). It is argued that the knowledge can lead people to always think and analyze the nature of all phenomena that exist in nature, so as to bring people closer to Allah. With the ability that exists in humans are born theories for the benefit of human beings. So, we need to respect the teacher who is willing to give us the knowledge. “Stand up and respect the teacher and reward him, a teacher is almost as an Apostle.” (Syauki)

9. Accept or reject gift

Teachers should avoid livelihoods that are contemptible in the view of syara ‘and away from situations that can bring slander and do not do something that can drop the price in the eyes of the people. They also need to choose carefully between accept or reject a gift from the parents or pupils to avoid slander.

“O you who believe[d]! Eat from (the) good (of) what We have provided you and be grateful to Allah if you alone worship Him.” (Al-Baqarah 2:172)

10. Advise his pupil

The teacher should advise and correct those who do not maintain good manners in class, such as insulting friends, laughing loudly, sleeping, talking to friends or not accepting the truth. By doing this, the teacher can create a good behavior and akhlaq to his pupils.

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Q 2. b) Highlight the teaching methods and techniques recommended by Muslim scholars. Discuss the usability of these methods in the current teaching learning environment?

Ans: The very first teachers were commissioned by the Prophet, and like him they taught for free. Next to him they were the architects of an educated society whose leaders were truly its teachers. Members of this society, the teachers and the taught, were collectively and individually responsible for upholding its moral standards and correcting lapses: `bidding to honour, forbidding dishonour.' The number of kuttabs (learned) and mu'allams (teachers) in the Muslim world increased rapidly and on a large scale until almost every village had its own kuttab if not more than one. In Palermo, for example, Ibn Hawqal on his visit to Sicily claimed to have counted about 300 elementary teachers. A contemporary of Caliph Umar's, Jubayr b. Hayya, who was later an official and governor, was a teacher in a school in Taif. Famous men like al-Hadjadd and the poet's al-Kumayt and al-Tirimmah are said to have been schoolmasters.

In the search for knowledge, al-Faruqi insists, `everybody felt himself to be a conscript.' In early times it was thought wrong to take pay for teaching, especially the Qur'an and religion. This was carried to extremes; a man fell into a well and would not let a pupil pull him out, lest this should be considered payment for his teaching. A scholar bought some things at a shop, more than he could comfortably carry, so the shop-keeper offered to carry some for him. On the way the shop-keeper asked a question. Before he would answer it, the scholar took from him what he was carrying. The voluntary help would have become payment. A youth studied the traditions without paying any fee, but when he asked to read al-Mutanabbi with the commentary of Abu Zakariya, his teacher demanded a fee because it was poetry; the boy's father paid five dinars in advance. A man took a mithqal of silver a day for teaching someone the Qur'an; the instruction lasted for five or six months but at the end the money was returned to the student because the payment had been only a test of his zeal.

How were these scholars able to devote so much to the performance of such intellectual feats? According to Pedersen, it was largely because most of them lived a life of 'great contentment.' Learning, the life of the intellect, was 'intimately bound up with religion, and to devote oneself to both afforded an inner satisfaction and was [a] service to God [...] it not only made men of letters willing to accept deprivation; even more, it prompted others to lend them aid.' The Mosques received a wide variety of aid and grants for scholars from a number of institutions. `No matter what their social origins, the subsistence of the scholars was assured, often in ‘liberal measures'.'

Caliph Umar (12-23 A.H./634-644CE) is famed for his saying: `Teach your boys swimming, archery, horsemanship, famous proverbs; and good of poetry.' Another public curriculum is ascribed to Ibn al-Tawam who is recorded to have said: `To do their duty towards their sons, fathers must educate them with writing, arithmetic and swimming.' When those who had learnt the Qur'an took up the task of educating children, the Qur'an became the centre of this elementary course. Learning the Qur'an then preceded everything, and next came religious instruction. With grammar and arithmetic, the primary course was concluded.

Ibn al-Hajj (d. 736H/1336CE) has much to say about the school in general as here summed up by Tritton:

‘The schools should be the bazar or a busy street, not in a secluded place. The emphasis on publicity is strong; the master must not send an elder boy to his house with a message lest rumour should start about the relations of the boy with the women-folk. The Mosque is no place for a school for some people send little boys to school to get them out of the way and such children defile their clothes and the place where the Qur'an is taught. The school is a place for teaching, not an eating house, so the boys should not bring food or money to buy it, but should go home for meals. A check should be kept on the time taken for the trip to prevent idleness. One reason for this ruling is respect for the feelings of poor boys who might be jealous of the food brought by the well-to-do. If food had to be brought, the master might not share it with the boys nor send any of it to his house. He might take their leavings or, if a boy ate none of his food, he might have it all but, in either case, he must tell the parents.'

From the early times, renowned scholars taught in schools. Thus Dahak ibn Muzahim, the exegist, traditionist and grammarian, who died in either 105H/723CE) or 106H/724 CE, had a school in Kufa, said to have been attended by 3,000 children, where he used to ride up and down among his pupils on an ass. As language was of the utmost importance, we find a Bedouin being appointed and paid as a teacher of the youth in Basra [26]. Writers of that period were not class based, but came from all walks of life. For example, al-Ahmar (d. 194H/810CE), who taught the children of Harun al-Rashid, gave his lectures drenched in musk and incense and supplied his audience with all necessary writing materials. His contemporary, al-Farra, however, was modestly dressed and sat on the floor, while his audience squatted in the dust in front of him. Normally the author would sit cross-legged with his listeners seated in a circle. Next to him would be his most trusted student who would faithfully transcribe all that his teacher said.

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Q 3. a) Highlight the impact of recent changes in the teacher education system of Pakistan on teacher’s competencies.

Ans: The rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system. There has been generally a growing awareness of the necessity to change and improve the preparation of students for productive functioning in the continually changing and highly demanding environment. In confronting this challenge it is necessary to consider the complexity of the education system itself and the multitude of problems that must be addressed. Clearly, no simple, single uniform approach can be applied with the expectation that significant improvements of the system will occur.

Indeed, any strategy for change must contend with the diverse factors affecting the education system, the interactions of its parts, and the intricate interdependencies within it and with its environment.

As we consider these problems, we become increasingly cognizant of the various possibilities of using concepts and methods of the study of complex systems for providing direction and strategies to facilitate the introduction of viable and successful changes. A key insight from complex systems is that simple solutions are not likely to be effective in cases such as the education system, and that providing a balance or coexistence of what seem to be opposites may provide the greatest opportunities for successful courses of action. In the following we consider

• Integrating the commonly polarized goals of education; i.e. the goal that focuses on transmitting knowledge with the goal that emphasizes the development of the individual student.
• Adapting teaching to different student characteristics by using diverse methods of teaching. Adaptation to the ability levels, patterns of different abilities, learning styles, personality characteristics, and cultural backgrounds.
• Integrating the curriculum by developing inter-disciplinary curriculum units that enable students to acquire knowledge from different disciplines through a unifying theme while having the opportunity to contribute in different and special ways to the objectives of the integrated units.

Educational Goals

The approaches to teaching can be categorized according to major educational goals that affect teaching strategies. On one hand the goal of education is viewed as the transmission of knowledge by the teachers to the students. On the other hand the goal of education is viewed as facilitating students’ autonomous learning and self expression. The former approach which converges toward the teaching of specified subject matter, may be termed ‘convergent’ teaching and the latter approach which stresses open ended self-directed learning may be termed ‘divergent’ teaching. The convergent approach is highly structured and teacher-centered; the students are passive recipients of knowledge transmitted to them and learning achievements are measured by standardized tests. The divergent approach is flexible, student-centered, where the students are active participants in the learning process and learning achievements are assessed by a variety of evaluation tools such as selfevaluation in parallel to teacher evaluation; documentation portfolios; and special projects (see also Niche Selection (link to be added soon)).

In the highly complex education system there may be various combinations of the different approaches to teaching and probably no ‘pure’ convergent or divergent teaching. Still, the tendency in the education system of today is toward the convergent approach. In fact, among the current suggestions for implementing educational reforms to deal with the considerable problems of the education system, there has been a strong emphasis on setting convergent goals, an aspect of which is the use of across-the-board standardized testing. Testing has been commonly viewed as a prudent way to determine the success or failure of the teaching and learning process. There has been a relatively limited use of other means of evaluation which are more complicated and more demanding in terms of application and interpretation.

As educators seek ways to meet the demands put upon the education system in today’s world of rapid changes and ever increasing complexity, it may be helpful to recognize that there is a need for both convergent and divergent approaches to teaching and learning. Educators who stress the importance of the acquisition of specific knowledge as a useful way to prepare the students for productive future functioning, must come to realize that even for the purpose of this goal alone, a divergent approach is needed today. With the great proliferation of knowledge and rapid changes in most fields as well as the appearance of many new fields, it is critical to develop students’ capacity for self-directed learning and self growth. On the other hand, those who emphasize the importance of autonomous growth and creative self-expression, must realize that the students need academic skills (such as reading, writing, calculating, etc.) as prerequisites for productive self expression. Since the creative process involves new ways of using existing knowledge, it is important to provide opportunities for students to acquire such knowledge (which can be acquired by convergent teaching). Hence, convergent and divergent teaching strategies are both needed and the challenging question is how to find the balance between them within the complexity of the process of teaching and learning. It is likely that the two approaches may increasingly become not mutually exclusive but interrelated and interdependent.

An important development is the growing awareness that academic achievement could improve by adapting teaching to students individual differences. This awareness is finding its most distinct expression in the education system’s attempts to deal with the issues of students with special needs. However, other aspects of adaptation to students’ individual differences get far less attention.

In general, adaptation to individual differences under convergent teaching tends to be limited. The students are all expected to strive toward one goal of learning specified required knowledge; some may attain it and others may fall by the wayside or be given some remediation with limited results. Nevertheless, there are various possibilities of effective adaptation to individual differences under convergent teaching. In addition to adaptation in the rate of learning, where each student can be allowed to work at his/her own pace, there are many possibilities of adaptation through the use of diverse methods of teaching. Even when all the students are taught the same material, teachers can use different methods, different techniques or different media, to cater to individual differences in abilities and personality characteristics. Such a ‘multi-convergent’ approach can be more effective in giving the students opportunities to use their aptitudes and inclinations for learning and attaining higher achievements. As the students experience success and consequently a sense of competence, their motivation is enhanced to pursue further learning. Such an approach has a better potential for success than the common reality of students with learning difficulties, who often struggle through remediation with a sense of inadequacy and discouraging experiences of failure.
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Q 3. b) Discuss the problems of teacher educators also give suggestion to overcome these problems

Ans: Problems of government school teachers in Khyber-Pakhtunkhwa, Pakistan

1. Financial problems: Due to receiving less financial support, the sector of education has remained the most under paid and poor in performance. This fact has rendered the education sector as the most unattractive profession in the country. Teacher community, being the most finically poor in society, often look for other sources of earning such as going abroad for working and run their own businesses at the cost of their professional integrity (Zafar, 2003). In this regard teachers are less motivated towards and take least interest in their school duties. In many cases teachers get salaries without attending the schools because of their businesses. This has retarded the process of quality teaching and learning in schools (Shahzadi and Perveen, 2002).

2. Political interference: Education system of Pakistan is highly politicized. In the majority of cases teachers are inducted on the basis of their political affiliations rather than on merit, who often serve as political workers instead of performing their professional duties. Similarly due to political involvement in the education sector, often the established procedure of appointment is violated. These politically selected incompetent teachers become a permanent liability on the economy and a reason of the collapse of the educational system (Shah, 2003). Further, their unlawful promotions and politics in the schools impede the educational progress in terms of quality teaching and learning as well as jeopardize the spirit of coordination among the teaching community. It is also important to mention here that often teachers who do not listen to the dictations of the political actors are severely punished in social or financial terms and sometimes transferred to remote areas. This absence of professional freedom of teachers has badly affected the degree of success of their duties. They work with least interest and motivation (Saleem, 2002).

3. Social recognition: According to Rehman (2002) teaching is considered the most respectful professions in all societies of the world. In some countries teaching is taken as the most honorable and lucrative profession. In developed nations teachers are adored and occupy a reverential social position in society. However, in Pakistan teachers, particularly school teachers, in theory are exalted but the reality is the other way round. In Pakistan, teaching profession does not enjoy a great social status in the society. Teaching is considered the most underpaid and less attractive profession. as compared to other professions like medical or engineering and so on. Malik (1991) discovered that in Pakistan the social status of teachers is accepted only at the extent of Holy Scripture. For example, ideologically teaching is deemed as the prophetic profession and teachers as the promoters of prophetic job. However, in practice this does not exist. Teachers stand at the last edge of the social ladder in society. This phenomenon has decreased the self-esteem of teachers. In these conditions the profession of teaching is the most little attractive field of service for the youth. Normally teaching is the last option in the priority list of different professions.

4. Accommodation and facilities: Government does not provide any residential accommodation to school teachers. Teachers posted in remote areas or outstations face problem of accommodation and shelter. Teachers cannot afford to rent houses on the salary which is given to them and hardly make their living. Due to non-availability of official accommodation teachers do long absentees and are not able to perform their duties with full attention and satisfaction (Government of Punjab, 2004; Hussain, 2001). It has been observed that teachers who are posted in remote areas are more interested in return transfer to their near stations from the time of transfer to the school. This practice negatively affects the performance of the teachers and leads to disturbance and mental agonies.

5. Frequent transfers: Teachers in Pakistani schools are always at the sweet will of education officers and school administration. The transfers are usually made on the basis of favoritism and nepotism. Due to this practice most of the teachers remain in high mental agony, disturbance and pressures (Khan, 1980). Often transfers to remote areas are made to teach a lesson to the teachers who are either disobedient or have affiliation with opposing political party. Sometimes the newly transferred teachers do not find enough time to get adjusted to the new environment. The practice of frequent transfer of teachers creates not only disturbances for the teachers, their families and children but also affects the quality of teaching and learning in the schools (Farooq, 1993).

6. Professional development: Teaching is a profession which needs continual updating. In this regard teachers should be aware of the new changes occurring in the society and around the world. Likewise they need to be continuously abreast with latest theories, research and other addition to the pool of knowledge. It has been observed that teachers who are not professionally sound and upgraded are not able to cope with the different changes and challenges in the society, country and the world at large. On the contrary teachers who acquire latest knowledge and develop their skills can effectively manage the process of teaching and learning. They teach and learn better (Farooq, 1990). Effective teachers need to be effective learners as well. However, the professional development of teachers has not been given any proper attention in Pakistan. Resultantly, teachers are found weak in solving students’ academic and social problems. Further, it is observed that students graduating from the (government) schools have poor communication skills and find it difficult to deal with problems of life. As students in Pakistanis schools memorize the concepts for examination purpose, they lack analytical, reflective and critical skills like their teachers. This situation has affected the overall degree of quality of education in the country (British Council, 1988)

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Q 4. a) Describe the nature, scope and the significance of in-service training teacher education.

Ans: Teachers’ professional education is viewed as one of the most important factors in improving students’ learning. Keeping this in view many developed and less developed countries pay significant attention to improve the practices of teacher education. In order to develop capable teachers they make conscious efforts to establish and maintain quality teacher education institutions.

The history of teacher education in Pakistan starts with the establishment of the country. However, this area has been facing various challenges such as lack of consistent policy, inconsistency in curriculum, low resources, lack of quality teachers, low quality of teaching process, lack of standard, etc. Today, a range of public and private institutions are engaged in preparing school teachers. In Pakistan, like many other countries, public institutions are the main source for developing teachers through pre-service and in-service programmes. However, many studies have raised the question on the quality of delivery mechanism of the institutions while forwarding recommendations for improvement.

Historically, different reforms have been brought to improve the condition of teacher education in the country. Currently, teacher education in Pakistan is passing through a transition as an innovation has been initiated by the Government of Pakistan with the support of USAID through their Pre-Service Teachers Education Programme (STEP) project. This reform is attempted in order to improve the quality of teacher education by including different innovations.

In this regard, a new curriculum has been developed for pre-service programmes such as a two-year Associate Degree in Education (ADE) and a four-year BEd (Hons). Effort has been made to design the curriculum keeping in view the modern educational principle along with the contextual relevancy. These programmes are gradually replacing the previous preservice and in-service programmes such as Primary Teacher Certificate (PTC), Certificate in Teaching (CT) and the one-year Ed programme. In addition, an effort is being made for the accreditation and standardisation of teacher training institutions through this initiative.

The ADE and BEd programme has been initiated in some colleges and will be gradually implemented in remaining colleges throughout the country in the coming years. In addition, to attract the best mind towards the teaching profession a stipend is also offered to student-teachers for providing them financial support.

The significance of such educational innovation cannot be overlooked for improvement of teacher education in the country. However, there are areas that need serious considerations for the effectiveness and sustainability of the new reform initiatives.

Firstly, the new developed curriculum is based on the modern educational principles. Teachers are provided a course outline with the expectation that they will explore the teaching learning material for classroom instructions. However, it was observed that some of the teachers are struggling with identifying teaching resources due to the unavailability of the reference books and lack of Internet facility in their colleges/institutions. This situation may affect the teaching-learning process of the ADE courses. Hence there is a need to provide the reference books and Internet facility to the faculty members in order to make the teaching-learning process smooth.

Second, Internet is considered as one of the important sources for identifying teaching learning material. However, it was observed that some of the faculty members are not literate in computers and Internet. So they are facing challenges in accessing the teaching faculty members of colleges need to be helped in acquiring workable computer and Internet skills.

Third, the new curriculum demands new teaching strategies such as collaborative, inquiry and activity-based teaching approach. However, a majority of the faculty in the teacher institutions are not oriented with the teaching strategies demanded by the ADE and BEd programme. Therefore, the professional development of the faculty at teacher training institutions should be given priority along with the curriculum development.

Furthermore, there is a sense of uncertainty about the sustainability of the new initiatives after completion of the Pre-STEP project. Many educational initiatives in the past died away with closure of the projects. Therefore there is a dire need to develop a clear road map for the continuity and sustainability of reforms.

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Q 4. b) Enlist the incentives that may motivate the teachers for in-service training.

Ans: This week, Education World's "Principal Files" team chats about what they do to keep good teachers motivated. What special things do they do to inspire teachers to keep learning and improving their skills? What do they do to keep up staff morale and make their schools fun places to work? Our principal team shares their best ideas for encouraging teachers to keep on plugging.

Given the state of school budgets, it is extremely difficult for most principals to do substantial things to motivate and inspire teachers. But sometimes little things can make an even bigger difference! That's why Education World recently asked our Principal Files principals to share with us some of their best ideas for keeping teachers motivated. As usual, our principals responded with dozens of practical ideas.

This month's P-Files question reminded principal Les Potter about Robert Greenleaf, author of Servant Leadership. Greenleaf's idea is that "administrators need to serve the worker," explained Potter. "At our school we try to do that. We work hard at making things less difficult and complicated. We try to cut down the amount of paperwork our faculty must do, limit the number of staff meetings, streamline procedures..."

Administrators at Potter's school try to show teachers every day that they care in many ways. "We have an open-door policy, they see us picking up trash and cleaning cafeteria tables, we arrive on campus before they do and we are here when they leave, and we do not have designated parking or other perks sometimes associated with management," Potter said.

"Administrators always have to put aside their own issues and do what is best for students and staff in a caring and sensitive way. We try not to say no to teachers, and we always treat them as adults."

Principal Tony Pallija agrees. He and the rest of his administrative team try to do lots of special things for the entire staff -- from special little gifts to Cookie Day. "We try to pretend we are at IBM -- we treat everyone as a professional and we celebrate whenever we can," said Pallija. "The material things are nice, but I have a motto that I try to live by each day: My job as principal is to make the teacher's job easier, better, so they can teach and students can learn."

"Developing a positive school climate is critical to an effective school," added Les Potter. "Morale is a very tentative issue. You can do 99 things right and make one mistake that will shoot morale forever."

Recognizing Those Who Go Above And Beyond!

All teachers yearn for reassurance that they are doing a good job. Most principals recognize teachers' efforts by offering positive feedback -- both publicly and privately. Weekly memos or e-mails, and regular staff meetings, are the perfect forums for recognizing special contributions that teachers or other staff members make.

Principal Jeff Castle includes such recognitions in staff memos and during a special celebration portion of each month's faculty meeting. He also makes a special point of spotlighting efforts teachers make to develop projects that involve students across grade levels or with other schools. Castle hopes those special recognitions encourage others to consider projects that extend learning outside the walls of individual classrooms.

"With all teachers have to do, motivation is the key to keeping them focused and feeling worthy," principal Larry Davis told Education World. Davis reports that at each month's staff meeting at his school two teachers are awarded the "Golden Apple" for their above-and beyond efforts. The neat thing about the Golden Apple is that the teachers select its recipients! Each of the winners of this month's Golden Apples are responsible for passing on the award to another worthy teacher at next month's meeting.

Many principals try to leave a little extra money in the budget to recognize outstanding efforts with small personal gifts such as prepaid phone cards or store gift certificates. Recently, one principal gave a phone card to a teacher who stepped in without being asked (because the principal was out of the building) and took over an after-school program for a teacher who was stuck in a dentist's chair having a tooth pulled.

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Q 5. Elaborate the structure of teaching education in Pakistan. Also critically analyze the affects of 18th amendment on teacher education program?

Ans: Primary School Teachers

Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector.

Secondary School Teachers

Government training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate.

Teacher Education at Universities

The prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two year bachelor’s of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.

Policy Priorities for Teacher Education

All the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. Relaxation of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers’ and educational Administrators’ training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised.

The National Education Policy 1979 had vividly valued the significant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of various levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors.

The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket approval was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education.

18th amendment on teacher education program:

The 18th Amendment to the constitution of Pakistan is an important step forward for the parliamentary system in the country. It promises more autonomy to the provinces — a popular demand put forward by a number of political parties.

Apart from the political restructuring it mandates, the amendment also holds some major implications for the country's system of education. Through it a new article, 25A, has been inserted into the constitution that reads: “Right to education: The state shall provide free and compulsory education to all children of the age of five to 16 years in such manner as may be determined by law.” This is an important undertaking by the state since education, in contemporary times, is considered an important tool for enhancing one's chances for socioeconomic development.

In Pakistan, a large number of students do not have access to schools or drop out before they reach the fifth grade. A major reason behind the high dropout rate is poverty, and as a result a large number of children remain illiterate and cannot become part of the literate human resource group which is vital for the development of a country. An effective implementation of this article of the constitution would without doubt pave the way for enriching the national human capital.

Another major implication of the 18th Amendment for education is that the curriculum, syllabus, planning, policy, centres of excellence and standards of education will fall under the purview of the provinces. This is a big step forward for education.The 18th Amendment, passed unanimously by parliament, was the result of a rare consensus between all the major political parties. After becoming a part of the constitution, however, some strong voices of dissent were raised by different quarters, including the Ministry of Education. A campaign has been initiated to spread the idea that the provinces are not ready to take up the massive challenge of dealing with the provision of education. This claim is made on the assumption that the provinces do not have the capacity or the financial resources to cope with the huge challenge in front of them.

It has been argued that the contents of the curricula should remain with the federation since the provinces could take liberties which may result in putting the unity and ideology of the country at risk. Critics have asked how standards would be maintained across the provinces and how quality would be assured. And what if all the provinces introduced regional languages in schools? Would this weaken the federation?

Looking at the above points, one can understand the federation's concern regarding the future of education once it becomes a provincial responsibility. However, this concern seems to emanate primarily from a lack of trust in the capacity and ability of the provinces. It is interesting to note, though, that the provinces are already providing for school and college education and they do have the capacity (in terms of intellectual resources) to handle the job. As far as funds are concerned, the provinces have been funding education from their budgets. The federation would give partial grants to the universities only.

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