TEACHER EDUCATION

Insignia

===========================

Prof. Dr.Muhammad Amin

Prof. Irfanullah

Prof. Dr Muhammad Amin (Retired Director Higher Education and Deputy Project Director, AWKUM)

Mr. Irfanullah (M.Phil Education)

In the Name of Allah the Most Gracious and Beneficent

This work of mine is dedicated to my little Grand Daughter NABIHA, who alwys

remained sitting on my side when compiling the primary substance or doing proof

reading

FOREWORD

Knowledge is the main distinctive characteristic of human, due to which hece of Allahys seems, by the gra ing a dream in the olden dawas selected as vice-regent of Allah Almigthy. Man is superior to other living beings, because he has the capability and potentiality to understand as well as reason the consequences. Knowledge is obtained through the continuous process of education. This process is usually a life long process.

This is also a fact that education is such an activity which is bi-lateral and participatory. It cannot be accomplished with out the two partners-teacher and student. This activity requires a transmitter and areceiver. If any one of them is missing the exercise would remain incomplete.

To compare however, the two the- teacher appears superior to his pupils as he is the organiser and director of the teaching learning process. That is why since times immemoriable, search for significant teachers has ever been in progress and the same is still going on. No dobt the countable good teachers are there, but they are not countless. There is a need of producing a countless number od genuine educators/prospective educators to contribute in this regard.

This objective in view the people at the helm of the affairs are trying their best to bring desirable changes in the education system, teacher education curriculum and teacher training programmes. The best teacher, being a dream in the old days, is about to become a reality, if the curse outlines and syllabi are properly dispensed, it is hoped that the required lot of teachers would be made available. The future educators/teachers are needed to well equiped in all skills not confining only to academic learning ignoring ITC, current affairs and contemporary issues.

These objectives in view, improvements in the system are being carried out to achiev the goals. The new curricula, on which is based, this book of mine is the result of long deliberations and brain stormings undertaken by the senior educators. This is now upto the implementers and the students to benefit from the same in the best possible capacity.

The book is now in your hands and this is not claimed to be the final word. There is always place for improvement. The author would be highly obliged for any comments/recommendations, if conveyed to make it further better and improved.

Prof. Dr. Muhammad Amin

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The Author

ACKNOWLEDGEMENT

All praises and glory be to Allah Almighty Who bestowed upon me His blessing to be able to

produce my this book, named “Teacher Education in Pakistan”. My humble gratitude and thanks are due

for Him with submission and heartiest admiration who guided me to the right path. This all became

possible only due to Allah’s significance and benevolence. The rays of the light of Omni-Present Allah

always took me out of the deep darkness of ignorance to the lightened path of knowledge, spreading its

reflection to the needy.

My thanks and gratitudes are due for my old student and now my coleague Mr. Irfanullah (M. Phil

Education), who provided certain reference books and sustantive substances that were very much beneficial

for the compilation of my this book. In addition to that, I am extremely thankful to my publisher Mr. Ijaz,

Proprietor Ijaz Printing Press, Peshawar who provided step by step expertise views regarding printing and

book production process.

My thanks are also due for Mr Amanullah, the Cataloguer of the central Library of Abdul Wali

Khan University, Mardan (AWKUM), who always took pains in searching certain reference books for me.

He always showed great enthusiasm and pleasure in complying to any of my request regarding the

Bibliographies to make them available at the earliest.

Last but not the least, I am thankful to my family members who cooperated with me and made all

sort of requirements available to me during the process of preparing the primary substance of this book.

They maitained a very calm and conducive environment to me during all this period of compilation,

otherwise this work would not have been possible to have come to light.

Author

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CONTENTS

FOREWORD...................................................................................................................................................I

ACKNOWLEDGEMENT............................................................................................................................II

CONTENTS.................................................................................................................................................III

TEACHER EDUCATION IN PAKISTAN..................................................................................................1

UNIT-1: THE CONCEPT OF TEACHER EDUCATION........................................................................1

BACKGROUND...............................................................................................................................................1

1.1 ENCYCLOPEDIA OF EDUCATION........................................................................................................1Definitions of Education according to different philosophers:................................................................1

Bertrand Russell:......................................................................................................................................2

1.2 OLD AND NEW CONCEPT OF EDUCATION:........................................................................................31. Old Concept:....................................................................................................................................3

1.3 DIFFERENCE BETWEEN TEACHING & LEARNING:............................................................................5

1.4 SOME ADDITIONAL ETYMOLOGICAL EXPLANATIONS OF EDUCATION..............................................7

1.5 CONCEPT OF TEACHER EDUCATION..................................................................................................8

1.6 DEFINITION OF TEACHER EDUCATION..............................................................................................9Pedagogue and Pedagogy:.....................................................................................................................10

1.7 SCOPE OF TEACHER EDUCATION:...................................................................................................14Teacher Education at different Levels of Education:.............................................................................14

Triangular Basis of Teacher Education:................................................................................................15

Aspects of Teacher Education:...............................................................................................................17

1.8 EMERGING TRENDS IN TEACHER EDUCATION................................................................................17Universalization of Primary Education..................................................................................................17

1.9 Continuing Education.................................................................................................................19

1.10 EDUCATION FOR THE WORLD OF WORK........................................................................................20

1.11 EDUCATIONAL AND COMMUNICATION TECHNOLOGY....................................................................21

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1.12 PROFESSIONAL TRAINING (SUPPORT SERVICES AND DISTANCE EDUCATION)...............................21

1.13 SCIENCE AND TECHNOLOGY EDUCATION.......................................................................................22Conclusion:.............................................................................................................................................23

1.19 CHANGING ROLE OF A TEACHER (A GUIDE, A DIRECTOR & COUNSELLER).................................28

1.20 SIGNIFICANCE & IMPORTANCE OF TEACHER EDUCATION..............................................................30The Problems Related to Teacher Education & Recommendations for Solution..................................32

Conclusion..............................................................................................................................................33

UNIT-2...........................................................................................................................................................34

CURRICULUM AND DESIGN OF TEACHER TRAINING PROGRAMMES..................................34

2.1 CURRICULUM..................................................................................................................................34

2.2 FOUNDATIONS OF CURRICULUM:....................................................................................................35i. Philosophical Foundation:.............................................................................................................35

ii. Psychological Foundation:............................................................................................................35

iii. Sociological Foundation:...............................................................................................................35

2.3 GENERAL PRINCIPLES OF DEVELOPING CURRICULUM...................................................................36

2.4 TYPES OF CURRICULUM DESIGNS:..................................................................................................381. The Subject Curriculum:................................................................................................................38

2. Experience/Activity Curriculum:....................................................................................................38

3. The Core Curriculum:....................................................................................................................38

2.5 NATURE AND SCOPE OF TEACHER TRAINING AT ELEMENTARY LEVEL:........................................39(a) Nature of Teacher Training:......................................................................................................39

Training:.................................................................................................................................................40

(b) Scope of Teacher Training:........................................................................................................40

(c) Teacher Training at Elementary Level:.....................................................................................41

2.6 FRAMING OF COMPREHENSIVE SYLLABI.........................................................................................44Scheme of Studies for PTC /CT..............................................................................................................45

Field based Teacher Training Programme............................................................................................47

Objectives...............................................................................................................................................48

2.7 NATURE & SCOPE OF TEACHER TRAINING AT SECONDARY LEVEL:..............................................48

2.8 TEACHER TRAININGS IN THE PROVINCE OF KHYBER PAKHTOONKHWA.........................................51

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2.9 TEACHER EDUCATION (TEACHER TRAINING) IN PAKISTAN:..........................................................52Schemes of studies for one year B.Ed. programme (14+1)....................................................................53

Three-Year B.A/B.Sc. B.Ed programme (12+3 model)..........................................................................54

System of evaluation of B.Ed Programs (14+1 & 14+3).......................................................................58

M.Ed. Programme..................................................................................................................................58

B.S Education (12+ 4 years) Programme..............................................................................................59

2.10 NEW AND REVISED STRUCTURE OF TEACHER EDUCATION............................................................63

UNIT-3...........................................................................................................................................................66

OBJECTIVES OF TEACHER EDUCATION..........................................................................................66

3.1 MEANING OF OBJECTIVES...............................................................................................................66Objective:...............................................................................................................................................66

Aims:.......................................................................................................................................................66

Goals:.....................................................................................................................................................67

Objectives of Teacher Education at pre-primary level..........................................................................68

The specific objectives for teacher education at this stage may be the following:-...............................69

3.2 TEACHER EDUCATION FOR (AT) PRIMARY (ELEMENTARY) LEVEL:................................................69Objectives of Teacher Education at the Primary level:.........................................................................70

Role and competencies required of the Teacher at the Pre-Primary and Elementary Level:...............71

The Difference Roles Teacher Performs at the Preprimary & Elementary levels are:.........................71

3.3 OBJECTIVES OF TEACHER EDUCATION PROGRAMME AT SECONDARY LEVEL...............................72Objectives of Teacher Education at the Senior Secondary Stage (Vocational Stream).........................74

3.4 ROLE AND COMPETENCIES REQUIRED OF TEACHERS AT SECONDARY LEVEL:..............................74Roles: Teacher performs various roles as –...........................................................................................74

Objectives of teacher’s education of in-service teachers at primary level;...........................................76

Objectives of teacher’s education of in-service teachers at Elementary and Middle level;..................76

Objectives of teacher’s education of in-service teachers at Secondary level;.......................................77

3.5 OBJECTIVES OF TEACHER EDUCATION (POLICY 1998 TO 2010)....................................................78

3.6 IMPROVING TEACHER QUALITY......................................................................................................78The Process of the Formulation of Objectives:......................................................................................79

Importance of Objectives:......................................................................................................................79

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Types/Categories of objectives:..............................................................................................................80

3.7 UNDERSTANDING:...........................................................................................................................81

3.8 TEACHING FOR UNDERSTANDING VS TEACHER TRAINING:............................................................82Abstract of the above deliberations:.......................................................................................................83

3.9 ATTITUDES AND VALUES:...............................................................................................................84Attitude-its Meaning:..............................................................................................................................84

The Different Categories of Attitudes:...................................................................................................85

Some of the Human Attitudes are:..........................................................................................................85

Values:....................................................................................................................................................86

3.10 TEACHER TRAINING/EDUCATION VERSUS VALUES:.......................................................................87

3.11 THE ROLE OF TEACHER EDUCATION-CHANGE IN ATTITUDE:........................................................88

3.12 THE ROLE OF VALUES IN STUDENTS’ EDUCATION:.......................................................................89

3.13 THE ROLE OF SCHOOL IN DISPENSING THE VALUES:.....................................................................89

3.14 SKILLS:............................................................................................................................................90Types/Kinds of Skills:.............................................................................................................................91

3.15 OBJECTIVES IN GENERAL:...............................................................................................................92

3.16 OBJECTIVES OF TEACHER EDUCATION IN PAKISTAN:....................................................................95

UNIT-4...........................................................................................................................................................98

OBJECTIVES AND STRUCTURE OF TEACHER EDUCATION CURRICULUM.........................98

4.1 OBJECTIVES OF THE CURRICULUM:................................................................................................98(i) Elementary Level........................................................................................................................98

The specific role of the Primary/Elementary Teacher:........................................................................100

(ii) Secondary Level........................................................................................................................102

4.2 IMPROVING TEACHER QUALITY (POLICY 2009-2020)..................................................................105Policy Action Plan:...............................................................................................................................106

4.3 KHYBER PAKHTUNKHWA TEACHER EDUCATION STRATEGY 2013-2018.....................................108Introduction..........................................................................................................................................108

Teacher Education Strategy 2013-2018...............................................................................................108

4.4 FUNCTIONS OF TEACHER TRAINING INSTITUTIONS......................................................................109(i) Elementary:..................................................................................................................................109

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Designing and development of teacher education programs...............................................................109

Notion of Distributed/Teacher Leadership for the effect change in management...............................110

Secondary:............................................................................................................................................111

4.5 TEACHER EDUCATION (TEACHER TRAINING) IN PAKISTAN:........................................................112

4.6 ROLE OF HIGHER EDUCATION COMMISSION IN THE DEVELOPMENT OF EDUCATION:.................113The development of faculties and universities......................................................................................113

The development of research culture in the education.........................................................................114

Indigenous scholarships for talented students.....................................................................................114

The development of curriculum............................................................................................................114

Role of HEC in the development of science and technology................................................................114

4.7 ACHIEVEMENTS OF HEC...............................................................................................................115

4.8 ROLE OF I.E.R IN TEACHER EDUCATION......................................................................................116Conclusion:...........................................................................................................................................118

4.9 LINK BETWEEN SCHOOL CURRICULUM AND TEACHER EDUCATION CURRICULUM:....................118(i) Elementary:..................................................................................................................................118

(ii) Secondary.................................................................................................................................120

UNIT-5.........................................................................................................................................................121

TEACHER EDUCATION THROUGH NON-FORMAL AND DISTANCE EDUCATION.............121

5.1 DEFINITION OF NON FORMAL EDUCATION:..................................................................................121Role of Non Formal education:Here, we shall discuss the role of Non-formal education:.................121

The Gradual Development of the Faculties of AIOU...........................................................................124

5.2 ROLE OF FACULTY OF EDUCATION:..............................................................................................126

5.3 DISTANCE EDUCATION:................................................................................................................127(ii) Role of Colleges of Education (In –Service)............................................................................127

Federal College of Education, H-9 Islamabad....................................................................................127

UNIT-6.........................................................................................................................................................130

CRITICAL REVIEW OF THE ROLE OF PRIVATE SECTOR IN TEACHER EDUCATION.....130

6.1 PROVINCIAL EDUCATION FOUNDATIONS (PEF):..........................................................................131

6.2 AGHA KHAN FOUNDATION (AKF) IN-SERVICE:...........................................................................132

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a) Agha Khan School Improvement Programme (AKES):...............................................................133

Teachers Resource Center (TRC).........................................................................................................134

Philanthropist charity based Adopt A School/ Sehool Improvement Programme...............................135

Field-Based Teacher Development Programme (FBTD):...................................................................135

Alif-Laila Children Educational Complex (ALCEC)...........................................................................136

List of Privately Managed Teacher Training Colleges/Institutes In KPK..........................................136

Affiliation Procedure of the Private Teacher Training Institutes:.......................................................138

Assessment and annalysis of the quality of the Private Institutions of Teacher Education.................139

The Launching Stage:...........................................................................................................................140

Goals/Aims of the Institution:...............................................................................................................140

Fair Admission and Examination Process:..........................................................................................140

Faculty and Curriculum:......................................................................................................................140

Traditional Practices:..........................................................................................................................141

UNIT-7.........................................................................................................................................................142

PROBLEMS OF TEACHER EDUCATION IN PAKISTAN AND SUGGESTIONS FOR THEIR

SOLUTION/IMPROVEMENT.................................................................................................................142

1. Curriculum of Teacher Education............................................................................................142

2. Poor Quality of Teachers.........................................................................................................143

3. Pre-Service Programs..............................................................................................................143

4. In-Service Programs:...............................................................................................................144

5. Support System and School Management:...............................................................................144

6. Incentives and Career Path:.....................................................................................................145

7. Monitoring and Evaluation:.....................................................................................................145

8. Lack of Policy & Standards:....................................................................................................145

9. Licensing and Accreditation:...................................................................................................146

10. Linkage between the Institutions or Lack of.............................................................................146

11. Recruitment:.............................................................................................................................147

12. Donor Supply Driven Initiatives:.............................................................................................147

13. Less number of Seats................................................................................................................147

14. Need of establishment of training institutes in rural areas......................................................148

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REMEDIAL MEASURES TO SOLVE THE ISSUES..........................................................................................1481. Provide a Policy & Framework Cover:...................................................................................148

2. Developing Teacher Core Competencies:................................................................................148

3. Proper Recruitment Practices:.................................................................................................148

4. Proactive Up-to-Date Curriculum:..........................................................................................149

5. In-Service Programs:...............................................................................................................149

6. Pre-Service & In-Service Trainings:........................................................................................149

7. Healthy School Support Structure:...........................................................................................149

8. Incentives, Incentives:..............................................................................................................150

9. Monitoring & Evaluation:........................................................................................................150

10. Infrastructure:..........................................................................................................................151

11. Supply of Textbooks and Teacher Resource Material:.............................................................151

12. Refrain from Exceeding the Capacity:.....................................................................................151

13. Non-Formal Teachers:.............................................................................................................151

REFERENCES...........................................................................................................................................152

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TEACHER EDUCATION IN PAKISTAN

UNIT-1: THE CONCEPT OF TEACHER EDUCATION

BACKGROUND

Education in general and “Teacher Education” in particular are the two such radical needs of any

nation, which were extremely ignored by majority of people in the past. This negligence caused extreme set

back to our national development. The issue of quality education is still a dream. It is also considered as an

Utopian thought when any body talks of the betterment of the training facilities and service structure of the

teacher. This picture in view, it would be an interesting discussion to explore the hidden as well as tangible

aspects of this issue.

This is much more precise at this stage, first of all, to know the meaning of “Education” and

“Teacher Education”. Like so many other terms “Education” is also such a word which is defined by

different individuals/persons (philosophers/educators) in different ways. Efforts would be intensified to

record, here some of the definitions in the coming lines, benefitting from those narrations that have been

reported in my Book named “A handbook of Educational Psychology”:

This would also be not out of place to reproduce the old classic perception of “education” as

discussed in my book “Perspectives of education and Contemporary Social Issues”. It is narrated that

“Education” means to enable one to know at least three Rs ie Reading, Writing and Arithmatics.

1.1 ENCYCLOPEDIA OF EDUCATION

“Education” is the purposeful and ethical activity, the educationists want the younger generation to acquire

skills and knowledge, to develop standards of conduct which will enable them to understand themselves

and their society, and to live a decent, happy and productive life.

Definitions of Education according to different philosophers:

Aristotle: “The purpose of education is the creation of sound mind in a sound body” it means that not only

intectual but but also physical development of the individual is equally important.

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Bertrand Russell:

“Education is a gate- way to wisdom” wisdom means to be positive, rational, tolerant, honest and open-

minded in relations with others.

Drever: “Education is a process in which and by which the knowledge , character of the young are shaped

and moulded”.

Dr. Abdur Rauf:

The process of growing up and maturing is known as education.

Imam Ghazali:

Formation of individual’s personality is the aim of education.

Ibn-e-Khaldoon:

There should be intellectual and moral training through the process of education. He also describes it as

“Education consists of the intellectual and moral training of the mankind through which their hidden

potetialities are develop\ed, traits of character are built, the knowledge and culture of the people is

conveyaed to the coming generation”.

John Dewey:

“Education is a re-construction of experiences, and it is the development of individual’s potentialities.

Muhammad Iqbal Allama:

The aim of education is character building, which will be possible with the knowledge of religion and of

the world.

Plato-the Master:

Education has to develop four cardinal virtues:

a) Wisdom (To develop a rational attitude).

b) Courage (Unselfish and sacrificing attitude)

c) Self Control (To lead a balanced life)

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d) Justice (Fair dealing in life)

Pestalozzi: “Education is the natural, harmonious and progressive development of man’s power.”

Rousseau: “Education is the development of human nature in a free environment”.

William Hariss: “Education is preparing the individual for the reciprocal Union with Society”.

William James: Education means fitting the individual to his physical and social environment”.

1.2 OLD AND NEW CONCEPT OF EDUCATION:

1. Old Concept:

The old concept of education was the stuffing of child’s mind with as many facts as possible.

Consequently, the role of the teacher was strictly confined to the teaching of the prescribed

textbooks/syllabi; and the learners had to cram up these facts and reproduce the same at the time of

examination.

2. New or Modern Concept:

The modern concept of education emphasises the development of personality of the child as a

whole. (physical, mental, social and emotional development). According to this concept education

is a dynamic process, which is more than mere routine imparting of bookish instruction. The

modern teacher now focusses his attention and energies on the gigantic task of unfolding the

internal potentialities of the child. So, the aim of education is the all round and harmonious

development of the child.

As a result of the changed outlook the empahsis in educational institutions now cnters round

understanding rather than cramming and punnishments.

If all of the definitions presented formerly by thinkers like Aristotle or by latter thinkers and

educationists like Dewey are analyzed, one thing that is”‘To train” is found to be common in its meaning.

Aristotle had defined education as “process necessary for the creation of a sound mind in a sound body”,

while John Dewey defined it as ‘Education is a process of living through a continuous reconstruction of

experiences”. It is the development of all those capacities in the individual which will enable him to control

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his environment and fulfill responsibilities. The definition implies that a child has some natural

potentialities. All those potentialities are brought out by the TEACHER. It means that the main players in

the teaching learning process are the Teacher and the Pupil. Hence these both ought to be developed in

conformity with the demands of the society. But the problem is that mostly, in some cases the traing and

education of teacher is neglected. If it happens so, it will mean to weaken the learning process of our

coming generations.

Education is not something static, but it is a continuous and life-long process contributing towards

the mental and physical maturity of the child. Interestingly, the modern educational theories stress on

mental as well as physical development of a child only, while old perspective includes in it the soul as well.

Aristotle while defining education says, “A process necessary for the creation of a sound mind in a sound

body”. That is why the importance of every subject included in the Greek curriculum was a set in terms of

its capacity to train body, mind and soul. This proposition is also adopted by the latter thinkers of all the

ethical and Islamic nationalities. From Aristotle up to Ghazali and from Dante up to Iqbal, all categorically

asserted that the training of the body, mind and soul is essential. Education void of any one of the said three

components would really be useless.

After having understood the meaning of “Education” and “Teacher”, it is now quite easy to

understand the term “Teacher education”. It is a well known fact that the main task of a teacher is to

enhance the learning capacity of a learner. For this the teacher himself is required to be perfectly qualified

academically and Pedagogically. This is because of the fact that quality and extent of learner achievement

are determined primarily by teacher competence, sensitivity and teacher motivation. “Teacher education

means a programme of education, skill development, research and training of persons to teach from pre-

primary to higher education level”. In other words, it is a schedule as well as a scheme of study that is

related to the development of teacher’s proficiency, his competence, capacity and craftsmanship.

Consequently, he/she would be able to meet the requirements of the profession and face the challenges

therein.

The main components of the “teacher education” are (i) command on the related subject (ii) teaching skills

(iii) Professional skills (iv) and complete Pedagogical theory and practice. (It can be explained in the

following equation as: Teacher Education= Teaching Skills +Pedagogical theory +Professional skills.

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It is evident from the above statements that there are two significant parts of teacher training which

need to be explained. One of its parts relates to the teaching skills that consist of training and practice in the

different techniques, approaches and strategies. The same would help the teacher to plan his her lessons

and impart it. He/she would further be capable to provide appropriate reinforcement and conduct effective

assessment of the materials so learnt by the learners. The teaching skills also include several other steps i.e.

effective classroom management skills, preparation and use of instructional materials and communication

skills.

The second part of the teacher training is that of the professional skills. These skills include the

techniques, strategies and approaches that would help teachers to grow in the profession and also contribute

towards the growth of the profession. The skills under reference include all teaching skills, style of talking ,

counseling, rationing, computer use, information retrieving, class management, psychological

maladjustment skill and above all capability of life long learning. If he/she possesses the same qualities as

discussed above (ie Professional as well as Pedagogical skills), it is hoped that he/she would be developed

holistically bearing all good attitudes and skills through out his life.

However, it is not sufficient, in the training of a teacher to confine ourselves only to improving his

professional and teaching skills, but we must take care of his/ her enrichment in the Pedagogical theory as

well. This theory would be carried out in stages. That is why it is considered such a theory which is stages

specific and is based on the needs and requirements that are the characteristics of that stage. Pedagogical

theory may include the basic elements of the teacher training ie philosophical, religious, cultural,

sociological and psychological ones. In this way the teacher would be capable to have a sound basis for

practicing the teaching skills in the classroom. The theory is stages specific and is based on the needs and

requirements that are characteristics of that stage.

1.3 DIFFERENCE BETWEEN TEACHING & LEARNING:

The main significant difference is that “teaching” is the duty of teacher and learning is that of the

student or learner. In “Perspectives of Education & Contemporary Social Issues”, “Learning” has been

further explained through different educational theories of education. Theses theories are known as (i)

Thorndike theory of Trial & Error, (ii) Conditional Reflex Theory, (iii) Gestalt Field Theory, & (iv)

Piaget’s Theory of Cognitive Development etc.

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A child learns because somebody (teacher) teaches him. Sometimes he learns because he has seen

or heard new things and sometimes because he has tried to do something by himself. Every one tries to

learn something from other. In fact we all learn something from each other throughout our lives. It

continues “from the cradle to the grave”. But it is interesting to note that such type of education, where no

direct teacher is involved is called informal education.

Skinner defined Learning as a change of behavior influenced by the previous behavior. It is such a

process by which an individual acquires new forms of thinking, feelings and willing. Contrary to that Cole

and Bruce have defined that Learning like all responses of living things involves the continuous interaction

and its environment.

In short we can say that as a result of Learning the creation of capacities like: Learning to “think”, learning

to be, learning to live together (Co-citizenship), Learning to know, learning to do and learning to create. It

means that if Learning is perfect, it makes the individual a changed person.

Education in its limited sense; includes the influences deliberately planned, chosen and employed

by the community for the welfare of its coming generation. The purpose is to modify the behavior of the

child and to shape his personality in a more desirable form than the one he would have been without formal

education. Schools are the specialized institutions for imparting formal and what is generally known as

“Academic education” to the learners. This process of Academic learning involves two parties; i.e. the

teacher and the taught. If an informal procedure of teaching / learning is properly planned, that would

also, then become a formal type of education.

It goes without saying that each education of teacher and that of the student depicts its society.

The life of the primitive people was simple, hence the content of their education was simple. They taught

their children the necessary skills required for the survival while keeping them in the company of adults.

With the passage of time and with the accumulation of new experiments by the mankind, need for rapid

transmitting them to the new generation increased. So education started in the form of “social groups’ and

hence schools came into being. Today all types of educational institutions, such as schools, colleges and

universities exist in all parts of the world. Also there is no such an institution which has ever claimed to be

running without any teacher. It means Teacher is the soul of all teaching learning process.

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1.4 SOME ADDITIONAL ETYMOLOGICAL EXPLANATIONS OF EDUCATION

Education is defined, contrary to philosophy by each thinker according to his/her own

observations and experiments of life. In their view, education is derived from Latin words, “Educare,

Educatum and Educere”. “Educatum and Educare” mean to bring up and to nourish respectively while the

word “Educere” means to lead out ie “to lead out the inner potentialities of an individual”. As Mrs. Tanveer

Khalid has described in her book titled , “History of Education”, the former implies that education is

something external to be imposed or put in from outside. The latter indicates growth from within.

The word education is derived from the Latin word “educare” which means to bring up. There is

yet another Latin word “educere”, which means to bring forth. Education, therefore, means both to bring

forth as well as bring up. It was the Latin author Varro who said “Educit obstertrix, educate, nutrix,

institute, pedagogues, docet, magister” which means, “the mid-wife brings forth, the nurse brings up, the

tutor trains, and the master teaches”. Accordingly education does not merely mean the acquisition of

knowledge or experience but it means the development of habits, attitudes and skills which help a man to

lead a full and worthwhile life.

Some theorists give a different explanation of the word “educate”. They say ‘e’ means out of and

duco means to lead’ i.e. to educate means to lead forth or “to extract out” the best in man. This explanation

presumes that all knowledge is inherent in children. Only methods are to be found out to tap their brains

and the knowledge will automatically flow. Addison supports this view believing that education, “when it

works upon a noble mind draws out to view every latent virtue and perfection”. We also support this

theory, I mean an all round drawing out of the best in the child and man---body, mind and spirit”. These

two views of education can be accepted with a pinch of salt. We cannot ‘draw out’ anything unless we put

in something before. The child is not like an artesian well, where we put a funnel and water will gush out.

He is like a bank, where something must be put before, we expect to draw out. It may be that once or twice

a bright and quick child may give a promise of talents, but is not always true. “Unless knowledge and

experience is given to the child we cannot draw out the best in him.”

Historically, Philosophers have, from ancient times, given their views on education. Socrates (470-

399 B.C.) was one of the first to do so. His father was a sculptor and his mother was a midwife. Socrates

preferred to describe education by comparing it with his mother’s profession. Education is Midwifery. A

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teacher, like a midwife, only helps the mother to give birth. The teacher is not the mother. So also, the pupil

himself “conceives” the idea, (Called concept”) and the teacher only helps.

But a teacher is not like a Sculptor, who carves out a block of stone entirely by himself, leaving

the stone passive. The student is not passive, like a stone, so teacher cannot be compared to a sculptor. This

idea was repeated by Aquinas (1225-1274 A.D.) who, in reply to famous question: ‘Can one man teach

another?” answered: yes, provided that the student goes through a process of thought which is similar

(analogical) to that of his teacher.

Other thinkers are divided over the problem of whether the mind contains “Innate ideas” which the

teacher must help to bring out, or whether the mind is a blank Slate (“Tabula Rasa”) upon which the

teacher writes, while the student remains passive. Or, in other words (as Socrates would say) whether a

Teacher is a Midwife or a Sculptor.

The truth is in the middle: there must be, in Education, an internal element (Mind) and an external

element (data form the senses) and both play an indispensable part in education. An educational institution

performs a significant function of providing learning experiences to lead their students from the

darkness of ignorance to the light of knowledge. The key personnel in the institutions who play an

important role to bring about this transformation are teachers. As stated by NCTE (1998) in

Quality Concerns in Secondary Teacher Education, The teacher is the most important element in any

educational program. It is the teacher who is mainly responsible for implementation of the educational

process at any stage. This shows that it is imperative to invest in the preparation of teachers, so that

the future of a nation is secure. The importance of competent teachers to the nation‘s school system can in

no way be overemphasized. The National Curriculum Framework 2005 places demands and expectations

on the teacher, which need to be addressed by both initial and continuing teacher education.

1.5 CONCEPT OF TEACHER EDUCATION

Teacher education is a sub sector of education with its distinct pre service and in service forms.

It has been designed to equip prospective and in service teachers with information, knowledge

and pedagogical skills to help develop their abilities and positively reform attitudes and behaviour towards

the profession of education. The underlying concept is to facilitate the transfer of cognitive,

affective and psychomotor knowledge to students along with building their character and personalities.

8

“Teacher Education consists of all formal and informal policies, activities and experiences that

equip prospective teachers with knowledge, skills, attitudes and behaviour required to perform their duties

effectively and efficiently in the classroom, school and wider community. (K.M.Salma 2011)

The process of formal teacher education can help the prospective teachers minimize the troubles of

independent learning, economize the teaching time through proper planning and save their students from

the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to

prospective teachers to understand the nature of teaching process; to benefit from the theories and

contributions of educational philosophers; to interlink theory with practice; to envisage responsibilities of a

teacher; to comprehend the practical implications of pedagogical strategies; and to discover that to be a

student teacher is much more than learning by heart the philosophies and theories of learning. The mutual

efforts of teacher education colleges, universities and collaborating schools are to develop the prospective

teachers into efficient and effective teachers. (K.M.Salma 2011)

Teaching before twentieth century was considered more of an art possessed by a few but now it

enjoys the status of a full-fledged profession. Essential pre requisites of teachers as professionals

include subject mastery, language proficiency, competence in professional skills, and a commitment to

deliver at high standards. Meeting these demands necessitates sound education and practical training of

prospective teachers with utmost care and attention, as whatever is acquired by them is transferred to their

students with high multiple effects. The present has witnessed and is still experiencing a rapidly but

positively changing scenario of processes and procedures of teacher education as a discipline. New

techniques are continuously being added to the already practiced traditional pedagogical methods.

Educational scenario of today has tremendously expanded with enhanced focus on participative learning

processes, better assessment and evaluation procedures, expansion in research based educational literature,

endless discoveries in all fields of knowledge, improvised ways of presenting knowledge and information

technology boom. All these developments necessitate a very professional approach to teacher preparation,

leading to extensive and intensive education of future teachers in order to pave the way for the betterment

of overall education system in the long run. (K.M.Salma 2011)

1.6 DEFINITION OF TEACHER EDUCATION

Teacher education is a professional preparation of teacher through course work and practical

teaching.

9

According to Good Dictionary of Education:

“All the formal and non-formal activities and experiences that help to qualify a person to assume

responsibilities of a member of the educational profession or to discharge his/her responsibilities more

effectively”

The National Council for Teacher Education has defined the teacher Education as – “A programme of

Educational research & training of persons to teach from pre-primary to higher education level”.

Teacher Education encompasses teaching skills, sound pedagogical theory & professional skills.

Teacher Education = Teaching Skills + Pedagogical Theory + Professional Skills.

In the light of above cited definitions, it can be said that teacher education is a programme that is

related to the development of teacher proficiency and competence that would enable and empower the

teacher to meet the requirements of the profession and face the challenges therein. A course in teacher

education should seek,:

To reshape the attitude,

Remould the habits and

In a way to reconstitute the personality of teacher.

Pedagogue and Pedagogy:

Teacher is the vital and pivotal character of education- process. He enjoys a central role in the

pursuit of quality education. He/she is the pilot of education policy and its implementation. He polishes,

cultivates, trains and promotes the intellectual domain of the students. He/she is involved in the most

sensitive job of making a good citizen. So, he/she absolutely requires proper training before joining this

process of intellectual endeavors.

Nature of Teacher Education:

1) Teacher education is a continuous process and its pre-service and in-service components are

complimentary to each other. According to the International Encyclopedia of Teaching and

Teacher education (1987), ―Teacher education can be considered in three phases: Pre-service,

Induction and In-service. The three phases are considered as parts of a continuous process.

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2) Teacher education is based on the theory that ―Teachers are made, not born in contrary

to the assumption, ―Teachers are born, not made. Since teaching is considered an art and a

science, the teacher has to acquire not only knowledge, but also should learn skill and techniques.

3) Teacher education is broad and comprehensive. Besides pre-service and in-service programme

for teachers, it is meant to be involved in various community programs and extension activities,

viz adult education and non-formal education programs, literacy and development activities of the

society.

4) It is ever-evolving and dynamic. In order to prepare teachers who are competent to face the

challenges of the dynamic society, Teacher education has to keep abreast of recent developments

and trends.

5) The crux of the entire process of teacher education lies in its curriculum, design, structure,

organization and transaction modes, as well as the extent of its appropriateness.

6) As in other professional education programs the teacher education curriculum has a knowledge

base which is sensitive to the needs of field applications and comprises meaningful, conceptual

blending of theoretical understanding available in several cognate disciplines. However the

knowledge base in teacher education does not comprise only an admixture of concepts and

principles from other disciplines, but a distinct gestalt‘ emerging from the conceptual blending‘,

making it sufficiently specified.

7) Teacher education has become differentiated into stage-specific programme. This suggests

that the knowledge base is adequately specialized and diversified across stages, which

should be utilized for developing effective processes of preparing entrant teachers for

the functions which a teacher is expected to perform at each stage.

8) The profession of teacher education is very difficult and unique as compare to other profession

because teacher depends on their clients (students) for achieving their objectives.

9) It is a system that involves an interdependence of its Inputs, Processes and Outputs.

G.L, Arora (2002)

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B. Need of teacher education:

The American Commission on Teacher Education rightly observes,

“The quality of a nation depends upon the quality of its citizens. The quality of its citizens depends

not exclusively, but in critical measure upon the quality of their education, the quality of their education

depends more than upon any single factor, upon the quality of their teacher.”

In his Call for Action for American Education in the 21st Century in 1996, Clinton indicated that:

“Every community should have a talented and dedicated teacher in every classroom. We have

enormous opportunity for ensuring teacher quality well into the 21st century if we recruit promising people

into teaching and give them the highest quality preparation and training”.

The need for teacher education is felt due to the following reasons;

1) It is common knowledge that the academic and professional standards of teachers constitute a critical

component of the essential learning conditions for achieving the educational goals of a nation. The focus

of teacher preparation had to shift from training to education if it had to make a positive influence on the

quality of curriculum transaction in classrooms and thereby pupil learning and the larger social

transformation. The aspects that need greater emphasis are;

the length of academic preparation,

the level and quality of subject matter knowledge,

the repertoire of pedagogical skills that teachers possess to meet the needs of diverse

learning situations,

the degree of commitment to the profession,

sensitivity to contemporary issues and problems and

The level of motivation.

1. This is not possible if teacher preparation focused only on training. Holistic teacher building is

necessary and therefore teacher education needed more emphasis than mere training.

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2. Educating all children well depends not only on ensuring that teachers have the necessary

knowledge and skills to carry out their work, but also that they take responsibility for seeing that

all children reach high levels of learning and that they act accordingly.

3. People come to teacher education with beliefs, values, commitments, personalities and moral codes

from their upbringing and schooling which affect who they are as teachers and what they are able

to learn in teacher education and in teaching. Helping teacher candidates examine critically their

beliefs and values as they relate to teaching, learning and subject matter and form a vision of good

teaching to guide and inspire their learning and their work is a central task of teacher education

(Fieman-Nemser, 2001).

4. The National Academy of Education Committee’s Report (Darling-Hammond and Branford, 2005)

wrote that:

“On a daily basis, teachers confront complex decisions that rely on many different kinds of

knowledge and judgments and that can involve high stakes outcomes for students ‘future. To

make good decisions, teachers must be aware of the many ways in which student

learning can unfold in the context of development, learning differences, language and cultural

influences, and individual temperaments, interests and approaches to learning”.

In addition to foundational knowledge about the areas of learning and performance listed in the

above quotation, teachers need to know how to take the steps necessary to gather additional

information that will allow them to make more grounded judgments about what is going

on and what strategies may be helpful. More importantly, teachers need to keep what is best

for the student at the Centre of their decision making.

5. Teacher education like any other educational intervention, can only work on those professional

commitments or dispositions that are susceptible to modification. While we can’t remake

someone’s personality, we can reshape attitudes towards the other and develop a professional

rather than a personal role orientation towards teaching as a practice.

6. According to every educational Policy Teacher performance is the most crucial input in the field

of education. Whatever policies may be laid down, in the ultimate analysis these have to be

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implemented by teachers as much through their personal example as through teaching learning

processes

7. The modern development and technological advancement has brought changes in society, life style

and every aspect of life. So we need such type of individual which can better survive in that

society, so it depends on teachers to enable the education system to respond to these challenges

positively.

The teacher is required to acquire adequate knowledge, skills, interests and attitudes towards the

teaching profession. The teacher‘s work has become more complicated and technical in view of the new

theories of psychology, philosophy, sociology, modern media and materials. The teacher can

be made proficient with well planned, imaginative pre-service and in-service training programs. G.L,

Arora (2002)

1.7 SCOPE OF TEACHER EDUCATION:

The scope of teacher education can be understood in the following ways;

Teacher education at different levels of education

Triangular basis of teacher education

Aspects of teacher education

Teacher Education at different Levels of Education:

Teacher education reaches teachers at all levels of education, namely Pre- primary,

Primary, Elementary, Secondary, Higher Secondary and the Tertiary. The needs and requirements of

students and education vary at each level. Hence level and stage-specific teacher preparation is

essential. Teacher education also helps in the development of teaching skills in teachers of

professional institutions. The teachers in professional institutions have only the theoretical and

practical knowledge of their respective subjects. They require specialized teacher training

inputs to deal with students entering their professions. Teacher education also reaches

special education and physical education . Thus where there are teachers, there would be

teacher education.

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The knowledge base is adequately specialized and diversified across stages, in order to

develop effective processes of preparing entrant teachers for the functions which a teacher is

expected to perform at each stage. (NCTE) (1998)

Triangular Basis of Teacher Education:

Construction of curricular material for each stage of education requires a high degree of academic

and intellectual understanding of matter related to teacher education at each stage.

This involves selection of theoretical knowledge from disciplines cognate to education, namely,

psychology, sociology and philosophy, and converting it into forms suitable for teacher education.

Teacher education derives its content from the disciplines of Philosophy, Sociology and

Psychology. These disciplines provide the base for better understanding and application of Teacher

education.

The Philosophical basis provides insights to the student teachers about the implications of-

the various schools of philosophy, ancient and modern philosophical thoughts, educational thoughts of

philosophical thinkers on education and its various aspects such as curriculum construction and discipline.

The Sociological basis helps the student teachers to understand the role of society and its dynamics

in the educational system of a nation and the world at large. It encompasses the ideals that influence

national and international scenes.

The Psychological basis helps the student teachers develop insights into students ‘psychological

make-up. This enables the student teachers to understand their self, their students and the learning

situations such that they are able to provide meaningful and relevant learning experiences to their students.

(NACTE) (1998)

In addition to the above narration it is a fact that “Teacher Education” is as important as any other

“education” eg: “Special Education”, “Adult Education”, “Technical Education” and “Higher Education”

etc. If it is intended to bring a universal transformation in the societies, focuss shall have to be fixed on

teacher Education. As earlier discussed the teacher is not only an imparter of information, but he is also a

preserver of idealogies, culture, civilization and attitudes. He is an active citizen representing the society in

a true form. The teacher has a very demanding role in the teaching learning process of our schools at all

15

stages. His matter of dealing is human beings ie students of the ages 4 to 20 years of age. But, here our

these teachers are mostly concerned with the students of the age of 4 (in some cases) to 16 years of age.

The main spheres of the action of Teacher Education are as given below:

i. Teacher Education is not restricted only to the teachers of a specific school or college/university level:

As this is a fact that requirements of children and their education are different from level to level ie

Pre-Primary to Secondary and Higher Secondary levels, differently qualified teachers are mandatory to

be prepared accordingly. Consequently, programmes for the training of all teachers shall be prepared

separately.

ii. The significant components of Teacher Education: Almost all IERs and similar other Insitutions where

Teacher Education programmes are offered, they follow such course contents which have been

prepared on the basis of universally recognized pillars of teacher training components. These course

contents consist of Philosophical, Socialogical, Psychological, religious and professional ingredients.

But this is a fact that the teacher educators specifically focuss on professional and Psychological aspect

during teacher education process.

iii. The quality of “Education” depends on the Quality of Teacher Education:

iv. The teachers imparting training to the school teachers (especially B.Ed, M.Ed, M. Phil/Ph.d

Education) are called educators, while the learners at these level are called prospective teachers. The

skills required for teaching at certain level, play an important role in this regard. The more

professionally and academically the teachers (prospective educators) are trained, the more the quality

of education would be excellent. As this the main objective of our Curricular and co-curricular

activities, this would be a very comfortable situation.

v. Teacher Education extends to Social reforms: As earlier explained, with the help of standard Teacher

Education the social problems can also be solved. Basically, almost each teacher is an active member

of the society and if he is properly trained in sociology, in the words of Betrand Russel he would prove

as a volunteer social worker and shall bring reformation with the help of his leadership qualities.

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Aspects of Teacher Education:

Teacher education is concerned with the aspects such as, who (Teacher Educator),

whom (Student teacher), what (Content) and how (Teaching Strategy). Teacher education

is dependent upon the quality of teacher educators. The quality of pedagogical inputs in teacher

education programs and their effective utilization for the purpose of preparing prospective

teachers depend largely on the professional competence of teacher educators and the ways in

which it is utilized for strengthening the teacher education programme. Teacher education, thus,

first deals with the preparation of effective teacher educators.

Teacher education reaches out to the student teachers by providing the relevant knowledge,

attitude and skills to function effectively in their teaching profession. It serves to equip the student

teachers with the conceptual and theoretical framework within which they can understand the intricacies

of the profession. It aims at creating the necessary attitude in student teachers towards the

stakeholders of the profession, so that they approach the challenges posed by the environment in a very

positive manner. It empowers the student teachers with the skills (teaching and soft skills)

that would enable them to carry on the functions in the most efficient and effective manner. Teacher

education therefore pays attention to its content matter. G.L, Arora (2002)

1.8 EMERGING TRENDS IN TEACHER EDUCATION

UNESCO (1990) this topic provides an overview of the trends, reforms and developments

currently occurring and emerging trends in teacher education in the Country. Innovations and initiatives in

teacher education referred to elsewhere in this topic will thus be examined in terms of the extent to which

they are being responsive to the types of developments and the changed emphasis currently occurring in the

schooling systems of the country. Here some emerging trends and reforms are discussed in detail’

Universalization of Primary Education

The universalization of primary education implies that all school-age children are enrolled in

school, remain for a full cycle of primary education, and are exposed to a quality education. It is a major

way to combat illiteracy. It is clear from the survey undertaken that, although some countries in the region

have yet to attain the goal of universal enrolment, all are striving to provide a free primary education for all

17

particularly girls and those who belong to deprived sections of society, such as tribal populations

and those who live in isolated areas. Countries seek to achieve this through the following types of

measures:

1. Creation of minimum essential physical facilities (adequate school buildings, toilets, drinking

water, etc.);

2. Provision of minimum essential educational facilities (blackboards, playgrounds and games

materials

3. Establishment of resource Centers which serve the needs of a cluster of schools in their vicinity;

4. Provision of school incentives (free textbooks, uniforms, midday meals and hostel

accommodations);

5. Increasing the use of informal and non-formal approaches to teaching and learning on a part-time

basis, and utilizing locally available facilities and resources; and

6. Use of 'walking teachers' who visit schools in distant places and difficult terrains, and use of 'tent

schools' for nomadic tribes.

To retain those who have enrolled on either a formal or non-formal basis in primary

education, and thereby reduce the drop-out rate and help impart a good quality education, several common

issues, such as the following, can be identified:

A) Devising more effective ways to help children achieve adequate levels of learning at the

mastery level in such cognitive areas as language, mathematics, science and manipulative skills,

and develop certain key socio-emotional traits, such as appropriate interests, appreciations,

attitudes and values;

B) Development of a needs-based, relevance-based curriculum which accommodates such diverse

groups of children as the disadvantaged, slow learners and high achievers. In the case of

disadvantaged and underserved groups in society, provision of early intervention

programs is considered important;

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C) Decentralization of the process of curriculum and instructional material development involving

efforts of teachers, teacher educators, supervisors and extension workers engaged in

developmental activities

D) Modification of pre-service and in-service teacher education programs to better equip

primary teachers to cope with emerging trends in the development of curriculum, print and

non-print instructional materials;

E) Increasing the use of school-based testing and internal asses techniques for measuring both the

cognitive and non-cognitive traits of learners;

1.9 Continuing Education

Any form of learning provided for adults. In the U.S. the University of Wisconsin was the first

academic institution to offer such programs (1904). Empire College of the State University of New York

was the first to be devoted exclusively to adult learning (1969). Continuing education includes such diverse

methods as independent study; broadcast, videotape, online, and other forms of distance learning; group

discussion and study circles; conferences, seminars, and workshops; and full- or part-time classroom study.

According to latest survey, continuing education is widely accepted as playing an important role

both in individual professional advancement (through lifelong development of vocational

capabilities) and in the overall development of the individual. Continuing education can take many diverse

forms, such as an up-grading in the knowledge and skills of such professionals as medical practitioners and

teachers, functional literacy classes for children and adults, and livelihood skills development

programmes for out-of-school youth and underemployed or unemployed adults. It involves the

development and use of self-learning materials as well as more formal delivery systems.

An important problem which the expansion of continuing education can help reduce is the

tendency for some learners to lapse back into illiteracy once they have left school. Thus, through the

provision of post-literacy programmes, continuing education has a vital part to play in the region. Important

trends in this area of activity include the following:

- Establishment of village reading and learning centres and libraries;

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- Development of 'follow-through' and bridging courses which consolidate the knowledge and skills

acquired during schooling—this being achieved through the use of volunteers and interest groups

to facilitate continuing education programmes;

- Use of distance learning, with help from print and non-print mass media;

- Development of vocation-oriented programmes which prepare students for entry to the

work force; and

- An acceptance that continuing education has an important part to play in the education system,

especially in the non-formal sector.

Continuing education is important with regard to teachers and teacher education, as it

enables teachers to keep abreast of the latest developments in their subject and skill areas.

1.10 EDUCATION FOR THE WORLD OF WORK

It is apparent that there is an increasing emphasis on education to the world of work, this being

viewed in a much broader sense than merely preparing individuals for entry to a particular occupation. This

reflects the belief that, although education systems need to prepare pupils in practical as well as moral and

psychological terms to better enable them to choose socially useful and productive work in industry,

science, culture and education, the systems should also cater to the needs of those who are unable to find

employment and, at the same time, recognize that an individual's self-image and sense of

social identification are often closely associated with personal participation in the work force. There is also

the realization that a country's economic development will only occur (and be sustained) if a sufficient

supply of trained manpower exists; consequently, schools need to be responsive to the changing

requirements of economic systems.

The increasing emphasis on education for the world of work has been stimulated by such important factors

as:

The need to ensure the relevance of education to the socioeconomic development priorities of Country;

The accommodation of increasing technological developments in society in relation to labor-force

requirements;

20

A wish to reflect the changing expectations of employers in education;

Helping school leavers obtain access to employment;

Developing in pupils a basic literacy with regard to science and technology; and a wish to

contribute to the modernizing of education systems so that the changing needs and aspirations of both

individuals and the society as a whole are met.

These trends, which relate to the interface between education and the world of work, can only be

possible if the teacher education programs have been made responsive to socio-economic needs of the

country’

1.11 EDUCATIONAL AND COMMUNICATION TECHNOLOGY

Educational and communication technology covers print as well as non-print media, and so there is

just as much concern with the production of low-cost printed learning materials for use in

schools as there is with the use of television, video and computers. However, tend to stress

the importance of non-print media in considerations regarding education and communication

technology; similarly, this element will be emphasized here.

New communication technology, especially that which involves computers, television

and video, is very much a part of the present technical and social milieu. All countries in

the region recognize that it is essential that all children are equipped to cope with this new

technology. In education, the use of television has long been one of the accepted means for

achieving distance learning at the higher levels of the formal education system. The apparent emerging

trend now is for television to also be used for other types of education (such as adult education for rural

populations in remote areas).

1.12 PROFESSIONAL TRAINING (SUPPORT SERVICES AND DISTANCE EDUCATION)

There are three main concerns in the professional training of teachers: the inculcation of a value

system appropriate to a career in teaching; the imparting of specific new skills and knowledge; and the

21

retraining of teachers to enable them to keep pace with new trends in education through in-service

education.

As regards the first concern, the move has been to increase the entry requirements of

teacher training and increasingly take into account attitudinal and personality factors (along with

examination results) when selecting trainee teachers.

In terms of imparting new specific skills required of present-day teachers, there has been a trend in

curriculum and programme development to integrate theory and practice and increase the use of such

alternative means of training as using resource, curriculum development, research and educational

technology centres. A linking of these centres as support services to teacher training institutes is also

occurring.

As regards in-service training which endeavors to update a teacher's professional

knowledge throughout his or her career, policy guidelines have emerged to link promotion criteria and

procedures with periodic in-service teacher training, and to develop multi-media training packages for in-

service training for all categories of teachers. Distance education programs—involving television,

radio and correspondence courses—for in-service teacher education are also widespread. An important

issue involving in-service education currently being addressed in many countries concerns the need to

make this approach more systematic.

1.13 SCIENCE AND TECHNOLOGY EDUCATION

It is widely agreed throughout the region that there is a need to equip young people with a

fundamental knowledge of science and technology which enables them to develop and use appropriate

skills in a meaningful way. A multitude of forces have triggered new trends and developments in science

and technology education in Member Countries. These include: the need to actively respond to

scientific and technological changes which influence the future and, in so doing, bridge the

technological gap that is widening in some Countries; the harnessing of science and technology to

enable self-reliant and indigenous modes of social and economic development, and make countries less

technologically dependent; the acceleration of human resource development programmes to meet

manpower needs for modernization and industry; the development of systems which enable a smooth

transition to be achieved from primarily agricultural to industry-oriented societies and economies; and the

22

encouragement of scientific modes of thinking which achieve increasing productivity in all fields and at all

levels of human endeavor.

Conclusion:

In a nutshell it can be said that education is a coplex process, which continues through life ie

from “cradle to grave”. It is not static, it is a dynamic process and will never come to an end. In this process

man achieves mental and physical maturity. It is a kind of conscious and unconscious learning which takes

place in integration with the society. The main role in all this process is that of the Teacher.

All aims of education are determined by keeping in view the individual and his relationships with

the society or environment. To conclude, the task of education has been stated as: “the development of their

(children) hidden potentialities, traits of character to be built, powers of thinking and reasoning to be

sharpened and economic efficiency is to be achieved.

Hence the over all harmonious development of the individual is the aim of education. Over all

development means “Physical, Socal, intellectual, emotional and moral development.”

(“Modern Phito-Brubacher Philosophies of Education”, New York, 1969, p. 309-312) divides

education into three kinds, depending on which approach is used to acquire it. The common Sense

Approach is that idea of education which every teacher has, is based on observation, experience and

practice. But when disputes arise between persons some more objectives may be required, and hence we

have to explore.)

We have understtod the meaning of “Education” in detail. Also we have seen that in the process of

education, the role of teacher is very important. Therefore, it is very essential that we must know the

meaning of “teacher” and ultimately the meaning of “ So far the phrase “Teacher education” is concerned,

it apparently means the “eductaion of teacher”. As earlier discussed, the main meaning found in

“education” is “training”. From this it can be derived that “teacher Education” means “training of Teacher”.

For further elaborations, it is very much needed that we may consult the dictionaries and other

sources to know the exact meaning of teacher and his relation with “education”, the explanation of which

was discussed in the preceding lines.

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Teacher: As per Dictionery of Education, “Teacher refers to one who teaches the prescribed content to the

students”. Teachers are of so many types and so many categories.There are teachers who teach only at the

Primary/elementary level, while there are some more who teach at Secondary and higher Secondary,

degree, post Graduate and Higher Levels. In addition to that there are some centers of skill development

like technical and Polytechnic institutes, where usualy the teacher is called “Instructor”. However, the

nomenclature and further specification of the same are identified with different names. For example, at

school level all teaching personnel are called teachers and some of them are called Masters ie Drawing

Masters, Instructors and Headmasters etc. Quite recently one more group of teachers is added to them who

are called subject Specialists. Vertically going upward, we confront one another group of teachers who are

teaching only at the higher levels. The teachers teaching at these higher level ie degree, post Graduate and

the other advanced levels are called “lecturers”, but at the university level these all are called as faculty

members working in different grades/scales like (Lecturers,Assistant Professors, Associate ptofessors and

Professors) as well. As a matter of fact, the genuine/ real teachers would would not bother, though they

may be even full Professors, to be called teachers. The teachers, especially the university teachers

imparting training to the future teachers have been given a new name BY THE International For a and the

Higher Education Commission (HEC). The new name is “the Educators” while those who are yet pupils of

the educators, they are called “Prospective Educators”.

As discussed earlier, among all definitions of “education”, the moral training; building a person

and developing his personality or bringing a “behavoural change” etc are found to be very much commom.

So it is quite clear that education is really a dynamic factor of our social life that brings behavoural changes

in humans. Whether that human is a child or a grown up individual like “teacher” or any body else..

Relationship Between Teacher and Education: The relationship between teacher and Education is very

close and strong. The teacher is transmitting knowledge and cater the coming generation. This is called

education. So, the teacher cannot work or perform his duty without education

When we use the topic under reference as one phrase ie “Teacher education”, then it means the

“Education of Teacher”.. the education of teacher is of two types:

1) General Education and enhancement of his academic as well as subject content wise mastery.

2) Particular Education: It relates to his professional qualification and Training/skill develoment to

raise his efficiency.

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Hereinafter, whenever we mention “teacher education” it will refer to the 2 nd type of education

which is called Professional improvement and pedagogical skill development of teacher’s vision. Also it

refers to his capacity building through pre- and in- service training courses held from time to time.

“Education and learning- relatively permanent change in the behavior” is the name of a teaching

learning process. Teaching is carried out by the concerned teacher, while learning is done by the pupil. This

exercise is a formal schooling. While in the olden days, students usually took their lessons at their homes.

No formal schooling was existing. Even today, in some families the same practice is still in vogue.

Whatever the case may the dynamic force in this teaching learning process is that of the teacher. One way

or the other the process of teaching is different from that of learning. Similarly, the result of these both are

also different from each other. Teaching is imparting and transmitting the knowledge to the coming

generations while learning is bringing of permanent change in the behavior of a learner. The sum outcome

of education is the desired change in the behavior of a student.

Teacher-A Social Reformer:

As education is a societal/social activity, it is an essential feature of human life. Usually teacher

was considered the most knowledgeable person in the past. He was considered as if he never requires any

further refresher course nor in-service training. In addition to that, such student would be considered as the

best student (at least morally) who would remain silent in the whole of the teaching learning process. He

would neither ask any question nor comment upon any point. The teacher was so instrumental and effective

that he would be consulted and relied upon by all in certain issues. So far the course contents/curricula are

concerned, these have to vary with the change of circumstances and educational objectives. As already

mentioned in the preceding lines, the most important questions which are confronted by the teachers and

parents are as to why to teach and what to teach? As per Unesco report in “Education in Pakistan”, its

answer is that it is for(i) learning to be. (ii) Learning to do, (iii) learning to live together and (iv) Learning

to know etc.

The process of education enables an individual to learn and follow the social values and norms

while living in a society. This could be described as the acceptable or positive behaviour. Being an active

member of the society, the teacher knows the pulse of the society. He brings changes in the course contents

himself or recommends to the higher authorities for that. However, complexity arises when the social order

changes due to diversities in cultures, societies and personal interests. Usually, a human society consists of

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a group of individuals living together in a place where they share similar resources, objectives and having

some standardized rules/ regulations to be followed by all. These standardized rules/regulations of a given

society are called social norms or values and observance of the same is called conformity. Viewing the

above statement, we can say that education is the process that makes an individual to learn and apply the

same rules/regulations in their practical life. Any action opposing the social norms/values is disliked by the

society and thus it becomes binding on each member of the society to keep standardized social

rules/regulations in view.

1.18 EDUCATION- A SOCIAL ACTIVITY:

Gone are the days when eduaction was presumed to be a private issue of each individual. In the

past education was considered to be a luxury or hobby, but now it is believed to be a social activity and the

foremost need of the society. For this purpose each and every state spends huge funds. The UNO, through

its sub organization ie UNESCO, extends resonable financial asssistnace to the member states to promote

education. All of the states are compelled to make sure that the provision of education is the responsibility

of the satate.

It is considered mandatory by all Governments to universalize education and make it cheaper to

maximum. Inspite of all this, though elementary and secondary eduaction are cheaper to some extent in

Pakistan, but higher eduaction is very costly. While both types of education is now becoming the necessity

of the society.

Better Teacher Education-Better Teaching Learning Process:

It was intended to describe the characteristics of a good or comparatively better teacher in these

lines, but it will also not be out of place to explore some details about the person of a teacher. So that we

may know as to who is the teacher and how can a teacher be distinguished from a learner. This looks,

apparantly, very absurd but as a matter of fact it is a very vast study.

If we are asked as to who is a teacher, we should not hesitate to say that a teacher is that person

who teaches certain contents to the students to learn. In other words “a teacher is a person who provides

education for pupils (children) and students (adults)”. Also it is said that a teacher is that who facilitates

learning to his students.The role of a teacher is often formal and ongoing, carried out at a school or other

place of formal education. In many countries including ours as well, a person who wishes to become a

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teacher must first obtain specified professional qualifications or credentials from a university or college.

These professional qualifications may include the study of pedagogy and the science of teaching. Teachers,

like' other professionals, may have to continue their education after they qualify, a process known as

continuing professional development. Teachers may use a lesson plan to facilitate student learning,

providing a course of study which is called the curriculum. The term “Instructor” is also interchngable with

“teacher”. It can be claimed that the word “teacher” is general and instructor is “particular”. A teacher's

role may vary among cultures. Teachers may provide lessons in reading/writing and some numeracl

sciences. On the contrary, an instructor shall deliver instructions in Arts and crafts or vocational training, or

other life skills.

Tutor-a private teacher:

That teacher who provides individual teaching in private capacity, is called a tutor. These tutors are

of different nature and possessing different capabilities. They include even the dispensers of religious and

spiritual education. In a Muslim Society certain Molvis come at home and teach Quran to the children. This

is also tutorship.In some countries/cultures, formal education can take place through home schooling. In the

quite recent past years, it was used as a slogan “each one to teach one”. Its meaning was informal learning

with the assistance of a family member, a class mate or of anyone possessing required knowledge and

skills.

When complexity arises in the duties of a teacher, it becomes obligatory to provide further traing

facilities to him. In my book “Perspectives of Education & Contemporary Social Issues”, under caption

“Andragogy VS Pedagogy”, it is clearly stated that for a teacher, expertise in Pedagogy is essential. In the

Modern Practice of Adult Education, andragogy is defined as an emerging technology for adult learning.

The sphere of work of Andragogy is limited to four basic areas ie (i) to use their own experience for

learning, adults move from dependency to self-directedness,(ii) are ready to learn when they assume new

roles, (iii) adults move from dependency to self-directedness,(iv) and want to solve problems and apply

new knowledge immediately.(for further details see Perspectives of education & Contemporary Social

Issues 2nd edition 2001, page 63).

Pedagogy can also be thought of as teacher-centered or directive learning execise, and andragogy

as learner-centered/directed (self directed learning).Andragogy maitains that adults learn best when they

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feel the need to learn, when they have some input into what, why, and how they learn and learning content

and processes have a meaningful relationship to the learner's past experience.

It is further stated that educatioal Psychology used in teaching a child is different from that of

teaching an adult. That is why a teacher must be aware of the Psychology of children and adults

simultaneously. This is the commom approach of all educators that Trained and well qualified teacher can

deliver better than an untraiend one. That is why Andragogical and pedagogical both trainings are provided

to teachers. Educational Psychology has proved that adults are the fastest-growing segment of the

undergraduates. This tendency is seen even in distance and online education as well. Consideration of

andragogical principles in designing courses has become more vital and valid. That is why all contents of

the professional courses of teachers contain the requisite elements. In addition to that the creation of

strategies for mutual planning, arrangement for a diagnosis of learner needs and interests are prepared to

obtain the targets. In this process we also require to identify the other essential elements which will be

helpful in enabling the formulation of learning objectives based on the diagnosed needs and interests. The

above mentioned items are all the requirements of andragogy, where series of activities are identified for

achieving the objectives.

The experiences of the teachers and taughts are to be used as a learning resource. It shall help to

improve our learning environment and teacher’s Pedagogical courses. To prepare best courses/curricula

requires as much liberty as possible. The more ree is the the learning climate the more it minimizes

worry/stress and encourages freedom to experiment. Besides selection of course content the next important

stage is that of the choice of the teaching style/mode. Side by side with, the learning styles are also taken

into account, where there is a cooperative learning climate. Teacher education is well explained along with

all its related componenets in the preceding passages which clarifies the topic exclusively.

1.19 CHANGING ROLE OF A TEACHER (A GUIDE, A DIRECTOR & COUNSELLER)

With the new emerging trendsin education and rapidly changing world the role of teacher is also

ever changing. Once he/she was a simple provider of information to the students, but now he/she is not that

traditional teacher, being dreadful personality or that one sticking only to rotting and cramming. Now

he/she is preparing the students for work in the world and so on and so forth. Some glimpses of the trends

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of such like changes have been mentioned in the preceding lines under caption: “Emerging Trends in

teacher Education”

In “Perspectives of Education & Contemporary Social Issues”, it is said under caption “Changing

Role of Teacher” that the triangular shaped edifice of education has three important angles ie the students,

the text books and teacher. But among them the role of teacher has always been transforming.Bertrand

Russel says, “Teaching, more even than most other professions, has been transformed during the last

hundred years from a small, highly skilled profession concerned with a minority of the population, to a

large and important branch of the public service”. He adds that such change is due to certain factors and

pressures.

Some teachers were being compelled to change, in countries like Russia and Nazi Germany. Now

in the present day world, he is changed due to political interests and personal gains. However, majority of

them are still quite professional and they change only for the broad objectives of education or curricula,

when changed. The teacher upholds the defence of the country above all and the change in the Pedagogy

also makes him change accordingly. He should not only impart information, but along with it should

tranfer the culture, civilisation, the technology, the skills, the know how and civilized attitude. He should

not be as an army man, or SHO,but rather he should be like a friend, guide, director and counseller leading

students to their destination in a friendly atmosphere.

Gone are the days when a teacher was considered as a dreadful, harsh, aristocratic and non-friendly

personality by the students. Apart from that, the teacher of the past would not take pains to learn much and

impart actual knowledge to students. He would not refresh his skill/knowledge, but now acquisition of

modern skills and sciences is becoming imperative, because he wuold be required to utilize such things

while teaching. The modern teacher has frequent chances of learning from Information technology and ther

sources. That is why he is required to be possessing competency to work as curriculum developer,

dispenser of related information and best administrator of “Tests/examinations”, besides behaving

excellently in the society as its active member. He is now so technically advanced or hoped to be in the

near furture, who will be capable to benefit from all sorts of technologies while teaching. He would be able

to use Multi-media, online contacts, projectors and other computer technologies while teaching his

students. A change teacher who will have complete command on these technologies.

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Like so many other phenomena of our education system, changes have been happenning and some

have even happened in our “teacher education”, some where partialy. It is now binding to remian ready for

so many changes yet to come.

1.20 SIGNIFICANCE & IMPORTANCE OF TEACHER EDUCATION

“Teacher Education” is as important as any other “education” eg: “Special Education”, “Adult

Education”, “Technical Education” and “Higher Education” etc.

As education is an unavoidable need of each child/individual, Teacher Education is in the same

way essentail for each person involved or intended to be involved in teaching profession. If it is intended to

carry out the education of our generations in a way to bring complete social reformation, we need to focuss

on its importance an significance. Efforts should be made to ensure that teacher education should be

capable not only to transmit information or knowledge but to instill a bevaior in the taughts.

Majority of teachers at school levels are capable to teach reading and writing skills to their

beginner students, but there is a very small number of teachers who would be able to bring the desired

change and produce the required cognitive comprehension in his students. Therefore, Teacher Education

appears to be the most importan phenamenon of our social and Educational programms.

Teacher Education is a mean of improving educational standards. Teacher is a dynamic worker of

the society who represents it in several fields of life. So if education of the teacher (Teacher Education) is

of high level, then its benefits would filtrate to the bottom ie tothe last level of education. Subsequently it

will bring change in educating techniques of childern which will finally result in the transformation of

society. In addition to that teacher education is helpful in social reforms. If Teacher Education is properly

imparted, it is expected that it will be beneficial for societal and social betterment. A teacher is already a

social reformer, but if his course contents are further improved and trained properly, he/she will be

motivated to eradicate ills from the society.

Similarly, teacher education is helpful in Capacity Building. As Teacher Education is basically a

mean of teacher’s capacity building, hence he would be able to buld capapcity of not only his children

students but also general public. This profession is basically a motivated one, and it is quite clear that he

would contribute when need be. Training refreshes the memory, broadens the vision, enhances the

intellectual development and rectifies the pedagogical skills of a teacher. Not to speak of that only, Teacher

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Education is helpful in enhancement of Proficiency. It is a known fact that after acquisition of the requisite

volume of education, a teacher undergoes certain training (Teacher Education). It means that a teacher has

a certain degree of knowledge, but he might be knowing the skill how to deliver. The Teacher Education

enables him to deliver in a better way and improve his proficiency.

Above all, Teacher Education Removes all impurities and unwanted attitudes from a teacher. It is

just like “Trimming Branches” which is usually intended to make the tree/plant look pleasing. Similar is

the case of a teacher who gets graduation or other certificates from a general stream of education, he comes

with certain hopes and aspirations to an institution and returns in a polished form.

In short Teacher Education is very vital, necessary and mandatory for teacher .Teacher education

enables the prospective teachers to tackle all the issues and problems in the most befitting-way. It equips

the trainees with these qualities & Proficiencies:

1. It polishes the personality of teacher and sharpens his intellectual morale.

2. It equips the trainees with latest techniques and latest research, how to impart knowledge to the

students.

3. It gives discipline, courage and management skills to the teachers.

4. It updates the knowledge of the teachers.

5. It gives psychological skills how to deal with learners at institutes.

6. It highlights and introduces new teaching techniques.

7. It trains the teachers how to use IT i.e. Internet, computer, multi-media in the most effective way.

8. It highlights new emerging issues and needs of the learning and schools.

9. It introduces new books and gives a vision to the teachers how to face with the emerging

challenges.

10. It exposes the social physical, economical, ethical and moral needs of the learners to the teachers.

11. It makes teaching more effective and result oriented.

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Which proves that teacher education is must for teachers to promote their all capabilities and make

them fit for this gigantic task.(SM Shahid)

The Problems Related to Teacher Education & Recommendations for Solution

Education in general and teacher education in particular, are not, now such a great issue for the

developed countries. Because they have been constantly making researches and investigations subsequent

upon which all loopholes as well as deficiencies have been plugged. However, the developing and under

developed countries are still passing through the stages of refinement.

Our Teacher Education needs improvement in the field of its:

(i) Curricula/Course Contents

(ii) Adoption of the rapidly changing standards/principles of Pedagogy.

(iii) Acceptance and inclusion of new theories/concepts in Teacher Education.

(iv) To adopt to the ever changing paradigm of Teacher Education on permanent basis.

(v) To benefit from all technologies helpful in teaching learning or research:

(vi) Curriculum/syllabus/course content is the fomidable pillar of Teacher Education, The rest of the

world has gone far away from us. In this direction we are laging behind as compared to the

developing countries. Our Pakistani system has no programm for rapid change in the curricula in

the case of discovery of any new theory. Here the people at the helm of the affaiars, wait for a

certain specified span of time. After that the same change is made. This attitude causes great set

back.This exercise of developing new Curricula must include all theoritical, practical and research

techniques etc.

(vii) Adoption of the rapidly changing standards/principles of Pedagogy: It is an established fact that the

role of teacher is rapidly changing. New skills/approahes and techniques are being added to the

Teaching Pedagogy day by day which need to be utilized. Teaching is now a two way traffic. It

includes question/answer, discussion and participatory method. It is recommended to include this

method in Teacher education.

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(viii) Acceptance & inclusion of new theories/concepts in Teacher Education: In adopting new

purposeful elements in the curricula of Teacher Education, we should not be selective. The

curricula should not be exclusive rather it should be conclusive to open ways for multiple fields of

professions.

(ix) To Adopt to the ever changing paradigm of Teacher Education on Permenent Basises: In our

country all policies and even Curricula are extremely influenced by the ruling party Government.

So we see that when a Government is changed, the policies and even Curricula are also changed. It

is recommended that henceforth it should be made apermenent feautre of the policies that the

professionally approved policy shall be continued though the Government is changed.

(x) To benefit from all technologies helpful in teaching Learning or Research: Day by day new and the

most modern/latest technologies are emerging. Those technologies which are purposeful/beneficial

and adjustable to our rreligion as well as social norms the same may be included in the curricula.

Efforts may also be intensified to ensure avaiable the same technologies to be used in schools and

class rooms.

Conclusion

Since the role of the teacher and the context of teaching have changed, new resources (knowledge,

skills, and attitudes) are required to practise the profession. Certification in a given subject is no longer the

sole qualification needed in order to be considered competent to teach: "The academization of training is

not sufficient to promote the model of the professional teacher". To qualify, teachers must acquire the more

complex competencies that underlie the new professionality. Simply, the role of teacher changed from a

curriculum implementer to some other contexts, such as curriculum developer, curriculum planner,

curriculum designer and curriculum evaluator. Teacher of modern era needs knowledge of computer,

current affairs, political scenario, international trends, trade, defense, agriculture and other aspects related

to general life. There is need to have a vision over the contemporary social issues, the religious affairs, the

power and technological issues along with their solutions.

In conclusion, besides traditional teaching, teachers' role as role model, as social member, as

colleague, as manager, as administrator, as actor and as agent of cultural transformation is also important.

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UNIT-2

CURRICULUM AND DESIGN OF TEACHER TRAINING PROGRAMMES

2.1 CURRICULUM

This topic has been very explicitly discussed in my book “Perspectives of Education &

Contemporary Social issues”. Curriculum is summarily defined as “way”, “a course”, “run way”, “a race

course” and “a Passage”. In the Academic literature, we see that Curriculum has been defined by several

educators differently.

Following a few definitions of Curriculum:

(i) According to Cunningham, “curriculum is a tool in the hands of Artist (The teacher) to mould his

material (the pupils) in accordance with his ideals (aims) in his studies (the school).

(ii) Dr. Mehmooda Rehman says, “the word curriculum has Latin origin and derved from the word

“curre” which means “to run”.

(iii) Idiomatically, and (traditionally) in the old phrase, curriculum is a body of preserved factual

knowledge to be transmitted from the teacher to the pupils and mastered by them through

memorization, recitation and drill; and to be reproduced on demand from teacher.

(iv) The modern concept of curriculum is that it is a series of learning opportunities which are planned

and carried out by a teacher and pupils working together.

(v) Curriculum, being a document containing full details regarding objectives, subject matter and

activities.

(vi) (It is also said that) each curriculum has its definite objectives, besides its essential foundations and

salient features.

(vii) The modern concept of curriculum is that it is a series of learning opportunities which are planned

and carried out by a teacher and pupils working together. It has been influenced by different

educational philosophies in different times. (it means that curriculum has ever been changing.)

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There is much stress on Inquiry and explorations on the part of learners. Pupils are encouraged to

behave like scholars and scientists. Contrary to old view point which emphasised on the role of

knowledge in human affairs, there is now strong emphasis on social adjustment.

The Dictionary of Education has defined Curriculum to be “the organized course of study

undertaken by a student in or under the aegis of a college, school, university or other institute

of learning”. Also it is defined as planned experiences provided through instruction, which

enable the school

2.2 FOUNDATIONS OF CURRICULUM:

Following are the foundations of Curriculum:

i. Philosophical Foundation:

Through this foundation the curriculum developers take into consideration the (a) idealogy, its

philosophy and measures to strengthen the same. Also it discusses the (b) Philosophy of the

contents of the curriculum and that of the (c) subject (discipline) selected for the students of a

certain level.

ii. Psychological Foundation:

This aspect is related to psychological factors like child’s pattern of growth and development, the

nature of learner and the process of learning, mental maturity, interests, motivation, transfer of

learning and the like. How do children learn and how much can they absorb? Are they ready for

higher concepts at lower levels of education? Are some subjects inherently interesting and others

intrinsically different and boring? How does transfer of learning take place? How to foster creative

thinking in pupils? Can it be developed in all subjects? These questions have many implications for

curriculum building. (Perspectives of Education & Contemporary Social Issues).

iii. Sociological Foundation:

Here we study the nature of society, its structural organization and the composition of population,

significant social problems and social trends are picked for analysis. The nature of relationship

between school and society is made quite clear.Along with society, its culture in terms of tools,

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techniques and processes, social values and social behavior are analysed for gaining insights into

the cultural make up of a specific society. Such questions may be raised in this regard. Is it a

secular or non-secular society? Futuristic (Society) or past oriented? Developed or under

developed? Industrialized or pre-dominantly agricultural? How is individual related to societ?

What is the basis of nationhood? Land, race or belief system? What are the forces of unification,

religionor economic factors? These and the rest of other related questions may be asked to discover

the sociological foundations of education/curriculum.

2.3 GENERAL PRINCIPLES OF DEVELOPING CURRICULUM

The curriculum developers, usually follow certain principles while developing curriculum. Some of

the significant principles are as given below:

i. Principles of Objectives: No activity can be planned or carried out with out objectives. Objectives

are very important component of any teaching learning process. Basically the whole process is

carried out for objectives achievement, therefore, objectives must be kept in mind when curriculum

is constructed.

ii. Principles of Utility or Use: Knowledge for the sake of knowledge was a good aim in the old life

circumstances, but it is not a successful aim. At the present, we have to keep in mind the utilitarian

aspect of every subject matter. If the subject matter is not of any use, the students will not get

interested in it for a long time. The curriculum materials of the subject should have the following

ingredients in it:

(a) It should be useful in every day life.

(b) It ashould be useful in the study of other subjects.

(c) It should have some vocational utility.

iii. National Needs: Curriculum must reflect National Needs of the society, because every child has to

live in and for the community. It would be desired that he is able to live well in society.

iv. Individual Needs of Students: We should not forget that curriculum is for the child and child is

not for the curriculum. While making a selection of useful topics for inclusion in curriculum, child

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interests, abilities, age level etc, should be kept in mind. The duration of course should also beation

of working teacher must be should prior to framing or revising a curriculum. Being be given due

consideration while making the selection of topics for inclusion in the curriculum.

v. Indigestibility: It means that the material which is being selected for inclusion in the curriculum,

must not be too boring rather it must posses indigestibility.

vi. Principles of preparatory values: On the one the curriculum should train the students for life and

on the other it should also prepare them for higher education. The contents should include the

topics which may prepare the child: (a) for University Education and (b) For life. The curriculum

should be such as to be able to provide satisfactory education to both these categories

vii. Principles of Flexibility: The aim of education is also the aim of teaching. A subject goes on

changing because it depends on need of every changing society. The developments in the subject

also necessitate a change in curriculum. The curriculum has to be modified and reviewed quite

frequently so as to shape it according to the latest developments of the subjects.

viii. Learning Resources: While developing Curriculum, the learning resources of the national level as

well as local level must be kept in mind, otherwise it will not be applicable and fruitful. It is a great

targedy, in our country that our experts at high level either sit in Islamabad or some where else and

prepare curriculum for the whole country with out consultation with working teachers from all

regions. They prepare, no doubt an ideal curriculum which if applied , shall yeild good results. But,

that has to be taught in a village school where benefitting for those students would be difficult.

However, it is possible that only 20% pupils of cities would benefit from it.

ix. Comprehensiveness: Care should be taken to prepare such a curriculum which may cover all

aspects of learning activities. In addition to that it should meet all needs of gifted, average and slow

learning students. The components of a curriculum may be arranged at the rate of 15% for

intelligent students.

x. Teacher’s consideration: The consideration/consultation of working teacher (s) must be sought

prior to framing or revising a curriculum. Being practically in field, they know the actual needs and

levels of the students. Curriculum should not be imposed on the teachers as usually done in the

present day situation.

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2.4 TYPES OF CURRICULUM DESIGNS:

There are three main types of curriculum Designs:

1. Subject Curriculum:

2. Experience/Activity Curriculum:

3. The Core Curriculum:

1. The Subject Curriculum:

The subject centered curriculum has been the oldest and accepted form of curriculum organization.

Probably the earliest shape of this organization is the “seven Liberal Arts” of the Ancient Rome.

They are Grammar, Rhetorics, Logic, Arithmatics, Geometry, Astronomy and Music. these

subjects were taken in their broad sense while the study of literatur was done analytically. Though

with the pasage of time the range of these subjects has been varying from 7 to 300 distincts

subjects of instruction. It means that subject centered curriculum design is based on subject.

2. Experience/Activity Curriculum:

This type of curriculum was first known to the world in 1920. The shaky picture was first

presented by Jhon Dewey in 1897, with the name “Experience Curriculum”. The theme of this

curriculum is to reinforce learning through “Activities”.

3. The Core Curriculum:

It refers to common elements in the curriculum of an educational institution that are studies by all

students. It is also defined to be “common course requirements for all learners in a specific area of

study”. Or it is that curriculum that emphasises the utilization of problem-solving technique in the

solution of personal and social problems situation.

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2.5 NATURE AND SCOPE OF TEACHER TRAINING AT ELEMENTARY LEVEL:

(a) Nature of Teacher Training:

The phrase “Teacher education/Training” apparently means the “ Training or eductaion of

teacher”. As earlier discussed, the main meaning found in “education” is that of “training”. We can draw

the conclusion from this that “teacher Education” means “training of Teacher or Teacher training”.

For further elaborations, it is very much needed that we may consult the dictionaries and other

sources to know the exact meaning of teacher and his relation with “education/Training”, the explanation

of which was discussed in the first unit. However, to know the meaning of “Teacher Training”, it is be

desirable to know the meanings of Teacher & Training” Seperately

Teacher: As per Dictionery of Education, “Teacher refers to one who teaches the prescribed content to the

students”. Teachers are of so many types and so many categories.There are teachers who teach only at the

Primary/elementary level, while there are some more who teach at Secondary and higher Secondary,

degree, post Graduate and Higher Levels. In addition to that there are some centers of skill development

like technical and Polytechnic institutes, where usualy the teacher is called “Instructor”. However, the

nomenclature and further specification of the same are identified with different names. For example, at

school level all teaching personnel are called teachers and some of them are called Masters ie Drawing

Masters, Instructors and Headmasters etc. Quite recently one more group of teachers is added to them who

are called subject Specialists. Vertically going upward, we confront one another group of teachers who are

teaching only at the higher levels. The teachers teaching at these higher level ie degree, post Graduate and

the other advanced levels are called “lecturers”, but at the university level these all are called as faculty

members working in different grades/scales like (Lecturers,Assistant Professors, Associate ptofessors and

Professors) as well. As a matter of fact, the genuine/ real teachers would would not bother, though they

may be even full Professors, to be called teachers. The teachers, especially the university teachers

imparting training to the future teachers have been given a new name by the International Fora and by the

Higher Education Commission (HEC). The new name is “the Educators” while those who are yet pupils of

the educators, they are called “Prospective Educators”.

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Training:

Training means a systematic practice in the performance of a skill. It is stated by the Dictionary of

Education that “there is no clear line between education and Training, some suggested differentiations can

be made…Education deals a great with the theory of knowledge. “Training” deals more with the

application of knowledge…..Thus, within one learning system, we can find elements of both.” It is further

stated in the same Dictionary that” it is also possible to argue that training is basically a modifying process,

through which behavior especially is changed in required directions”. As discussed earlier, among all

definitions of “Training”, the moral training; building a person and developing his personality or bringing

a “behavoural change” etc are found to be very much commom. So it is quite clear that Training is really a

dynamic factor of our social life that brings behavoural changes in humans. Whether that human is a child

or a grown up individual like “teacher” or any body else..

From this statement, the nature of “teacher” and “training” has been clearly described. Now, each

one easily understands this phrase as what does it mean. However, from the fear of becoming the

discussion more lengthy, I have cut short my narration. Because there are so many other points which can

be added to this assertion, but I will try to high light only few of them during the coming discourse..

(b) Scope of Teacher Training:

In the ancient era the phrases like “Teacher Training” etc were totally unknown to Palto, Socrates

and Aristotle etc. Because in those times, the number of disciplines taught to students was very limited.

Similarly, no new theories and trends were emerging in teaching profession so rapidly as it is now. Hence,

need is arising with great speed laying emphasis on Teacher Training component of education.. Only the

academic education was very much there and that was the most demanding phenomenon in those days.

In the recent past, the educators have become so sensitive to Training that they recommend and

declare it compulsory for the teachers of all levels. There was a time, in the recent past that Training for

those teachers who are required to teach the Pre.Primary and Primary levels was considered as less

demanding. But now training in teaching techniques and Pedagogy is essential for the teachers of all levels.

Teacher Training has spread verically from Pre-Primary to M.A and Ph.D levels. An untrained teacher is

presumed to be making teaching activity a non-purposeful activity. No one can even think of a teacher to

be capable of teaching without undergoing the required training.

40

It shows that Teacher Training has a vast scope in the present day scenario. That is why there is a

large number of universities, institutes, colleges and organizatios who offer different Teacher Trainings

programmes. This is also a fact that equipping themselves with pedagogical skills is now becoming a very

peculiar type of education which is becoming rapidly popular.

(c) Teacher Training at Elementary Level:

In the above-mentioned lines we have discussed “Teacher Training” quite explicitly. All aspects

have been clarified. The researches and Pedagogical trends have made it further obligatory to know that for

all levels, different type of training is recommended and that is unavoidable.

Elementary school is an educational institution for children in grades 1 to 6 or 1 to 8, often

including Kindergarten as well. (Dictionery of Education). The same Dictionery further defines it as “ an

educational institution classified as elementary and composed of any span of grades not above grade eight.

(It adds that “a preschool Kindergarten school is included under this heading only if it is an integral part of

an elementary school.) This is a fact that though all training programmes of all levels are the same with

some minor additions alterations, yet due to that ordinary difference all are arranged seperately. The nature

and components of “teacher Training” course at each level are usually slightly changed from that of

another level according to the pedagogocal as well as other needs of the students.

In the past history of Pakistan, Elementary or primary education consisted of five years ie from

class 1 to 5th, but now as per policy of 2009, it stretches upto 8 th class. Now there are three tiers

(Primary/elementary, Secondary and Higher ) of education contrary to the past four tiers

(Primary/elementary, Seceondary and Higher Education ). As per practice among common public, the

education of the first five years of a child in a school is still considered as “primary/Elementary” education.

In the earlier past, the final promotion examinations of classes 5 th and 8th were being held by the

Department of Education or Boards or Universities. But, quite recently these evaluations have been

assigned to the faculty of the local schools.

Certain standards have since long been developed for Primary/elementary level students relating to

their age etc, same type of rules/regulations are also specified for the training of their teachers. Almost

through out the world, the foundations and principles of the same training are similar except in very

nominal areas. The rules say a child of 4-5 years is entitled to be enrolled for the first time in a

Primary/elementary class of a school. It refers to the fact that the nature and capacity of Training of the

41

teacher of this stage shall be definitely different from that of other levels. Here, stress would be laid on

children psychology in this training course.

The certicate which is issued to an individual on the completion of Primary School Teacher

Training has passed through several changes and alterations in pakistan. In the pre-independence and in the

early years after independence, this certificate was named as “JVT” (Junior Vernicular Teacher), then it

was called “PTC” (Primary Teacher Certificate), and quite recently it has been renamed as “PST” (Primary

School teacher).

Similarly, in the first few years of Pakistan educational system, minimum qualifying education

standard for PST etc was fixed to be Matriculation, but now it has been upgraded, in Government run

institutes to be F.A. This course, for a long time was run by the Govrnment training schools/colleges, but

now it is offered by the Allama Iqbal Open University, Islamabad through distance learning programm.

We have known the names of degree/certificates which the teachers of tis level are required to

hold, but we have not yet been acqainted with the subjects/disciplines to be studied in this course designed

for elementary teachers. As closely affiliated with the team who was assigned curruculum development

work in the Ministry of Education, Islamabad, I have enumerated some of them as:

The PST, teaching to classes I and II, is required to get proficiency in making students behave

nicely, maitain positive attitude, refrain from negative thinking or acting, must be able to develop their

skills of speaking, doing, reading and writing. Must be trained to be able to get fluency at least in their

mother tongue.

The teacher must be competent enough to get command of the following:

1. Mother tongue/ or any one of the languages of the Region/country.

2. Maths.

3. Health sciences-general instructions related to health preservation.

In the coming classes of III to V level, in addition to above three, Study of Environmental sciences

is included.All teachers in general and the elementary teacher in particular, should be of good moral

character. This is extremely essential that the teacher should paly his/her role honestly. In addition to that

he must acquire the competencies utmost important for educating the children of classes I to V. As the

42

curricular components for classes VI to VIII are varying from those of Classes I to V, the training of the

teachers for this stage shall have to be a little bit changed or enhanced. Besides, certain mastery in some

disciplines, he is required competencies in certain skills. In the first unit while defining a teacher,

approximately all of his/her new changing names were also discussed. It was mentioned that the present

day or future teacher is not to impart information, but he is expected to behave like, guide, counseller,

Director, a leader, an administrator, an evaluator, and facilitator. His role is becoming very complex and

multy purpose.

Contrary to the course outlines of primary teacher at grades I to II & III to V, the teacher of this

stage ie VI to VIII is required to be able to teach three languages instead of two, besides obtaing

competency in the following few more disciplines:

1). Social sciences/religious and moral education 2) Manual work Education

3) Mathematics 4) Science & Computer Science

5) Sports, games (health & Physical Education) 6) Arts & Crafts & games etc

7) Languages

At this stage teacher is considered the best model by the students for themselves, it is, therefore

very important that the teacher must be of good moral character and should not foster any such behavior

which is repugnant to national Ideology.

The following competencies, some related to the person of teacher, some to his/her social

performance and some more to his/her professional development, are as given below:

His competency in social Behavior:

(i) Should be able to interact with students in a friendly atmosphere.

(ii) Be able to look like a leading personality to be trusted.

(iii) To encourage team work and proceed in co-operative form.

(iv) Be capable of maintaing class management conducive for learning.

(v) Must be purpose-oriented in all activities and must try to achieve the objectives.

43

(vi) Should be professionally sound. His main qualities needed in this area are:

(a) Mastery of the subject. He can gain respect and popularity if capable in his subject matter.

(b) Capable to use the best of the latest approaches in teaching methodology.

(c) Possessing desired teaching skills

(d) Having obtained the appropriate and exclusive knowledge of course contents

(e) Continuous study of the pedagogical new emerging trends.

Every Elementary teacher should first gain complete comprehension of the Teaching Techniques

and Pedagogical theories as well as practices to be able to practise the same when actually involved in th

process of teaching. He/she should gain competencies in comprehension of concepts, texts related

competency, the core material, the mangement of class room needs, competancy to utilize the best of

A.V.Aids, Administering test/evaluation items, Public out reach Competencies, Students welfare

competency and above all the competency of managing all related teaching learning activities.

Since British era, the Teacher Training system was there. Its duration was 1 year and it was

extended to years. However, again it was brought to 1 year course

The Education Policy (1972 – 80) emphasized on teacher education to review it as pre-service &

in-service level.

The National Committee on Elementary Teacher Education reviewed and revised PTC & CT

curriculum. It determined the objectives of the course, contents, equipment, techniques and guidelines text

books.

2.6 FRAMING OF COMPREHENSIVE SYLLABI

During the framing of the syllabi for PTC and CT, the following aspects were considered by all the

committees.

a. The objective of the course.

b. The concept to be covered in the course.

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c. The detailed contents of the course.

d. The activities and experiences proposed.

e. The equipment required for the course.

f. The evaluation techniques of the course.

g. The suggested guidelines for textbooks writers.

Scheme of Studies for PTC /CT

The committee recommended that both the PTC and CT courses should be of 48 weeks duration on

a non-vocational basis. There will be a minimum of 33 working hours in a week, equally distributed on the

subject being offered during a semester. A typical week will be divided in to 45 periods of 45 minutes each

with a recess of 30 minutes daily. A semester system of education was recommended. The structure of the

course was proposed as follows.

a. First semester 18 weeks

b. Examination and preparation 1 week

c. Short term teaching practice 3 weeks

d. Second semester 18 weeks

e. Examination and practice 1 week

f. Long-term teaching practice 5 weeks

g. Winter and spring breaks 2 weeks

________________

Total:48 weeks

______________

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PTC Course

First semester:

a. Principles of education and methods of teaching. 100

b. Child development and counseling. 100

c. Three methods of teaching courses in subject areas. 300

d. Short-term teaching practice. 50

Second Semester:

g. School organization and management. 100

h. Health and physical education. 100

I-k three methods of teaching courses in subject areas. 300

l. Long-term teaching practice. 150

_________________

Total Marks 1200

__________________

C.T Course

First Semester:

a. Theory and history of education. 100

b. child development. 100

c. General methodology and preparation of teaching aids 100

d- Two methods of teaching course in subject areas. 100

f. Short- term teaching practice 50

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Second Semester

g. School and community development 100

h. Counseling, testing and evaluation 100

i. Organization of elementary education and school 100

Management.

j-k two methods of teaching course in subject area. 100

l. long term teaching practice. 150

___________________

Total marks 1200

____________________

System of Evaluation:

An internal system of evaluation of the theory papers undertaken during a semester has been

recommended. The final evaluation of practical teaching is made jointly by the head of institution and two

external examiners. The PTC/CT

Certificates are awarded by the respective provincial education department on the recommendation of the

training institute. (R.M. Ghulam at all)

Field based Teacher Training Programme

This programme was started in 1984 in and around gilgit by Agha khan Central Educational Board with

cooperation of government of Pakistan. In that time 80% of school teacher were untrained, and the teacher

were also not interested to go abroad for teacher training. Therefore this programme was designed as a

mobile field-training unit which brings the training directly to untrained teachers in the northern areas.

Trainers who had shown aptitude for teaching were selected from local areas and trained in how to carry

out training mission in home regions. These were called Master Trainers. (R.M. Ghulam at all AIOU)

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Objectives

The F.B.T programme is a compensatory and innovative programme aimed at training teachers;

1. To provide training to undrain teachers.

2. To develop new approach considering student as center of teaching learning process.

3. Teacher should concentrate on lesson planning and use of A.V aids.

4. Student should be directly involved in the process of learning.

5. To end the existing conventional system from primary schools

6. Corporal punishment should be discouraged and friendly environment should be created in the class

room.

7. Urdu should be the medium of instruction.

Courses

The programme of instruction is technically an in school teacher training course based on the conventional

P.T.C syllabus. At the end of the training period of one academic school year, the trainees are required to

appear for a P.T.C examination.

Master trainees were the head teachers, therefore they perform dual function i.e. they gives training as well

as run their schools also. Therefore there was no need for separate teaching practice.

2.7 NATURE & SCOPE OF TEACHER TRAINING AT SECONDARY LEVEL:

During discussion in my class, this question is very frequently asked by my students as to why the

stage after primary Education is called seconday education. So it is quite properly answered by the

Dictionary of Education. It says that “Secondary is a post-elementary school, such as a junior or a senior

high school or (old ) middle school, which is designed to meet the educational needs of students in their

adolescent years, 7 to 12.” There was once a time that education upto Primary level was declared as

compulsory, but now it is compulsory upto Matric (or Secondary school certificate).As per policy of 2009,

now Higher Secondary level is also included in the secondary level.

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This narration refers to the fact that the training course components of this level’s teacher must be

different from that of the Primary/elementary teacher. Because the age, the mental level and all other

requirements of the students of this stage are quite different form the others. The salient characteristic of

the secondary education is that it facilitates transition for small kids from primary level to the middle,

secondary and higher secondary as well as Higher Education in colleges/universities. Matric is also

translated by some eduactaionists to be “A gate way’. This means that after doing matric, a gate opened for

those who were yet confined to the enclosure.

The secondary Education students are usually in the middle of the way. This stage is very much

important due to the age group of the students studying here. The students of this stage shall tend for the

first time to appear in a public examination instead of locally arranged evaluation. In the real sense of the

affairs, we can say that secondary education in this part of the globe is to begin from class 9 and completes

after two years of study. There after, the students sit in the public examination arranged by the concerned

Board of Intermediate & Secondary Education (BISE).

The certificates granted to the students after completion of two years of eduaction at secondary

level and passing the required examination, is called SSC. (Secndary School Certificate). If the same

students continue their studies and pass the next subsequent examination, they are awarded another

certificate by the BISE, named Faculty of Arts (FA) or Faculty of Science (FSc). The schooling of this

stage is also called intermediate which is really an intermediatery part between Higher Secondary and

Higher Education. The certicates as known FA/FSC, earlier are now renamed as Higher Secondary School

Certificate (HSSC).

Programmes run for the training of teachers working at this stage, are quite of different nature.

These programmes also are not offered in places other than the universitites/Degree Awarding Insitutes or

those institutions/organizations which are affiliated with a University. These degrees, when awarded after

completion of the requisite courses are called, Bachelor Of Education (B.ED), Master of Education (M.Ed)

or two years degree named “Associated Degree of Education” (ADE). When this is awarded to trainee, he

qualifies and becomes eligible for appointment in a secondary school as SST or SET.

At this stage the students are now in the most sensitive part of their age. To control and guide them

is a very difficult task for the teacher. That is why the secondary teacher needs a formidable training

programe and conceptual clearance to teach them.

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He is required to play a role in his school a little bit different from that of primary teacher.

Basically the nature of his role is the same as in the Elementary/ primary stage, but here he should

be able to manage developing human skills. Now, the students are grown up and ready for some work to

do, hence they should be properly guided by providing a leadership models to them. At this stage the

students are, usually very much emotional. This age is the age of upheavals and turmoils. The teacher,

therefore, should be very conscious to deal them wisely. Any minor type of mishandling causes great

disorder in their day to day business.

The role of teacher, at this stage should be of a (i) Collaborator (ii) Manger, (iii) Counsellor/guide

(iv) facilitator and (v) evaluator. In addition to that, being an important member of the society, he should

also participate in all programs of “social” reformation. He should, always avoide to treat the students

harshly. He should behave like a leader to loved by all concerned. They should be treated quite politely

using all possible psychological tips to make a successful learner. If a teacher has none or very few of the

course contents, he cannot deliver perfectly. Similarly, if he has got excellence in “theory” but has ignored

the “Practicals” of a discipline, he will not be able to achieve the desired objectives.

The prescribed course contents of the secondary school teacher should be prepared in such a way

to enable him to teach the type of curricula as recetly in vogue. Some prominent subjects of the same are

reproduced to refresh memory of the trainees, which may be taught in theory as well as Practice both:

(i) Curriculum and instructional designs for secondary school level.

(ii) Environmental Education. (iii) Educational advanced Psychology.

(iv) Measurement & Evaluation (v) Educational planning & Management (vi) Guidance & Counselling

There are so many other similar subjects and disciplines which need to be included in the training

courses programs of secondary teachers. If properly trained, they would deliver in the best possible way to

achieve the desired results. What ever may be the case, efforts may be intensified to enable the teachers

through this “training’ to :

i. Let the learner be engaged in the activity instead of teacher.

ii. The behavior of the learner be identified by the activity (The learner should perform Activity).

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iii. The activity identifies the topic to which the behavior is directed.. directed topic…..subject or

process topic.

iv. The learning outcome or consequences of some learning experiences, but not the learning

experiences itself.

2.8 TEACHER TRAININGS IN THE PROVINCE OF KHYBER PAKHTOONKHWA

Teacher Training, once being a secondary priority of the people responsible for running the affairs

of the Government and other memebers of the civil society, has now become an important priority if not

the first priority of their planning. This scenario is gradually spreading through out the province and the

country. Teacher is getting prominence and so his profession ie teaching too. As discussed by Bertrand

Russel, teacher is a significant player of the society. He is a social reformer, a propagandist and an activist

of transformation.

Subsequent upon years long struggle and convincing by the teaching community, it has now

dawned upon the people at the helm of affairs to realize that teacher as well as teaching are very important

figures of our society. Good education in general and good teacher training in particular are liked by all to

flourish. That is why new universities are being established day by day in the province of

Khyberpakhtunkhwa wherein “education” (Teacher education) is being imparted. Once there were only

nine universities till the year 2008, when a trend of establishing universities sped up and in the last 5-6

years, 6 (approximately 1 per year) universities have been made functional. However, there is no

programme of elememtary teacher available among them.

Approximately all of the universities of the Khyberpakhtunkhwa, with minor exception are

offering different programs in teacher training. The programs are mostly for Secondary school teachers in

Pre-service area. It is pertinent to note that no any training programmes are offered for elementary teachers

in these universities. Some universities, especially Peshawar University has started degree Programs of

B.Ed and M. Ed, through distance learning to benefit the poor students and the students of far away areas.

In adition to that a handsome number of institutes offering Training programs have been affiliated with

each university. Thus the number of institutions including universities, which are offering Training

51

programs in education is increasing to the maximum. This is also a fact that enrollments in all these

institutions, as far as I know, is encouraging.

No doubt, there are some other attached Departments of the Government who are managing their

teacher training both pre-service and in-service programs quite successfully, under the supervision of the

Directorate of Education and Directorate of Bureau of Extension service Abbottabad. The most

mentionable among them are “PITE” (Provincial Institute of Teacher Education), “RITE” (Regional

Institute of Teacher Education) and GCEE (Government College of Elementary Education) etc. The

“PITE” is actively involved in Pre-service teacher training programs. They offer now, the unique program

of two years degree called “Associate Degree of Education” duly affiliated with the University of

Peshawar. This programe is the first one in this regard as well that USA-ID, are giving scholarships to all

of the trainees.

2.9 TEACHER EDUCATION (TEACHER TRAINING) IN PAKISTAN:

Here it is intended to make it clear that the frequent arrangements made for teacher training

puropse are yet in the embrionic stage, in this province. However, limited prorammes existed since the

inception of Peshawar University only. Before that such like teachers training programmes as are available

now in great number in several institutions were very limited. Comparatively, the same were mainly

available in Punjab and Sindh Provinces. Even no concept of night colleges was found in this province of

us 20-30 years ago, which affected our education/literacy rate adversely. However, at the national level,

efforts were continued since long and it has contributed in the progress of education a lot.

Analyzing national level efforts for the promotion of teacher education we see the role of AIOU

(Allam Iqbal Open University, Islamabad) to be on the top. It was a great achievement of the then

Government to establish AIOU in 1974, a university of the international level at the time when there was

extreme need of such like institutions to the nation. It helped, above all in raising our national literacy rate.

It started Mtric, FA, BA and MA, programmes which are very much beneficial for the poor/working

segments of our society. In the subsequent years, sensing the importance and need of Teacher Training

programmes, it started offering tha same.

The teacher training courses being offered by AIOU, are run under distance learning programme.

With these prorammes, the poor students and working teachers especially female teachers feel quite

52

comfortable to learn as well as improve their qualification. Since its inception it can be claimed that AIOU

has grduated a great number of students through out the country. The courses offered by this University, for

teacher traing are, PTC, & C.T for Elementary teachers. While B.Ed and M.Ed training courses are for the

teachers of Secondary level. AIOU, also offers M.Phil and Ph.D (in education) programmes for all teachers

ie from the level of Primary to the University level.

In our national system of education minimum qualication for enrollment in PTC/PST, is

Matriculation or SSC while for C.T (Certificate of Teaching), it is FA/FSc. Similarly, those students are

eligible for enrollment in the B.Ed programme of a university or education college who have obtained

BA/BSC degree. This is also pertinent to note that all those students who have got the degree of B.Ed or

equavalent degree are allowed to be enrolled in M.Ed programme.

In short, when we have a glance of the past retrospectively, we feel that education especially

teacher education is prospering day by day and with the raise in the salaries of teacher a lot of people are

attracted to this profession. Each and every individual has got full awareness regarding the fact that

education is becoming the most important sector of investment.

Having gone through some other new dimensions of Teacher education, at Secondary Level, I

think it to be appropriate to reproduce the same for the refreshment of memory of the learners.The

institutions preparing secondary school teachers are known as colleges of education and those making

available advanced training by awarding M.A Edu/M.Ed. degrees are called Institute of Education and

Research and are usually affiliated with universities. These institutions bear a direct relation between the

educational changes and the role of the teachers. Scheme of studies for B.Ed. programme is as under;

Schemes of studies for one year B.Ed. programme (14+1)

The duration of this training programme is 46 weeks. It is expected that this programme will be

replaced by the B.Ed. 12+3 model in due course of time.

Course of study

a) Perspectives of education in Pakistan. 100

b) Curriculum instruction and implementation. 100

c) School organization and management 100

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d) Islamic education 100

e) Evaluation and guidance 100

f) Individual project 100

g) two courses with two papers (contents and method of teaching) to be selected from any one for the

following areas;400

a.General b. Science C. Industrial

d.Commercial e.Agriculture f. Home Economics

k. teaching practice 200

Total marks; 1200

Three-Year B.A/B.Sc. B.Ed programme (12+3 model)

Three-year integrated model has been recommended because of the long felt need of integrating

the teaching of contents and methodology under the umbrella of the same institution. It is believed that

through this model the students will be in a better position to comprehend the scope of the subject matter in

relation to the principle of teaching and learning. Any student who has studied through this model will

receive a composite B.A,.B.Ed. or B.Sc. B.Ed. degree which will enable him to study further at M.A/M.Sc

and M.Ed levels or to join teaching profession as a secondary school teacher.

The three-year programme (12+3 model) of teacher training was initially introduced at the institute

of education in research, Gomel University D,I,Khan. Due to unknown reason it was discontinued after

completing the training of two batches. Presently it is going on in government college of education for

science township Lahore, federal college of education Islamabad and government college education

AfazalPur AJK.(S.M Shahid 2008)

Admission Criteria

a) pre-requisite for admission = intermediate 2nd division 60%

b) admission test

i. written 20%

54

ii. interview 20%

55

Curriculum

Academic course 70%

Professional course 30%

1) Academic course

a) Required courses 20%

b) Elective 15%

c) Specialization 65%

2) Professional courses

a) Theory (required and elective course) 70%

b) Practice teaching 30%

Semester System

A semester system and internal evaluation have been recommended for the proposed programme of

12+3 model. There will be two semesters in each year except in the final year which will be of 11 months

duration as in 14+1 model. A student will take a work load of 15 credit hours excluding practice teaching

in every semester. in case of industrial group however there will be only four semester of 18 credit hours

each. The academic and professional will run concurrently. (R.M. Ghulam at all)

Course of study;

Academic course

a) Required courses

i. Pakistan studies 3 crd hour

ii. Urdu 3 crd hour

iii. Functional English 3 crt hour

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b) Specialization 45 crd hour

Refer scheme of studies mentioned against each group

i. General group B.A

ii. Science group B.Sc

iii. Commerce group B.Come

iv. Agriculture group B.Sc Agr

v. Home Economics group B.Sc Hom.Eco

vi. Industrial group (24 crt Hrs) B.Tech

c) Elective course

(6 crdt hrs for all and only 3 for industrial group) any three from the following not directly related to the

area of content specialization;

i. Cultural Anthropology.

ii. Socio- Economic Problem.

iii. Political Science and current Affairs.

iv. Environmental Science.

v. Islamic culture.

vi. Study of culture.

vii. General psychology.

viii. General science

ix. Science and Man

x. Art and Craft

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Professional Courses (six courses)

a) Required courses (18 crdt hrs)

The same as in 14+1 B.ED scheme of studies (600 marks)

Additional 6 crdt hrs courses for industrial group i.e.

i. Introduction of vocational Education.

ii. Occupational Analysis

iii. School shop management

b) Special Method of teaching (6 crdt hrs)

Any two subjects from the following area

i. General group

ii. Science group

iii. Agriculture group

iv. Home Economics group

v. Commerce group

vi. Industrial group

c) Professional Electives ( 3crdt hrs)

i. Educational planning

ii. Guidance and counseling

iii. Curriculum Development

iv. Comparative Education

v. Special education

vi. Educational Technology

vii. Modern trends in teaching

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a) Practice Teaching (13 crdt hrs)

b) Practice Teaching (industrial group )9 crdt hrs

System of evaluation of B.Ed Programs (14+1 & 14+3)

Assessment in each academic and professional course will be based on

(i) Attendance (ii) assignments (iii) two tests mid-term and final.

Ten per cent of the marks shall be awarded to attendance, 15 per cent to each of the assignments, 25 per

cent to mid term tests and 35 per cent to the final test.

Assessment in the individual project will be based on

i. Planning and designing of project. 20

ii. The project submission. 50

iii. A viva/voce. 30

Assessment in teaching practice will be based on

i. Practical work undertaken during the terms ( observation, discussion, preparation of lessons,

teaching) 100 marks.

ii. The final four lesions given at the end of term 25 marks each.

The student will be required to obtain at least passing mark (40%) in all courses to qualify for B.Ed

degree.

M.Ed. Programme

The M.Ed programme aims at preparing educational planner, administrators, teacher educators, guidance

counselor, researcher, and leaders in specific areas of education. The M.Ed programme is offered by the

I.E.R department of all universities and some colleges of education all over the country.

Subjects offering differs remarkably at each institute. Following areas of specialization have been

recommended by the National Committee on Teacher Education Curriculum:

59

i. Educational administration

ii. Curriculum Development

iii. Primary Education

iv. Secondary education

v. Teacher Education

vi. Science Education

vii. Educational Planning and Development

viii. Special Education

ix. Adult Education

x. Instructional technology

xi. Guidance and counseling

xii. Research and Evaluation

This programme is supposed to comprise, at least ten courses out of which 5 will be compulsory, 4

in special area and one general education elective. Compulsory courses may include; Educational

Psychology, Guidance and counseling, Foundation of education, research, Measurement and Evaluation,

Curriculum Development, Educational Planning and Educational administration and supervision.

Beside the above course work, each student will have to complete a project under the supervision

of the faculty. The project will relate to some practical area of interest in the field of education. R.M.

Ghulam at all AIOU)

B.S Education (12+ 4 years) Programme

The BS Education 4 year programme has been started by most of the universities in Pakistan. The

programme intends to produce quality teachers the rational of this programme is describe in the following

lines.

60

A distinct departure from the existing programme is noticeable in overall scheme of

studies including the courses on reflective practices and critical thinking. A teacher in the

classroom has to make adjustment in teaching strategies according to the nature and scope of the

curriculum and evaluate the success of teaching in terms of student growth. Effort has been directed

towards developing certain competencies and skills in prospective teacher, which will be helpful in

the shaping of a teacher for an effective role-play.

Planning and carrying out an action research and involvement of prospective teachers in

practical/field work would greatly reduce isolation of the teacher education system in practical terms and

pedagogical principles. It would lead to innovativeness. Self-esteem and self-confidence on

their part when thoroughly analyzed and understood, the curriculum framework should

provide sufficient insight to prepare reflective, reverberate and contemplative practioners in classroom and

outside.

Practice teaching is essentially a major and joint responsibility of teacher training institution and

the school involving teacher educators, prospective teachers and schoolteachers. Inclusion of short term

training with long term teaching practice will provide an opportunity to prospective teachers to extend their

role in the school situation other than classroom teaching. Involvement of prospective teachers in school

related activities during short term teaching practice such as maintenance of school records and registers,

management of laboratories and library, preparation of tests and assignments, admission and selection of

students, preparation of school budget and development plans and classroom management etc.(HEC 2006

Curriculum of Education B.Ed./BS (HONS) & M.Ed.

B.Ed/BS (4 years) Programme in Education

Scheme of Studies

1st Year 3rd Year

Semester-I Cr.H Semester-V Cr.H

Islamiyat/Ethics 2 Philosophy of Education 3

Functional English-I 3 Curriculum Development 3

Computer Literacy 2 Contemporary Issues and trends in

61

Education 3

Reflective Practices 2

Optional-I 3 Pedagogy-I 3

Optional-II 3 Pedagogy-II 3

Development of Education in Pakistan 3 15

18

Semester-II Cr. H Semester-VI Cr.H

Pakistan Studies 2 Educational Research 3

Communication Skills 3 Research Project & Report

Writing 3

How Children Learn 3 Short-term Internship 6

Optional-I 3 Inclusive Education 3

Optional-II 3 15

Critical Thinking 3

17

2nd Year 4th Year

Semester-III Cr.H Semester-VII Cr.H

Functional English-II 3 Comparative Education 3

Child Development 3 School Management 3

Teaching & Learning Strategies 3 Pedagogy-I 3

(School visits)

Optional-I 3 Pedagogy-II 3

Optional-II 3_ Society, School and Teacher 3_

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15 15

H Semester-IV Cr.H Semester-VIII Cr.H

Sociological and Cultural Issues 3 Long term Internship 11

Classroom Assessment (including 3 (Complete semester)

school visits) Communication Skills 3

Optional-I 3 Optional-II 3_

15 17

Total Credit Hours: 127

The structure of teacher education has been passed through evolution process since 1947. All

curricula, text books and teaching materials were, therefore, devised to serve the cause of vested interests

and not to cater to the creation of dynamic and progressive society in the country. The first serious effort to

rationalize the education system was made by the commission on national education in 1959, which

conceded that system of education is better than its teacher who serves it. The main objectives of the

commission were:

The teacher should;

a) Be academically well trained in the subjects he teaches.

b) Have had sound professional training in how to teach his subjects.

c) Have had sound professional training in how to understand the children in his charge.

d) Have a deep sense of professional honor.

e) Be working in an environment, which honors him for the contribution he makes the society.

The education policy 1972—80, suggested that in order to meet massive requirements of the

teacher at all stages, facilities for teacher education would be increased by organizing teacher education

programs and by introducing innovative techniques. All teacher training courses would be revised and

reformulated.

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The national education policy 1978 has remarked the teacher as the pivot of the entire educational

system. According to this policy all the primary teacher training institutes were upgraded to colleges of

education. An academy of education planning and management has been established to provides

opportunities of training to a vast majority of planner, managers, administrators and supervisors working at

different levels of the education system in the country.( R.M. Ghulam at all AIOU page 204)

2.10 NEW AND REVISED STRUCTURE OF TEACHER EDUCATION

The PTC and CT courses preparing teachers for primary and middle school teaching were last

revised and introduced in 1995. The Curriculum Wing of the Federal Ministry of Education develops the

curriculum in collaboration with provincial curriculum bureaus. The B.Ed. and M.Ed. courses are also

formulated under the aegis of the Curriculum Wing but routed to the Universities through the Higher

Education Commission (HEC), formerly University Grants Commission UGC. The Universities have their

own academic councils which decide about implementation or modification of the syllabuses. In September

1996 the Ministry of Education Curriculum Wing under the Teacher Training Project (TTP) designed a

detailed scheme of curricula and courses for the whole gamut of teacher education. This proposed network

of teacher education program comprised:

1) The Diploma in Education – DIP.Ed. – (10+3) or (12+1); the standard Elementary

teaching qualification;

2) The Bachelor of Education – B.Ed. – covering both Elementary and Secondary either (12+3) or

(14+1½);

3) The Master of Education – M.Ed. – (15+1½);

4) The Master of Arts in Education – M.A.(Ed.) – (14+2);

5) Postgraduate Certificates, such as the Post Graduate Certificate in Teacher

Education PGCTE; the Post Graduate Certificate in Educational Technology

PGCET; the Post Graduate Certificate in Educational Management PGCEM; and

Postgraduate diplomas;

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6) Higher degrees in education, such as M.Phil. And Ph.D.

Notwithstanding the Ministry’s schemes, the courses currently offered by various

institutions are shown in the table below:

CoursesEntry

QualificationDuration

Preparation for

TeachingInstitutions

PTC(10+1) S.S.C1 academic

YearI-V GECEs and RITEs

CT(12+1)Intermediate

(12)

1 academic

YearVII-VIII do

B.ED(14+1) B.A/B.Sc1 academic

YearIX-X Colleges of education

B.sc.ED(12+3)Intermediate

(Science)

3 academic

YearIX-X

University College of

Education, IERs,

University

Departments of

Education

M.ED(15+1) B.Ed1 academic

Year

IX-X Teacher Edu, supervision and administration

do

M.A.ED(14+2) B.A/B.Sc.1 academic

Yeardo do

The Federal Government College of Education, Islamabad, offers the Diploma in

Education (12+1½) as well as the B.S.Ed. / B.S.Ed. (12+3) courses. The college also offers the

B.Ed, M.Ed (Elementary), M.Ed (Secondary), M.Ed (Science Education) and M.A. (Ed.). It is the only

65

college that has the distinction of offering such large variety of courses in education. However there has not

been any evaluation of the quality of instruction in the college. (PTEPDP) USAID

A number of University Colleges of Education (UCEs) in Punjab offer the B.S.Ed. courses along

with the B.Ed and M.Ed courses. The UCE (Women), Islamabad, and theUCE (Men) Dera Ghazi Khan are

among these institutions.

The Diploma in Education Model I (10+3) and Model II (12+1) were offered by a number of

GECEs and PITEs during 1996-2002. Some colleges continue to offer Diploma in Education. The

regulations required to allow the diploma holders entry into graduate courses for further education or for

eligibility for appointment as elementary school teachers never materialized. The courses were

discontinued. The diploma courses were described as “Facilitating an Upgraded Unified Approach” by the

Curriculum Wing Course Document (1996). There needs to be investigation as to why the scheme failed,

so that lessons could be learnt.

Another innovation in course design (1996) is the option in B.Ed. courses of specialization in

elementary education or secondary education. At least this option is being offered in some of the colleges

in the Punjab. (PTEPDP)USAID

Scheme of Studies for Teacher Education Programs

One, two or three-year courses lead to the acquisition of a certificate, a diploma or a degree in

education. Each course comprises of a number of papers on different aspects of education. For example, for

the PTC course the trainee students are required to appear at an examination comprising of eleven papers of

100 marks each. Three hundred (300) marks are allocated for Teaching Practice and Final Lessons

delivered in the presence of an external examiner. This listing of papers, allocation of marks and duration

of the course are elaborated in a document called the Scheme of Studies.

In order to formulae viable curriculum for PTC and CT, thy pedagogical committees took account

of the following areas . (PTEPDP)USAID

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UNIT-3

OBJECTIVES OF TEACHER EDUCATION

3.1 MEANING OF OBJECTIVES

Prior to the explanation of all other related points, it seems appropriate to first of all we may know

the meaning of objectives to facilitate in the comprehension of the whole unit:

Objective:

As per assertion of “The Comprehensive Dictionary Of Education”, objective is a “statement of a

certain intended result”. It is further elaborated by the same Dictionary that Objective is, “A vivid

specification of intent for learning, which frequently includes both performance and the conditions under

which that performance will be expected…” Some critics have criticised this definition for being a

statement of “intent’ instead of aims and goals. This presumption has crept into their minds due to the fact

that a large number of critics consider “objectives”, “aims” and “goals” to be synonyms. In the Oxford

Learner’s Dictionary its meaning is written to be “purpose”, “Target”, and “point to be captured by

advancing troops”. The meaning will further become explicit, when we know the meanings of “Aim” and

“Goal” in relvance to “Objective”.

As “Aims”, Goals” and “Objectives” are very inter related, it would be better to know meanings of

all theses three terms.

Aims:

The Dictionary of Education, defines “Aims” to be “the broad statements that provide guidelines or

direction for what schools should teach usually developed by national government, state, or local

commission”. In other words, we may say that Aims are the intended purpuses of a programme or an

organization to be achieved in a long span of time. Aims are very broad and sometimes their scope is so

vast that the same appear very general. It means that aims are always related to the national genral optimum

hopes and wishes.

67

Goals:

As compared to Aims and Objectives, goals are neither as general and broad as aims are, nor as

specific or particular as objectives are. Rather these are in the middle of the way. It is said that goals are

non qualified long range, visionary statement. The Dictionary of Education has further added that “(A

Goal is) an event or object which the organism seeks to achieve or attain, such as reducing its hunger and

winning a prize.

Inspite of all these differences among these three terms, sometimes these are misconeived or

misunderstood. Sometimes very learned personalities do that and intermingle them with each other. Hence,

sometimes they call objectives aims, or goals and vice versa. Bloom’s Txanomy has explained the process

of identification of these all especially “Objectives”. Under this taxanomy, for identification of objectves

three domains ( Cognitive, Affective and Psychomotive domains), have been earmarked to be kept in mind.

It will facilitate selection of different objectives.

To properly comprehend the meanings of Aims, Goals and Objectives, we need to examine certain

models/examples always found in our society during the selection of different professions, jobs or

businesses.

One day I,met one of my students in Bazar, named K. Mr. K. had completed his studies and was

holding a BA degree, but he was not any more interested to continue his studies. He would always express

his wish that he wanted to become a well known, respectable and resourceful businessman like Mr. A. I,

at first instance became doubtful of his assertion, as he was not hailing from a wealthy family. However, he

expressed his aim and will for that very forcefully. So this is called his “Aim” (of life).

After a few months, I saw him sitting in an apparently very miserable type of small shop in a busy

street. His shop contained only a few books, note books, pencils and pens etc to sell. When he strted his

business, he had very minor resources to get it flourished properly.This stage was the period of his

specifying his goals to gain capacity/capability to flourish his business in a huge volume. His this intention

of expanding his business from a minor type of tuck shop to a big selling house his “Objective”. For this,

he struggled more and experienced several hardships. He arranged several means and ways to compete the

same dealers in all capacities.In the meanwhile his business, after several ups and downs started gaining

popularity in the market. This was his goal which was achieved.

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Now the he had entere a stage of hard type of competition and exclusive struggle. Just opposite to

his shop there was another shop, comparatively nearer to the mainroad. This was being considered, in

thoses the most big selling house in the same items, in which Mr K was dealing. His eyes would always be

set on that as if yearning to capture the same. Here, at this juncture this was his objective. This big

Departmental Store was the property of Mr. A as already mentioned. After several years of hard work and

honest dealing, Mr K. finally got the capicity and resources to establish comparatively Grand marketing

house on the mainroad with large scale sale and business. After eight years when I shifted back to my city,

I saw a person sitting in a Grand palace like show room supervising his helpers, servants and others doing

transactions of huge amounts. I surprizes and happy to see the person sitting as head of the team was that

Mr. K, y old student. He had, finally succeeded in achieving his Aim.

In educational profession, the planners, the developers of curricula and the instructors are always

faced with a situation to plan aims, goals or objectives for their projects etc. For that purpose, they are

bound to pass through several processes. Also they are required to observe certain rules, regulations and

principles. In the formulation process of “Objectives”, we need to take into consideration, their “

importance”, the“types” “Classification” “principles/rules” , and “components”.

Now, in the coming paragraphs, the objcives of different levels of programms are to be discussed

in detail:

Objectives of Teacher Education at pre-primary level

Though Pre-primary education is not included in our Government run Formal public sector

schools, yet the same have been reproduced for the sake of scholastic discourses. Literacy should not be

the concern at this level though it prepares children for elementary schools. Learning at this

stage may be characterized by group activities, play way techniques, language and, number of

games and activities directed to promote socialization and environmental awareness among children and

help them in the process of attaining physical, mental and emotional maturity. Approaches

in developing life skills and the formation of good habits and living togetherness need to be

addressed with great care. To ensure happy and healthy childhood by means of varied activities have to be

the main focus. (G.L, Arora (2002))

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The specific objectives for teacher education at this stage may be the following:-

1) To prepare teachers for helping physical, mental, social emotional, aesthetic and linguistic

development of children by means of individual and group activities.

2) To impart them relevant knowledge of child psychology, basics of cultural anthropology,

sociology, Indian heritage and child‘s environment.

3) To develop among them the capacity and desire for obtaining parental cooperation and establish

coordination with the agencies working in similar areas.

4) To empower them to organize educational games and supplementary activities for children.

5) To arrange field trips for nature study and train their power of observation and appreciation.

6) To enable them to prepare, select and use different kinds of materials at low cost with a focus on

sensory and motor development of children.

7) To empower them to develop self-concept, self-esteem and the art of self-expression and sense of

discrimination and appreciation among the children.

8) To enable them to develop environmental awareness among children.

9) To empower them to inculcate the art of living good life.

10) In general, the pre-school teacher’s role is very important. They have a number of general

responsibilities in their daily teaching job. They must provide a wonderful learning environment

for the children, teach them social skills and help them with their daily needs. They will instruct

them in basic educational programs, teach them to creative and provide them with a safe and caring

environment to learn and grow.

3.2 TEACHER EDUCATION FOR (AT) PRIMARY (ELEMENTARY) LEVEL:

Elementary education, which makes a significant contribution to national development, occupies a

crucial position in the system of education. It admits mainly the children coming after completing pre-

school education, children from educated families, the first generation learners and from the neglected and

70

oppressed sections of the society. It is the nursery of citizenship, value inculcation, development of

appropriate behavior and life skills. The impressions acquired during this stage often continue through out

the life.( G.L, Arora (2002)

Objectives of Teacher Education at the Primary level:

1. To make the teachers aware of the nature, purpose, problems and issues of elementary education.

2. To enable them to understand the nature and maturity of children for imparting education

and to ensure their many side development.

3. To enable them to manage and mobilize community resources for the school and teaching.

4. To empower pupil teachers to impart and organize instruction of unified and integrated

subjects, their nature and purpose in the new educational and social context.

5. To develop holistic approach for understanding and solving the problems of life.

6. To create environmental awareness with the intent of promoting its protection / preservation.

7. To empower them to evolve need based community specific an child centered pedagogy including

indigenous learning systems.

8. To promote among them the desire, taste and capacity for life-long learning and

make them aware of latest developments in their areas and the needed transactional skills.

9. To make them understand/appreciate the advantages of ICT and empower them to use the same in

the class.

10. To give an elementary knowledge of inclusive, physical, health and citizenship education in the

common school system.

11. To prepare them to use the latest constructivist pedagogy and evaluation techniques and

To enable them to impart value education, life skills education, work education and feel

their responsibility towards the education of neglected sections of society including those

affected by diseases and deprivation of various forms. G.L, Arora (2002)

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Role and competencies required of the Teacher at the Pre-Primary and Elementary Level:

The aim of preprimary education is that child develops learning to learn skills and

positive self-image, acquires basic skills, knowledge and capabilities from different areas of

learning in accordance with their age and abilities. Preprimary education lays emphasis on the

preparation for school. . G.L, Arora (2002)

The Difference Roles Teacher Performs at the Preprimary & Elementary levels are:

Manager

As a manager observes class‘s overall feeling and tone. Consult with other teachers for

curriculum ideas, sharing materials and scheduling common activities.

Facilitator

Assists the children who need individual help to work.

Remains in contact with the whole group and sense changing mood or activity.

Treats children with unconditional positive regard and provide individualized care for needs.

Evaluator

- Provides proper atmosphere for the development.

- Organizes activities properly so that preschool children pick them up quickly.

Guide & Counselor

- Give guidance about how to interact with others.

- Develops healthy & safe play environment

- Meets with other educational professionals and parents to discuss above the improvement

of classroom techniques and progress of children.

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Professional

- Specialist in subject

- Depth and update knowledge

- Appropriate teaching skills

- Uses innovative methods of teaching

Social

- Develop interpersonal and interactive skills

- Achieve the goals of the institution

- Works in collaboration and co-ordination

- Have leadership quality

- Develops rapport and creates congenial and friendly environment.

3.3 OBJECTIVES OF TEACHER EDUCATION PROGRAMME AT SECONDARY LEVEL

To maintain the continuity of elementary education and to prepare students for the study of

diversified courses and appropriate selection of subjects at the senior secondary stage.

To empower the prospective teachers to adopt disciplinary approach in teaching, and to develop

among students interest in such studies.

To enable them to understand the implications of liberalization, privatization, globalization

(LPG) free market, W.T.O. and Outsourcing etc. on education and adopt precautionary measures.

Against their unsound effects.

To train them in the use of ICT (information and communication technology), its advantages,

disadvantages and safeguards, To curtail the educational and cultural gap between the rich and the

poor the schools meant for them by adopting suitable educational approaches.

73

To develop among the prospective teachers love for Pakistani culture, and its contribution to the

world and to inculcate a sense of national pride and identity.

To enable them to develop the teaching competencies and performance skills for the subjects they

have to teach, using appropriate aids including ICT, organize supplementary educational activities

and elicit community cooperation,

To empower student teachers not only to understand the nature of subjects but also the unity and

integrity of knowledge,

To prepare them for the development of personality, inculcation of values, fostering the spirit of

citizenship and patriotic feeling.

To create among them the awareness of environmental protection and need to maintain an

ecological balance.

To enable students to acquire, construct, process and utilize knowledge as per the requirement of

circumstances,

To help them to grasp the main thrust of the curriculum and develop appropriate transactional and

evaluation strategies for the same.

To enable them to integrate yogic, health, physical, aesthetic and inclusive education with other

educational activities.

To enable the prospective teachers to orient and sensitize the students with care and

caution about Life Skill education. HIV / AIDS preventive education, reproductive health, etc.

To develop among them the capacity for undertaking action research for improving the quality of

education, for the solution of its problems and to evolve the culture specific and community

oriented pedagogy.

To help them evolve happy and healthy school and community relationship and promote interest in

lifelong learning.

To acquaint them with Pakistan nation’s distinctive character of unity of diversity and adopt

curriculum development practices to strengthen them. (G.L, Arora (2002)

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Objectives of Teacher Education at the Senior Secondary Stage (Vocational Stream)

The programme of teacher education for the vocational subjects has to achieve the

following targets in the domain of competencies of student teachers.

To impart enriched vocational education which is essential for success in competitive

and open market economy,

To transform the nature of traditional vocations and modernize them to achieve success,

To enable them to impart the skills of marketing, market survey, salesmanship and advertisement,

To empower them to develop higher and finer vocational skills and competencies among

the prospective teachers and the ability to foster them among their students,

To enable them to design courses and competencies needed for self – employment,

To take precautions against becoming narrow specialists and educationally inferior

workmen and

To enable the prospective teachers to inculcate dignity and morality of work and produce

work culture among their students. G.L, Arora (2002)

3.4 ROLE AND COMPETENCIES REQUIRED OF TEACHERS AT SECONDARY LEVEL:

Roles: Teacher performs various roles as –

1) Manager

Teacher manages human resources i.e. Students as well as material resources i.e.

Equipment, Facilities etc. As dealing with students teachers should reach out, share, show concern,

help to get realistic goals & face the failure.

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2) Facilitator

Developing life – skills like decision making, problem solving, Critical thinking etc.

Cope with rapidly increasing knowledge explosion.

Develop subject expertise.

Be a motivator.

3) Evaluator

Not only evaluate students (Continuous & Comprehensive) but also, programme, Course

material & teacher her / himself.

4) Guide and Counselor.

1. Friend, confidantor, advisor.

2. Problems of relationship with opposite sex.

3. Extending activities to society.

4. Director:

5. supervisor etc

Competencies:

A) Personal

Develop positive self-concept

Emotionally stable

Physically sound Self – motivator

Wider reading interest

B) Professional

Research minded

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Competency of Presentation (Communication, Mechanics of delivery, simulation and skills of teaching)

Competency of maintaining discipline

Competency of evaluating techniques

Competency of handling feedback

Objectives of teacher’s education of in-service teachers at primary level;

Different type of in-service teachers training programs has different objectives, but here is an

attempt to write down some basic objectives of these programs. Which are..

To develop teacher’s ability to take care of himself.

To develops the ability to teach the students according to their mental level.

The development of a good command on the subject contents, so that they could teach effectively.

To develop different skills of the teachers, this will help them in their teaching.

To understand them to use modern and scientific instructional methods.

To inform them about new research findings.

To impart them new knowledge about child psychology. .(SM Shahid).

Objectives of teacher’s education of in-service teachers at Elementary and Middle level;

Some of important objectives of teacher education of in-service teachers at Elementary and Middle level

are……..

To impart psychological knowledge to in-service teachers, so that they could understand students

easily and properly and could deal their problems accordingly.

To train them in modern instructional methods and also to understand them the important of

activity based method.

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To bring up positive, acceptable and desirable changes in the educational system to improve the

quality and quantity of education.

To replace conventional teaching methods with modern scientific and researched instructional

methods.

To discuss school related problems, to share each other experiences relating teaching and also to

discuss professional problems, because training place is a forum where teachers can set together

easily.

To strengthen teachers hold on the subject contents with the arrangement of refresh training course.

.(SM Shahid)

Objectives of teacher’s education of in-service teachers at Secondary level;

Some of important objectives of teacher education of in-service teachers at secondary level are…

To adopt and promote a research culture, which will leads towards the solution of educational

problems.

To compel the teachers to use activity based instructional method in the classroom.

To enable the teachers to deal the students problems properly.

To aware them about the demands of the society and also to search those means through which the

demands of the society could be achieved.

To understand them different means of the involvement of the community in education.

To inform them about new research findings about education.

Summary;

To conclude, the overall objectives of teacher education to in-service teachers at Primary level,

Elementary/Middle level and Secondary level is the full command of the teachers over the subject contents,

the promotion of research culture in education, understanding of new instructional methods and stress on

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their use at the classrooms, understanding of students psychology, and the development of the basic skills

of the teachers. (SM Shahid)

3.5 OBJECTIVES OF TEACHER EDUCATION (POLICY 1998 TO 2010)

To increase the effectiveness of the system by institutionalizing in-service training of teachers,

teacher trainers and educational administrators through school clustering and other techniques.

To upgrade the quality of pre-service teacher training programs by introducing parallel programs of

longer duration at post-secondary and post-degree levels i.e. introduction of programs of FA/F.Sc

education and BA/BSc education .

The contents and methodology parts of teacher education curricula will be revised.

Both formal and non-formal means shall be used to provide increased opportunities of in-service

training to the working teachers, preferably at least once in five years.

A special package of incentives package shall be provided to rural females to join the teaching

profession.

A new cadre of teacher educators shall be created.

3.6 IMPROVING TEACHER QUALITY

(Original document of policy 2009) There is a consensus amongst all stakeholders that the quality

of teachers in the public Sector is unsatisfactory. Poor quality of teacher in the system in large

number is owed to the Mutations in governance, an obsolete pre-service training structure

and a less than adequate in- service training regime. Presence of incompetence in such a

huge quantity and permeation of malpractices in the profession have eroded the once exalted position

enjoyed by teachers under the eastern cultural milieu. Teaching has become the employment of last resort

of most educated young persons; especially males. Reform is required in all areas: pre-service training and

standardization of qualifications; Professional development; teacher remuneration, career progression and

status; and governance and management of the teaching workforce. The growth of private sector

is adding new complexities to the teaching profession and needs to be taken into account in any reform of

the system.

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The Process of the Formulation of Objectives:

As it is evident from the statements as narrated above that objectives are, always of two types. The

first type is that of “general Objectives’ and the “second” is that of “particular or specific objectives”.The

general objectives, usually cover the range of long term, while the specific are those which are of

intermediate nature. However, in this regard it is also pertinent to note that “objectives’ are not only those

which are closely related to curriculum or a teaching learning programes, but rather any other project or

programme whether related to health sector or any other sector, has also objectives.

When we talk, here of aims and objectives, these are those Educational aims and objectives that are

concerned with educational plans, policies, curricula and instructional activities.Objectives are considered

extremely an important component of any educational progrmme or a curricula or a project.Even each

lesson, intended to be taught by a teacher, has certain objectives, which are, usually, called as “learning

outcomes” too.

Importance of Objectives:

Objectives of any programme, usually play significant/ important role in its successful completion

and result-oriented progress. Objectives are very important, in the same way, for an educational

programme. Especially, for the programme of a teacher education programme, we are required to fix

objectives well in advance. If objectives are well planned and closely related to the programme under

consideration, their role becomes more instrumental.

The points which make the objectives an important part of a project are as given below:

i. Objectives highlight the direction towards which the proposed project ie teaching Learning activity

is intended to proceed.

ii. Objectives are usually helpful in exploring the priorities, identifying the different areas or fields of

action which the main action plans are channelized.

iii. Provide guidance and prove instrumental in transmitting al necessary information including

techniques etc, to students and all concerned.

iv. Apprise the teacher of the line of action, its other necessary requirements, ways, means and the

requirisite materials for class management.

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v. Inspire he people at the helm of the affairs to assess accurately the volume of the needful.for that.

vi. As planning of project is an essential tangible task improving the situation, similarly is the fixing of

objectives to be interdependent.

Types/Categories of objectives:

Before to discuss the procedures of the formulation of objectives , it seems appropriate to pinpoint

the types/categories of objectives and their fields/domains of work, in the coming passages.

Since long objectives of any educational activity or a teaching/learning process have been desired

to be of varaying nature, also their number was spreading to numerous quantity of types, but like the old

educational theories duly shortlisted, now, these have also been confined to the main following categories:

a) Achieving the skills related to conceptual knowledge: these skills are closely related to major

significance of teaching methodology. this type of objectives increase curiosity, brainstorming,

writing skill, etc to enable the learner imbibe the quality of learning.

b) Skills of Discipline related knowledge: It means those “objectives”, which are also called subject

related/specific skills. These help in attaining the subject knowledge and its understanding

comprehensively

c) Attitudinal: These objectives include personal attitude/behavior related to norms, values, rewards,

motivation, reinforcement and dedication.

d) Transferable skills relatd to the attitude of the person of Teacher: These refer to the specific

personal skills of a techer in the field of teaching behavior, speciality, techniques, methods, modes

and competencies in teaching.

From the above assertions one thing is repeatedly clarified that the main purpose of teacher

education/Training is to refine a teacher’s teaching competency. It also refers to bringing change in his

attitude, behavior and teaching skills remodeling him to win the hearts of his students and all concerned.

This all necessitates for us to discuss the main end outcome of a “Teacher Education” that is

“understanding” as to what is it and how is it to be accomplished?

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3.7 UNDERSTANDING:

Prior to discussing other related explanation regarding “Understanding” let us first know its literal

and idiomatic meaning. So, “Understanding” or “understand” literally means to “comprehend” It also

means “to realize”, “to be conversant with (Skill-business etc) and “to learn or believe”. In this context,

idiomatic meaning of “understanding” is “to learn the essence “to learn the essence of a lesson or course

contents taught by a teacher”. This is another prolonged discussion among the educational psychologists as

to how” Understanding or learning happens”. This has been discussed in Perspectives of Education &

Contemporary Social Issues, under the topic “Educational Theories” in detail. However, a summary of the

same is reproduced here for the benefit of the prospective educators.

Understanding or learning is implied as a result of certain psychological process, which passes

through different stages. Almost all educational psychologists are contentious on the fact that

understanding/ learning is the probability of knowing a thing through several mental exercises. It is being

done, as described in Bloom’s Taxonomy, under the cognitive and affective domain of educated process.

Resultantly, all abilities/capabilities and natures of doing are to be implied with by “understanding” in

respect of a piece of knowledge which causes intellectual advancement.

If it is intended to know clearly the process of knowledge receiving, we will have to refer to the

“Theory of Knowledge”. Furthermore, understanding is comparatively a deeper level of learning than only

knowledge. Ledge/ Epistemology” and then the discussion would become very clumsy and long.

Therefore, it is better to restrict to our present topic i.e. “Understanding”. To sum up, it is a fact that two

things are very important to be learnt about this. The one thing is that “understanding” is a relation between

the learner and the matter/object needed to be understood or learnt, the 2nd is that “knowledge” and

“understanding” are two different situations. The main differentiating point is that knowledge is the state of

awareness only about certain information, while “Understanding” implies to put the same knowledge into

use ie application of knowledge.

3.8 TEACHING FOR UNDERSTANDING VS TEACHER TRAINING:

Almost all efforts being intensified here in this land of the pures are related to the betterment of our

education system. Similarly, the whole public & the public administrative machinery all want to see the

quality education prosper, but the strategies required for that are very seldom prepared by them. If any

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schemes are ever prepared, majority of the stake holders do not co-operate in their implementation, hence

the quality of education is detriorating.

There was a time when “understanding” was considered to be parroting the contents. That student

would be considered the best who would reproduce the whole book or a part of it from his memory

verbally or in writing. But now, the “understanding” is not considered to be the same. Now a learner is

required to apply whatever is learnt by him/her. In “Understanding”, according to several educators

complete attention is given to cognitive domain or cognitive development. In this concept memorization of

a subject is not to be the objective of education. Hence, teacher Education also needs to be improved to

achieve the goal of “understanding”.

Not only the method of imparting teacher education is to be intended to be changed, but its

curricula will also be changed. The people at the helm of affair are required to develop teachers training

course contents updated according to these explanation. The latest arrivals may be accommodated in the

curricula of teacher training courses to ensure understanding. Hence, following are the future

characteristics of teacher education to deliver better understanding:

i. As earlier discussed only reproduction or memorization of the course contents should not be aimed

at, rather it should contaikun problem-solving.

ii. The main aim of education be to develop capacity of the students to apply what they learn and take

initiative.

iii. To produce capacity of high ranking thinking skills in pupils. Also make them learn creativity,

deep thinking and analyzing.

iv. Focus should be on the fact that students may reconstruct their experiences according to what they

have learnt.

v. There must be flexibility in the course contents of teacher Training.

vi. Not only knowledge be the main aim of teacher training, but it also should contain religious/moral

values.

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Abstract of the above deliberations:

All other characteristics of a teacher can be ignored and pardoned, but his academic deficiency can

never be pardoned. Therefore, a teacher must possess full proficiency in his subject (s). In addition to that

they should also possess cognition of activities involved in a course, not only restrict to the theoretical part

of that. The best type of curricula is that which is activity based. The students, resultantly may be able to

create new ideas and things after completion of their courses. The proficiency & expertise of teacher in the

practical lessons must be exploited so accurately to benefit students.

So far the three areas ie Cognitive domain, Affective domain and Psycho motive domain of the

educational objectives are concerned, the first ie cognitive domain is very much related to the above-

mentioned topic. It specifically refers to understanding and not to only memorization. There is no scope of

rote in the teaching which is intended to create the sense of creativity in the students. Because, sometimes a

student registers his response but it is not necessary that he might be “understanding” that. The most

important example of such rotting is the objective type part of a paper. In such paper MCQ s are given, the

students writes correct answers to them, but up one can claim that he would be comprehending the sense of

the same.

The cognitive domain comprises knowledge, Comprehension, Application, Analysis, Synthesis and

Evaluation. Mistakenly, a majority of teachers and students cannot differentiate between “information

knowledge” and “comprehension. Hence when they attempt any activity they restrict themselves only to

transmission and receiving of information. They get that activity completed within a few minutes and

thereafter, remain enactive for the rest of the part of time. Without instigating the students to undertake

thinking, conceiving and applying what they have learnt, they are left in the middle of the way.

Similarly, majority of the teachers and students ignore the “Affective Domain” of Bloom’s

taxonomy. At this domain the teacher & students are required to react emotionally and make the learners

feel the problems/pains or happiness of others in similar situation. As prescribed by several Educators, the

“Affective Domain” comprises five stages. All the three stages are between the lowest and the highest

levels. The same levels/stages are called, (i) Receiving, (ii) Responding, (iii) Valuing, (iv) Organizing and

(v) Charactering. These stages are to be taken into consideration, in the same sequence. The meaning of the

above terms are quite easily understood from the words used for them.

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The third is the Psychomotor/psycho motive domain. It denotes the ability of learner to manually

and physically utilize a tool or a thing/ instrument. If a child is taught how to use certain instrument or body

limbs like hands, foot and fingers. Then subsequent upon that, he correctly uses the same, it would be

called the correct utilization of the ‘Psychotic domain” of Bloom’s Taxonomy.

In this process a child first perceives, then “sets” himself ready to act. At the third stage he, take

further guidance and prepares “Guided Response”. So far the stage 4 th, he identifies a Mechanism. During

the fifth stage, he selects “Complex Overt Response” and at sixth stage he adopts “Adaptation” according

to the required demands of the situation. While at the final stage he “originates” i.e. creates original the

same thing or similar to that.

The successful model of teaching learning process is that which provides conducive environment

to the learners in compliance with the three Domains of Bloom’s taxonomy i.e. “Cognitive Domain”,

“Affective Domain” and “Psychomotor Domain” along with their sub branches to benefit the future

generation.

3.9 ATTITUDES AND VALUES:

In the preceding lines while explaining the “Bloom’s Taxonomy” of objectives, Attitudinal aspect

of the same was discussed very shortly. Here, it is intended to explore further this Psychomotor Domain of

“Bloom’s Taxonomy” in detail where in “Attitude” has been counted to be one of those additional

objectives, which are intended to be created among the students/learners.

Attitude-its Meaning:

When we talk of “Attitude” we must, first of all know its meaning. It means that it is “a consistent

approach and predicable response towards particular views and situations”. (Dictionary of Education). It is

further defined as “a learned tendency to respond to people or objects, in a positive or negative way”. It is

also defined by the same Dictionary as “ the pre-disposition to perceive, feel or behave or behave towards

specific manner”. Also this is one of those several learning outcomes, which are achieved after completion

of a teaching learning process or “Training’”. Attitudes are also so much numerous and they are of

different categories. This fact about attitude must be kept in mind that it does not come to existing all of a

sudden. It requires a long process of learning and behaving to evolve certain attitude.

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The issues like “Formation of attitude” etc have been discussed in my book “Perspectives of

Education & Contemporary Social Issues” under caption “Nature Versus Nurture” in detail. It is said that

several behaviors and attitudes are the result of learning environment, but there are some more which are

developed by an individual as a result of heredity. While some more are imbibed, by an individual in the

latter stages of his life, contrary to his personality traits. Change can happen in attitude as a result of

experience.

The Different Categories of Attitudes:

The number of attitudes is as great as that of human beings. It means these are countless, but we

may mention here a few which are considered more important. Some of these relate to human

psychological feelings, some to external influences and some other to hereditary. However, the following

few are those which are expressed by an individual when he is under the influence of optimistic feelings, or

pessimistic, or scientific, or realistic and social nomadic feelings. While some more are those which relate

to a man’s knowledge parameters, value and traditional sphere of work etc.

Some of the Human Attitudes are:

a) Attitude Related to Knowledge: it is also called a knowledge-based attitude. When an individual

expresses himself about sense of the world or other persons is called knowledge-based attitude.

b) Attitude based on Reality (Or Realistic Attitude). To present one positive expression selecting a

moderate route among so many positive and negative trends.

c) Value based: That attitude which is related to our religious, moral and other traditional

beleifs/theories.

d) Social and societal needs based attitude: those attitudes which are expressed under the influence of our

personal aspirations to perform as social worker for community.

e) There a few more which can be attributed to different psychological aspects of an individual as:

instrumental attitude which is just like social based attitude, “ likes dislikes based attitude’ and so

on so forth.

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Values:

First of all we may know the meaning of “values” so that it becomes easier to understand the

related discourses. “Value” is defined by the “Dictionary of education” to be “a socially shared idea about

what is good, desirable, or important.” It is also defined as “Culturally defined standards of desirability,

goodness and beauty that serve as broad guidelines for social life”. All such values are also known with

another name as “Norms”.

While, in economics it is “the describing of any thing in terms of money”. Among curricula, there

is one curriculum, that is called “Values centered Curriculum”. This kind of curriculum is defined as “a

curriculum that emphasizes affective learning and personal growth, dealing with morality, personal biases,

personal choices, value clarification and the social world in general an example of a student cenetered

curriculum.

On the basis of their definitions, values are categorised to different types. Some important of them

are:

a) Social values: related to society and social norms.

b) Professional Values: Related to certain professions.

c) Business values. Related to business.

d) Vocational Values; Those followed in certain vocations.

e) Institutional Values: those compulsory for institutions and organizations.

f) Academic values: realted to academic dispositions. So on and so forth.

3.10 TEACHER TRAINING/EDUCATION VERSUS VALUES:

“Values” is basically the topic which falls under the aegis of Axiology, a branch of Philosophy.

There is also it discussed in the same meanin as we have recorded the same here. Mostly, these are related

to society, professions, institutions, vocations and human behavior.

Teaching is considered a “valuable” and respectable profession throughout the world. Here then

term “valuable” has dualmmeanings: It denotes to be conserving the values/traditions of the concerned

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community or it is a “precious” profession-these both narrations are correct. That is why, a teacher is

always over expected to perform the same dual duties for his antion. To preserve the values besides

practicing the same to elevate their value/cost. The eductaed ones educate the children/learners and impart

the values preserved to them. this is a continuous process which extends to the end of life. It is commomly

believed that values cause changes in behavior. Several examples of the same are available in all societies.

If a religious minded Hindu is ever asked to avoide bathing in Ganges as it has gone immensely polluted so

that he may remain safe from contagious disease, hence he would never do that, because of his belief

reagrading the holiness of the Ganges.

The values are distributed, in the light of their nature to certain types. One type of them are those

(i) which are changing with the changing conditions, while the other one is that (ii) which remains constant.

While the (iii) one that which is personal and the other is that which is (iv) Universal. The teaching

profession of a teacher is expected to be based on the values of his society. The teacher who is unable to

trnsmit the desired values to his students, it will be supposed that he has not fulfilled the resposibility of

teaching assigned to him.

Going through the old annals of the History of Education as well as the new arrivlas on education,

it is found that every where and in every eara the teachers have been extended utmost respect. This respect

is an ingridient of the process of teaching.

It means that the foremost value of a Teacher is:

(I) Sense of Responsibility to preserve and transmit the ntional values.

(ii) To ensure his self-respect. This self respect can only be gained if he behaves accordingly.

(iii) Respect to others: The techer knowining the importance of respect in the teaching learning process

will never neglect respect of others even the students. Though the students may be little kids, they

must be addressesd with respect. They should be treated as respectable human beings and not as

objects, as some people do due to ignorance.

(iv) Manners and Socialization: If any teacher fails to impart thedesired traits to his students, the

members of the society and parents do not feel happy with that.

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3.11 THE ROLE OF TEACHER EDUCATION-CHANGE IN ATTITUDE:

Knowledge has partially been the objective of a teacher training Porgramme. Here, great emphasis

is laid on bringing a change in the behavior and attitude of a teacher. The attitude of a teacher can be

changed through using the psychologically established means and techniques. At this higher lavel of

Teacher Training preaching type lectures and holding of seminars/social gathering type activities play

important role. They should be reminded the sanctity of their responsibility, the aims of their training fixed

by the Govt: the importance of refining the cognitive area of his students etc, which is hoped be inclined to

bring change in their attitude if not already changed.

To rectify his past wrongs/mistakes if occurred earlier. He should teach students without wrong or

mistatement because the thing learnt once wrongly cannot be rectified in the after ward. The teacher must

make it sure not to deliver any learning item if he is not properly prepared for that.

These attitudes can be assessed in the afterward whether the teacher has been successful in

changing the attitudes of his own and that of the students or not. The psychologists have prepared certain

tested tools for the assessment of such like development. When it is intended to measure or assess a certain

psychological attitude of a person, the requisite tools or scalers are used and by that the required results are

achieved.s

In short, it is claimed that all Values and attitudes can be positive or negative (in comparision to the

situation). All can be studied and assessed through the standard tools and instruments available for the

purpose. Sometimes, a negative value or attitude is the positive one of the other individual. These all help

in enhancing capability of the teacher.

3.12 THE ROLE OF VALUES IN STUDENTS’ EDUCATION:

No doubt, teachers are grown up people quite aware of the influence of their values in their

teaching learning process. This is a fact that the more is one ideology dear to an indivial, the more will be a

thing important for him if related to that. Hence, each teacher must keep all these details in mind while

launching any programme of teaching/learning. He must know that though values have strong role to play

in changing an individuals’attitude, yet contrary to that there are some factors too which enact changes in

the values. These are like , stories, written literature, media, games and such other factors which bring

change students values. Similarly, when students find any such activity which though is against his values,

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yet he finds job satisfaction and admiration of people for that, he is changed. There are a few more factors

which play great role in affecting values of students eg. Parents, player heroes, cartoon films or other film

heroes etc. this could be any one from whom he feels himself impressed. Similarly, if a student has made a

choice after undergoing certain problem-solving processes, or has learnt from his own ideolozing nature,

or has been placed in a situation to opt , helplessly for any one choice. In all of the above situation the

student has been influenced by different factors.

3.13 THE ROLE OF SCHOOL IN DISPENSING THE VALUES:

During the evaluation stage of an educational programme, the educators draw a picture of the

related teacher along with the outlines of the school in which he is performing his duty. Each and every

school, especially in the private sector stick mostly to its vision and mission while educating the students.

But the highest attention is given to the promotion of his capacity building which is possible if his skills

(Speaking, Reading, writing, doing some Mathematics), especially a second language speaking proficiency

etc.

As a bottom-line note, it is said that all schools are expected to concentrate on:

i) Character building

ii) Curricular advancement (Knowledge based outcome)

iii) Skills development

Character building should always be the first priority of each school programme. Because in this

part of the land, it is commonly believed that whether a person is an excellent trader or, Doctor or an

engineer it does not matter, if he is not a good man as well peace loving citizen.

For that purpose in view, each school’s emphasis be made on developing good habits or virtues

besides love for learning, pursuit of wisdom, feeling pride in learning and fair dealing etc.

3.14 SKILLS:

Teaching the students at any stage or level is a profession, which on the one hand creates positive

attitudes in the students, it develops generally accepted skills too in them. In some institutions priority is

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given to developing the desired arts, characteristics and values in the students while in some other only the

scientific and cognitive developments are targetted. While in the teacher Training/education programme,

approximately the same targets are predetermined to be achieved, duly predominated by skills-teaching

skills, so that the same may result in rectifying the speaking, reading, writing, rhetorics and Arithmatics

skills of the students.

It appears very much appropriate to know, first of all the meaning of SKILL and then describe its

other realted characteristics.

Skill refers to systematic and co-ordinated pattern of mental and physical activity, involving both

receptor processes and effector processes. (Dictionary of Education). It further explains that “Skills may be

perceptual, motor, manual, intellectual, social etc. The Dictionary of Education has further added that “the

mental and physical ability acquired by observation, study, or experience( is called skill).. Such abilities

may include proficiency in planning and investigating, comprehension, organization, execution and

application of knowledge to acquire a desired result. In other words skill is an ability that one possesses to

utilize 9what he hs learnt). It is a learned capability or know how to execute certain pre-planned

projects/programmes to achieve the desired results by saving energy, time and resources.

To acquire certain skills is possible only when the required conducive ennvironment is provided

for that. the aim of all education systes is to make each individual of the society a skilful person to compete

in modern world.The techer is, therefore required, first to acquire all those teaching skills to be able to

create the same in his students. This continuous process shall be carried out time and again and the

requisite results would be achieved.

Types/Kinds of Skills:

There could be as many types of skills as there are the Bloom’s Domains of objective or more. At

least, we can say that all skills are created in the students as a result of the Bloom’s Domains by the

teachers. Similarly, if students develop certain learning skills, they would pick up knowledge/the desired

skill quite very quickly.

Briefly only a few of the skills required for a good teacher, are enumerated as given below:

1. Will/ Interest to teach: Will or interest or pssion is the driving force for a teacher to deliver. This is

not only restricted to teacher, the same quality is essential for the student as well. The more the

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enjoyment/excitement in the teaching learning process the faster would be the

understanding/comprehension.

2. Communicative Skills: if on the one hand a teacher is required to maintain passion to perform

excelently, on the other he is deemed to communicate perfectly with his matter (students). There

happened to be great scholars, with minds replenished with scholastic know how, but they lacked

communicative skill, hence they could not benefit the students.

3. Social Reforming/Interactive skill: In isolation one cannot make one’s ideas spread without proper

interaction and social contacting with students, other stake holders and members of society. This is

the demand of educational Psychology to know needs and behavoural patterns of students. This

helps in delivering what the teacher wants.

4. To behave Distinctly/become a model for students: A good teacher is usually, very much respected

even loved by his/her students. Hence he/she should become a model for them with his/her

precepts and actions.

5. Must possess leadership qualities: It is a commom knowledge that in this modern/new age the

teacher is not an SHO or an army man . He/she is now required to be a guide, a supervisor and a

leader to gain confidence of the students to express theselves openly in his/her presence.

6. Ahould also be a Problem Solver: Dewey prfers problem-solving technique in teaching. This has

been considered the best one among so many others. So, a teacher must be a problem-solver.

7. Co-operative and Full of patience: The teacher must instill the habit of co-operation and patience in

his/her students by behaving in the same way. His/her over all bevior als o should be of cooprative

nature. Also be patient if a students asks ten times abut something, he/she should not become be

annoyed.s

8. To be punctual: There are teachers who behave in casual attitude toward their teching duty. The

best techer will never remain absent frm class without grave reasons.s

9. A thinker/a preserver: A teacher must himself/herself be a good thinker, analyzer, and synthesizer.

Hence, he/she may prove to be a good listener. Hes/he also should speak little, but what he/she

speaks must be in soft words.

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10. A good co-ordinator: Ceratin teachers are shy of sharing their experiences, problems etc with

others. They should do share with their fellow teachers.

11. Open-heartedness: The teacher must transmit what ever he/she knows and should not hide any

thing that is beneficial for the students. Similarly, he/she must do away with the topic started in the

specified period during the same class. Should not be left for other class.

12. Mastery of the subject: The techer of this era must be master of al, especially of his/her own suject.

The present day teacher is be possessing all know hows related to teaching profession. He/she must

be experienced in evaluation techniques and manageing the class room activities, besides so many

other skills.

There was, once a stage in the history of education that ateacher would be known for his/her

special calibre/technique or mode of working. Students and parents would remember all of his/her dealing

manners. They would advise their coming genertion to learn for that teacher, especially a specific subject.

Such like respect and fame can be gained even now, if he/she inclines to adopt the same personal attitudes

and professional skills along with a zeal for this sacred profession. This would ensure understanding as

well as creativity in the students , because teaching for that purpose is also an educational pedagogy.

3.15 OBJECTIVES IN GENERAL:

A comprehensive articulation of a similar topic was completed in the beginning of this Unit. Some

oart of the said discussion is presented one more, here to refresh our memory. (we have studied their

meaning, types and framing process etc, hence we may confine ourselves only to general objectives of

teacher education).

From among a long list, some important objectives are enlisted as given below:

i. To make the teachers aware of the nature, purpose, problems and issues of education.

ii. To enable them to mobilize community resources for the school and teaching.

iii. To empower pupil teachers to impart and organize instruction of unified and integrated subjects,

their nature and purpose in the new educational and social context. o develop among the

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prospective teachers love for Pakistani culture, and its contribution to the world and to inculcate a

sense of national pride and identity.

iv. To prepare them for the development of personality, inculcation of values fostering the spirit of

citizenship and patriotric feeling.to enable them to develop the teaching competencies and

performance skills for the subjects, they have to teach, using approprite aids including , organize

supplementary educational activities and elicit community cooperation.

v. to create environmental awareness with the intent of promoting its protection/preservation.

vi. to enable students to acquire, construct, process and utilize knowledge as per the requirement of

circumstances.

vii. To give an elementary knwledge of inclusive, physical, health and citizenship education in the

common school system.

viii. To empower student teachers not only to understand the nature of subjects but also the unity and

integrity of knowledge.

ix. To prepare them to use the ltest constructivist pedagogy and evaluation techniques and;

x. To enable them tio impart value education, life skills education, work education and feel their

responsibility towards the education of neglected sections of society including those affected by

diseases and deprivation of various forms.

xi. To be enabled through training, to inspire others to imbibe national values and goals willingly.

xii. To be free from all political, racial and demographic prejugices.

xiii. To be passionate, loving and friendly personality .

xiv. To be open hearted, master of dealing with public successfully.

xv. To develop consize knowledge of the Contemporsry Social Issues with his/her skills of minimizing

the same and formulating recommendations for their solutions.

xvi. To recognize the need of evolving happy and healthy school & community relationship and

promote interest in life long learning.

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xvii. To take precautions against becoming narrow specialists and educationaly inferior work man.

xviii. To enable the teachers to inculcate dignity and morality of work and produce work culture among

their students.

There are several other General Objectives of teacher education, but only some most important of

them are enlisted above. The teachers are as a matter of fact, intended to develop deeper insights into the

complex trends/aspects of the society. They are also intended to be experts of human psychology to help

the students through counsling. Called as “True Prophet of God: by John Dewey, the teachers are expected

to perfectly perform their duties as messangers, as transformer and affectionate elder.

In short, it is stated that in addition to the above stated objectives several more objectives of

Teacher Education can be counted, which are related to the relevant subject that are to be taught by the

same teacher. For example, if he is teachong a sience subject, the objectives would be a little bit changed as

compared to the subject of Arts or Social Studies.

The above narrated objectives are as a specimen, if any one wants to study all of the objectives,

They may study the same in the education policies documents which are available in all good libraries.

Similarly, if any body wants to study subject curriculum objectives, the same can be studied in the

cuuriculum reports of all school subjects, besides the details given in the coming 4th, Unit.

3.16 OBJECTIVES OF TEACHER EDUCATION IN PAKISTAN:

Going through the recommendations of the first Pakistan Educational Conference held in 1947,

Commision of 1959, policies of 1970, 1972, 1979, 1998-10, and 2009, we find great similarity in,

approximately all sets of the objectives of education fixed there in. however, under the influence of new

emerging sciences/teaching techniques, new trends in education, the role of teachers went on changing.

Hence, slight change in the objectives of educatio, from one policy to the other has also been noticed in the

same patterns as contained in the policy reports of Pakistan. Keeping in view the process of the formulation

of edcational objectives, since the educational conference of 1947, it is noticed that the terms being used

earlier by the planners of educationn were again and again repeated , but in different forms. For example, in

the very early days of the independence of Pakinstan, we see the objectives like: (1) Preservation and

fostering of idealogy of Pakistan…..(2) Promotion of national Co-hesion/culture etc.. (3) Stress on

Islamization… (4) Provision of awards , free text books etc… (4) almost all teaching learning activities

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were confined to be carried inside the school only…. But in the succeeding and quite recent policies, the

same terms have slightly been changed or other words were taged to them to be as: (i) Productive work in

the sphere of educational activities.(ii) Guidance to take the place of lecture method..(iii) Education to be

imparted outside the school too. …(iv) Education shall provide mre independence in thinkin… (2009).

All this paradigm shift hints at professional as well as academic and skill/technological change in

the teacher. Now, all objectives of the teacher education are being specified under the influence of the three

domains of Bloom’s Taxonomy, ie Cognitive, Affective and Psychomotor. In the light of the ever

developing educational programmes, the aims/objectives of teacher education has also been appended to by

certain time oriented new general objectives. These are time and again discussed by several educators in

detail. But, here only a few of them are reproduced as a sample to understand the trend of paradigm shift as

mentioned earlier:

1. To enable the teachers to inculcate in their students the habit of rational thinking and scientific

temprament.

2. To inspire the teacher to acquire and develop administrative/managerial as well as organizational

capabilities.

3. To be aware of the emerging scientific and technological changes/developments happening in the

world; and to adapt himsel/herself with.

4. To create will among the prospective educators to transform into committed professional workers

to accomplish the assigned duties perfectly.

5. To behave like a social reformer with leadership qualities to mobilize the students and finally the

society to face the social realities.

6. To develop a critical attitude towards rapidly emerging social issues related human bevaior and

nature-like over population, pollution, conflicts,(gender, classes, legal, etc).

7. To be able to bring uniformity, cohesion, mutual respect and love of justice among all and sundary.

8. To be professionally advanced as well as competent in proficiency to deliver.

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For the purpose to have a glance of the previous objectives of teacher eduaction specified by the

experts in the report of education commission 1959. This would enable us to differentiate between the

comparatively older objective and the latest objectives presented in the ducation policy of 2009.

Following are the objectives of Teacher Education, formulted by the education commission of

1959:

i. A sound grasp of subjects, knowledge of psychology, and the methodology of instruction.

ii. A training college for the training of teachers should be established in each Wing.

iii. High priority must be given to the training of teachers of science and practical arts and crafts

iv. Refresher courses for teachers at least once in 5 years to be arranged.

v. The administrative staff should also receive in service training through extension centres.

vi. Provision should be made for post-graduate study in education at doctorate levels in some

universities.

vii. A Council of Educational Research should be set up at the centre to co-ordinate and stimulate

research work on education.

viii. Teachers should be given a scale of salary consistent with their responsibility, function and status

in national life.

ix. Teacher’s should receive special award for merit

x. The achievement of the teachers should be featured through mass media.

All such objectives have been given by each policy document regarding teacher education which

are very much resembling with each other. Similarly, the main objectives of each policy are also identitical

to the uptimum. However, great critics like on Mr. Qaisar Bengali have presented their critical review on

all o them. Mr. Qaisar Bengali, about the aaparently futile exercise of the planners for framing the each

succeeding policies, says, “the striking common features of all the policies, plans, programmes and

schemes is the philosophical pronouncement aboutbthebimportance of education. For example, the Second

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Five Year Plan, stated, “ no uneducated community has progressed in the modern world and no educated

community with innitiative and leadership has remained back ward”.

The renown critic, Mr Qaisar Bengali further states that “the same words have ever been repeated

in all of the subsequent plans/policies. It is also repeated, as per statement of Qaisar Bengali in each of the

succeeding policy as reported by him. He says, “another common feature is the repeated admission of

failure policy commenced with a lament about the failure of past efforts, including immediately preceding

ones, to achieve the targets.” It is also an example of the failure of the past reports/policies that the targets

of literacy fixed in 1947, has not been achieved even today. The fact is that the target of literacy fixed in

1947, was 100% to be achieved in 1975, yet at that time it was 21.7 %, and 26.17 % upto 1981.

There might be certain some more fields in which, the required level of progress is not yet

achieved even at the time of the preparation of the policy, 2009. the brief of the objectives of the policy of

1998-2010, is that “To enhance teacher training capacities, develop a framework for teacher training, and

to recruitment for teacher training, and to institutionalize in-service training programmes”.

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UNIT-4

OBJECTIVES AND STRUCTURE OF TEACHER EDUCATION CURRICULUM

4.1 OBJECTIVES OF THE CURRICULUM:

It is worth-mentioning that a detailed discussion has been recorded in the preceding Unit-3 on the

teacher educations of Primary/elementaery and secondary level. In addition to that the general objectives

have also been highlghted in the same unit. However, the under reference topic is exclusively specified for

the objectives of the curricula of the elementary and Secondary levels, in Pakistan. This write up would

highlight all of the related details of the objectives of the curricula used at different levels.

The Government is always striving hard to bring improvement in their Courses outlines of all

eduactioal levels, since the first day of the inception of Pakistan. The main purpose has always been to

make it according to the spirit of the constitution, the policy and national ideology, besides accommodating

the new emerging scientific/ technological approaches.

(i) Elementary Level

Though there is one other stage named as Pre-primary stage, which is not the stage for formal

education, yet it is there in the hierarchy of private system of education. Literacy should not be the

concern at this level though it prepares children for elementary schools. Learning at this

stage may be characterized by group activities, play way techniques, language and, number

games and activities directed to promote socialization and environmental awareness among children and

help them in the process of attaining physical, mental and emotional maturity. Approaches

in developing life skills and the formation of good habits and living togetherness need to be

addressed with great care. To ensure happy and healthy childhood by means of varied activities have to be

the main focus.

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The specific objectives of the curriculum at Elemetary Level:

Teacher Education for primary level:

Prior to offering any deliberations on the given sub-heading, it seems quite advisable to say that

Elementary education, which makes a significant contribution to national development, occupies a crucial

position in the system of education. It admits mainly the children coming after completing pre-school

education, children from educated families, the first generation learners and from the neglected and

oppressed sections of the society. It is the nursery of citizenship, value inculcation, development of

appropriate behavior and life skills. The impressions acquired during this stage often continue through out

the life.

Objectives of Teacher Education curriculum at the Primary level:

After having studied the propsed course outlines, the teacher should be able:

1. To become aware of the nature, purpose, problems and issues of elementary education.

2. To be able to understand the nature and maturity of children for imparting education and to ensure

their malty sided development.

3. To manage and mobilize community resources for the school and teaching.

4. To empower pupil teachers to impart and organize instruction of unified and integrated subjects,

their nature and purpose in the new educational and social context.

5. To develop holistic approach for understanding and solving the problems of life.

6. To create environmental awareness with the intent of promoting its protection / preservation.

7. To empower them to evolve need based community specific and child centered pedagogy including

indigenous learning systems.

8. To promote among them the desire, taste and capacity for life-long learning and make them aware

of latest developments in their areas and the needed transactional skills.

9. To make them understand/appreciate the advantages of ICT (Information and Communication

Technology) and empower the students to use the same in the class.

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10. To give an elementary knowledge of inclusive, physical, health and citizenship education in the

common school system.

11. To prepare them to use the latest constructivist pedagogy and evaluation techniques and

12. To enable the students to impart value education, life skills education, work education and feel

their responsibility towards the education of neglected sections of society including those affected

by diseases and deprivation of various forms.

13. To adhere to the required proficiency and efficiency to carry out the activity based education

properly.

14. To learn the expertise to select purposeful items for the teaching/learning process of the students of

primary level.

15. To identify less complicated, comparatively easier and practically viable course contents for the

students of this stage.

(Note: It may be kept in the mind that these objectives of Curriculum are not static or specific to remain

unchanged. With the changing environments and emerging sciences etc, addition and alteration can

happen. This should not be considered as a finality. There may be some more objectives which might have

been hidden from me and may there be some body else to rewrite the same.)

The specific role of the Primary/Elementary Teacher:

A Manager

As a manager observes class’s overall feeling and tone. Consult with other teachers for curriculum

ideas, sharing materials and scheduling common activities.

A Facilitator

Assist children who need individual help to work.

Remain in contact with the whole group and sense changing mood or activity.

Treat children with unconditional positive regard and Provide individualized care for needs.

An Evaluator

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- Provides proper atmosphere for the development.

- Organizes activities properly so that preschool children pick them up quickly.

A Guide & Counselor

- Give guidance about how to interact with others.

- Develops healthy & safe play environment

- Meets with other educational professionals and parents to discuss above the improvement of

classroom techniques and progress of children.

A Professional

- Specialist in subject

- Depth and update knowledge

- Appropriate teaching skills

- Uses innovative methods of teaching

A Social Activist:

- Develop interpersonal and interactive skills

- Achieve the goals of the institution

- Works in collaboration and co-ordination

- Have leadership quality

- Develops rapport and creates congenial and friendly environment.

Keeping in view the diversified nature of his/her duty, it is very much binding on us to prepare or

update all course contents (curriculum) of Primary Techaer to be corresponding to the same.

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(ii) Secondary Level

Here, the objectives of the secondary teacher education curriculum are a little bit different from

those of the primary/elementary level. As the required qualification for B.Ed and M.Ed, are B.A/Bsc etc,

hence the course contents (or sylabus) of their curriculum at this stage may also be a liittle bit of higher

level.

After having studied these course contents, the prospective teacher/educator be able:

To maintain the continuity of elementary education and to prepare students for the study of

diversified courses and appropriate selection of subjects at the senior secondary stage,

To empower the prospective teachers/educators to adopt disciplinary approach in teaching, and to

develop among students interest in such studies.

To enable them to understand the implications of liberalization, privatization, globalization

(LPG) free market, W.T.O. and Outsourcing etc. on education and adopt precautionary measures.

Against their unsound effects.

To train them in the use of ICT (information and communication technology), its advantages,

disadvantages and safeguards, to curtail the educational and cultural gap between the rich and the

poor the schools meant for them by adopting suitable educational approaches.

To develop among the prospective teachers love for Pakistani culture, and its contribution to the

world and to inculcate a sense of national pride and identity.

To enable them to develop the teaching competencies and performance skills for the subjects they

have to teach using appropriate aids including ICT, organize supplementary educational activities

and elicit community cooperation,

To empower student teachers not only to understand the nature of subjects but also the unity and

integrity of knowledge,

To prepare them for the development of personality, inculcation of values, fostering the spirit of

citizenship and patriotic feeling.

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To create among them the awareness of environmental protection and need to maintain an

ecological balance.

To enable students to acquire, construct, process and utilize knowledge as per the requirement of

circumstances.

To help them to grasp the main thrust of the curriculum and develop appropriate transactional and

evaluation strategies for the same.

To enable them to integrate yogic, health, physical, aesthetic and inclusive education with other

educational activities.

To enable the prospective teachers to orient and sensitize the students with care and caution about

Life Skill education. HIV / AIDS preventive education, reproductive health, etc.

To develop among them the capacity for undertaking action research for improving the quality of

education, for the solution of its problems and to evolve the culture specific and community

oriented pedagogy.

To help them evolve happy and healthy school and community relationship and promote interest in

lifelong learning,

To acquaint them with Pakistan nation’s distinctive character of unity of diversity and adopt

curriculum development practices to strengthen them.

To analyze various aspects of the concerned, ideologies and values.

To discuss the changing role of education with respect to our society.

To provide basic knowledge about the Teacher education Curriculum and its development.

Note:

If there is a teacher who is teaching in a primary, secondary or college/university, his/her training

is designed to be done in consonance with the same. Similarly, for practical & technical skills the nature of

Curriculum and teaching techniques would be imparted in in a different form.

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The higher we go in this hierarchy, we find that the objectives of teacher education curriculum

become comparatively complex. It is clarified from this statement, the objectives of Elementary teacher

curriculum are quite different from those of the secondary teachers/educators curriculum.

In addition to that, different type of in-service teachers training programs are also conducted on

yearly,2 yearly or three/four yearly basis. Each in-service training programme has different objectives.

Then these objectives also vary according to the length of the in-service training course.

This is also important to state that the requisite in-service training programmes are conducted for

the teachers of different levels and cadares. These programmes are no less important than the pre-service

training programmes. Because, if after the completion of the pre-service programmes, teachers qualfy for

service, the in-service training helps in their capacity building.

To substantiate the above assumption some of the important objectives of teacher ( in-service)

training curriculum at secondary level are:

To adopt and promote a research culture, which will leads towards the solution of educational

problems.

To compel the teachers to use activity based instructional method in the classroom.

To enable the teachers to deal the students problems properly.

To aware them about the demands of the society and also to search those means through which the

demands of the society could be achieved.

To understand them different means of the involvement of the community in education.

To inform them about new research findings about education.

Conclude:

To conclude, the overall objectives of teacher education (in-service) at Primary level, Elementary/

Middle level and Secondary level is the full command of the teachers over the subject contents, the

promotion of research culture in education, understanding of new instructional methods and stress on their

use at the classrooms, understanding of students psychology, and the development of the basic skills of the

teachers.

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As a sample, a few objectives are presented, the remaing can be studied in the original document of

the said policy:(1998-2010)

1. To increase the effectiveness of the system by institutionalizing in-service training of teachers,

teacher trainers and educational administrators through school clustering and other techniques.

2. To upgrade the quality of pre-service teacher training programs by introducing parallel programs of

longer duration at post-secondary and post-degree levels i.e. introduction of programs of FA/F.Sc

education and BA/BSc education .

3. The contents and methodology parts of teacher education curricula will be revised.

4. Both formal and non-formal means shall be used to provide increased opportunities of in-service

training to the working teachers, preferably at least once in five years.

5. A special package of incentives package shall be provided to rural females to join the teaching

profession.

6. A new cadre of teacher educators shall be created.

4.2 IMPROVING TEACHER QUALITY (POLICY 2009-2020)

There is a consensus amongst all stakeholders that the quality of teachers in the public Sector is

unsatisfactory. Poor quality of teacher in the system in large numbers is owed to the

Mutations in governance, an obsolete pre-service training structure and a less than adequate

in service training regime. Presence of incompetence in such a huge quantity and

permeation of malpractices in the profession have eroded the once exalted position enjoyed by teachers

under the eastern cultural milieu. Teaching has become the employment of last resort of most educated

young persons; especially males. Reform is required in all areas: pre-service training and standardization of

qualifications; Professional development; teacher remuneration, career progression and status; and

governance and management of the teaching workforce. The growth of private sector is adding

new complexities to the teaching profession and needs to be taken into account in any reform of the system.

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Policy Action Plan:

1. A Bachelor degree, with a B.Ed., shall be the requirement for teaching at the

elementary level. A Masters level for the secondary and higher secondary, with a B.Ed., shall be

ensured by 2018. PTC and CT shall be phased out through encouraging the present set

of teachers to improve their qualifications, while new hiring shall be based on the advanced

criteria. Exceptions shall be made in case of less developed areas where teachers with relevant

qualifications are not available. Diploma in Education (D.Ed.) may be used as an

intermediate qualification till B.Ed. teachers are available universally.

2. Teacher training arrangements, accreditation and certification procedures shall be

3. Teacher education curriculum shall be adjusted to the needs of the school curriculum and scheme

of studies. The curriculum shall include training for student-centered teaching, cross-curricular

competencies, and an on-site component.

4. A separate cadre of specialized teacher trainers shall be developed.

5. Governments shall take steps to ensure that teacher recruitment, professional development,

promotions and postings are based on merit alone.

6. All teachers shall have opportunities for professional development through a programme organized

on a three-year cyclic basis. Progress in career shall be linked to such professional development.

7. In service teachers training in mathematics shall be given with due attention to developing

conceptual understanding, procedural knowledge, problem solving and practical reasoning skills.

8. In service teacher training in science shall be based on real life situations, use of Science kits and

provision of science kits to all primary and middle schools.

9. Teacher allocation plans, likewise, shall be based on schools needs and qualifications of teachers.

Over the course of next two years, Governments shall develop a rationalized and need-based

school allocation of teachers, which should be reviewed and modified annually.

10. Provincial and Area Administrations shall develop effective accountability mechanism including

EMIS data on teacher deployment, to control absenteeism and multiple job-holding.

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11. Institutionalized and standardized in-service teacher training regime shall be established in those

provinces where it has not already been done.

12. In-service training shall cover a wide range of areas: pedagogy and pedagogical content

knowledge; subject content knowledge; testing and assessment practices; multi-grade teaching,

monitoring and evaluation; and programs to cater to emerging needs like trainings in languages and

ICT.

13. Training needs shall be assessed on the basis of research and training programs.

14. Governments shall take steps to improve social status and morale of teachers. These include:

Upgrading of teacher salaries as part of establishing a separate teaching cadre and teaching career;

teachers' professional development, and a reward system based on performance measures. 15.

Incentives shall be given to teachers in rural or other hard areas at least to compensate for loss in

salary through reduction of various allowances given for urban but not for rural postings.

16. The teaching workforce shall be managed on a truly professional basis, organized as a specialized

function.

17. In-service teacher training institutions shall pay emphasis on developing the capacity of teachers

and schools managers for school development plans to overcome low achievement scores.

18. Special short terms courses for improvement of language skills for rural areas teachers shall be

designed.

19. The voice of teachers associations shall be given due consideration in decisions on collective issues

affecting teachers.

20. Governments shall aim to draw upon resources from the private sector through public-private

partnerships, especially in the areas of teacher education and professional development programs.

21. International Development Partners’ resources shall be harnessed within a broad national

programme of teacher improvement for the country as a whole through inter-tier collaboration.

22. Maximum age limit shall be waived off for recruitment of female teachers.

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4.3 KHYBER PAKHTUNKHWA TEACHER EDUCATION STRATEGY 2013-2018

Introduction

We have discussed the role of the Provincial institutions, National institutions and some other

government owned institutions along with universities, in the preceding unit -1. However, here once again

we reproduce the role of such institutions in the promotion of teacher education. As the Government of

Khyber Pakhtunkhwa places the quality of education as one of its top development priorities, it recognizes

the importance and impact of quality teachers. The Department of Elementary and Secondary Education’s

(E & SE) vision for teacher education states “achieving excellence in elementary and secondary teacher

education by producing sound and value-oriented teachers for quality education in the province.” In order

to continue strengthening both pre-service and in-service teacher education opportunities, in 2011 the

Government of Khyber Pakhtunkhwa, with the support of the USAID Teacher Education Project

developed policy reforms and a five-year teacher education strategy for the province.

Teacher Education Strategy 2013-2018

1. Realizing the importance of teacher education in providing quality education for children and

youth, the Government of Khyber Pakhtunkhwa has developed the Teacher Education Strategy

(TES) 2013-2018, in order to revamp the whole teacher education system.

2. The Department of Elementary and Secondary Education constituted a taskforce for the

TES 2013-2018, comprising of key education officials including the Additional Secretary of

Education, the Director of Directorate of Curriculum and Teacher Education, Director of

Provincial Institute for Teacher Education, Director of Education Sector Reform Unit and the

Chief Planning Officer of Education.

3. The TES 2013-2018 has been created through a collaborative and consultative process.

4. The strategic plan builds upon an analysis of the current situation of education in Khyber

Pakhtunkhwa; it identifies challenges and opportunities within teacher education and provides a

clear and feasible action plan for meeting reform priorities.

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5. The TES 2013-2018 will serve as a planning and change management tool for the implementation

of the new Associate Degree in Education (ADE) and Bachelor of Education-Honors (B.Ed.

Hons.) programs, amend teacher recruitment and service rules, strengthen continuous

professional development opportunities and improve the teacher management system.

6. In addition, the Khyber Pakhtunkhwa strategic planning taskforce identified the following key

policy reforms aimed at enhancing both pre-service and in-service teacher education.

(Department (E & SE) Government of KPK)

4.4 FUNCTIONS OF TEACHER TRAINING INSTITUTIONS.

As stated in the preceding topic, the roles/functions of Provincial Government are to be discussed

before we discuss details about the National role in this regard.

(i) Elementary:

The importance of teacher education cannot be underestimated. A better trained teacher can

educate tomorrow’s generation of Pakistan. The existing system of teachers training is not up to the level

and because of which a great portion of teachers are unable to deliver the standard education to our young

generation. Some grand attempts have been made at improving the professional development institution

such as the ADB (Asians Developments Bank) program in the mid of 1990’s. They support the

establishment of PITEs (Provincial Institutes of teacher’s Education).

PITEs are an organization that works for the development of teachers training at every provincial

level. It provides in-service as well as pre-service trainings to the teachers. Some important role that these

institutes are performing are :

Designing and development of teacher education programs.

These institutes’ works for the development of teacher’s education programs according to the

needs and requirements of this province. They arrange and implement their programs and trainings for the

teachers in the nearest areas.

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Notion of Distributed/Teacher Leadership for the effect change in management

They support teacher’s leaderships in the management affairs of their department. Their training is

not limited only to the teaching but they are also developing leadership qualities in the teachers through

subjects like management, planning and supervision at high level.

Monitoring, evaluation and research practices

PITES monitor’s teacher’s training programs. They are assessing contents, instructional methods,

evaluation methods and objectives of those trainings. They are bringing various types of changes in those

programs and make them up-to-date. The institutes also conduct research on various problems, training

contents, instructional methods, teachers need, schools problems, and achievements of those training and

research etc.

Information and Communication Technology

We are in the world of science and technology. Lot of developments have take place in every field

of life. So we also have to facilitate our education from those developments. PITEs inputs information and

communications technology in teacher training is of high value. Information from any source and its proper

communication to others places is very much important.

In-service Teacher Trainings

PITEs arrange and develop in-service teacher’s trainings of different kinds. These trainings are on

different subjects, different educational, social, national and international problems. These trainings are

from three days to one month duration.

Developing training manuals and Conducting Trainings

PITEs has not only important role in the development of training manuals but it is also conducting

teachers trainings as we have already mention. They are arranging both type of teachers trainings i.e. in-

service trainings and pre-service trainings.

In nutshell Provincial Institutes of Teacher Education was developed with the support of ADB, to

raise the standard of teachers training, to develop teacher’s trainings manuals, to provide solution to

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teacher’s problems relating to their trainings and also to arrange teachers training programs at various

levels.

Teacher Training, once being a secondary priority of the people responsible for running the affairs

of the Government and other memebers of the civil society, has now become an important priority if not

the first priority of their planning. This scenario is gradually spreading through out the province and the

country. Teacher is getting prominence and so his profession ie teaching too. As discussed by Bertrand

Russel, teacher is a significant player of the society. He is a social reformer, a propagandist and an activist

of transformation.

Secondary:

Subsequent upon years long struggle and convincing by the teaching community,it has now

dawned upon the people at the helm of affairs to realize that teacher as well as teaching are very important

figures of our society. Good education in general and good teacher training in particular are liked by all to

flourish. That is why new universities are being established day by day in the province of

Khyberpakhtunkhwa wherein “education” (Teacher education) is being imparted. Once there were only

nine universities till the year 2008, when a trend of establishing universities sped up and in the last 5-6

years, 6 (approximately 1 per year) universities have been made functional. However, there is no

programme of elememtary teacher available among them.

Approximately all of the universities of the Khyberpakhtunkhwa, with minor exception are

offering different programs in teacher training. The programs are mostly for Secondary school teachers in

Pre-service area. It is pertinent to note that no any training programmes are offered for elementary teachers

in these universities. Some universities, especially Peshawar University has started degree Programs of

B.Ed and M. Ed, through distance learning to benefit the poor students and the students of far away areas.

In adition to that a handsome number of institutes offering Training programs have been affiliated with

each university. Thus the number of institutions including universities, which are offering Training

programs in education is increasing to the maximum. This is also a fact that enrollments in all these

institutions, as far as I know, is encouraging.

No doubt, there are some other attached Departments of the Government who are managing their

teacher training both pre-service and in-service programs quite successfully, under the supervision of the

Directorate of Education and Directorate of Bureau of Extension service Abbottabad. The most

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mentionable among them are “PITE” (Provincial Institute of Teacher Education), “RITE” (Regional

Institute of Teacher Education) and GCEE (Government College of Elementary Education) etc. The

“PITE” is actively involved in Pre-service teacher training programs. They offer now, the unique program

of two years degree called “Associate Degree of Education” duly affiliated with the University of

Peshawar. This programe is the first one in this regard as well that USA-ID, are giving scholarships to all

of the trainees.

4.5 TEACHER EDUCATION (TEACHER TRAINING) IN PAKISTAN:

Here it is intended to make it clear that the frequent arrangements made for teacher traing puropse

are in yet in the embrionic stage, in this province. However, limited prorammes existed since the inception

of Peshawar University only. Before that such like teachers training programmes as are available now in

great number in several institutions were very limited. Comparatively, the same were mainly available in

Punjab and Sindh Provinces. Even no concept of night colleges was found in this province of us 20-30

years ago, which affected our education/literacy rate adversely. However, at the national level, efforts were

continued since long and it has contributed in the progress of education a lot.

Analyzing national level efforts for the promotion of teacher education we see the role of AIOU

(Allam Iqbal Open University, Islamabad) to be on the top. It was a great achievement of the then

Government to establish AIOU, a university of the international level at the time when there was extreme

need of such like institutions to the nation. It helped, above all in raising our national literacy rate. It

started Mtric, FA, BA and MA, programmes which are very much beneficial for the poor/working

segments of our society. In the subsequent years, sensing the importance and need of Teacher Training

programmes, it started offering tha same.

The teacher training courses being offered by AIOU, are run under distance learning programme.

With these prorammes, the poor students and working teachers especially female teachers feel quite

comfortable to learn as well as improve their qualification. Since its inception it can be claimed that AIOU

has grduated a great number of students through out the country. The courses offered by this University, for

teacher traing are, PTC, & C.T for Elementary teachers. While B.Ed and M.Ed training courses are for the

teachers of Secondary level. AIOU, also offers M.Phil and Ph.D (in education) programmes for all teachers

ie from the level of Primary to the University level.

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In our national system of education minimum qualication for enrollment in PTC/PST, is

Matriculation or SSC while for C.T (Certificate of Teaching), it is FA/FSc. Similarly, those students are

eligible for enrollment in the B.Ed programme of a university or education college who have obtained

BA/BSC degree. This is also pertinent to note that all those students who have got the degree of B.Ed or

equavalent degree are allowed to be enrolled in M.Ed programme.

In short, when we have a glance of the past retrospectively, we feel that education especially

teacher education is prospering day by day and with the raise in the salaries of teacher a lot of people are

attracted to this profession. Each and every individual has got full awareness regarding the fact that

education is becoming the most important sector of investment.

Having gone through some other new dimensions of Teacher education, at Secondary Level, I think it to be

appropriate to reproduce the same for the refreshment of memory of the learners.The institutions preparing

secondary school teachers are known as colleges of education and those making available advanced

training by awarding M.A Edu/M.Ed. degrees are called Institute of Education and Research and are

usually affiliated with universities. These institutions bear a direct relation between the educational changes

and the role of the teachers. Scheme of studies for B.Ed. programme is as under;

4.6 ROLE OF HIGHER EDUCATION COMMISSION IN THE DEVELOPMENT OF EDUCATION:

The higher education commission (HEC), formerly the university grant commission (UGC), is the

primary regulator of higher education in Pakistan. HEC works for the development of higher education in

Pakistan. Its main purpose is to upgrade the universities of Pakistan and to make them the centers of

development, education and research. HEC regulates higher education and devise laws and procedures for

higher education. HEC role can be discussed in the following headings.

The development of faculties and universities

The basic role of HEC is the development of the faculties and universities in the country. The

establishment of HEC is for the purpose of the development of higher education in the country and

universities are the centers of higher education. So HEC is and has to work for the development faculties

and universities in the country.

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The development of research culture in the education

HEC is very keen in the development of research culture in the field of education in Pakistan. HEC

facilitates research projects in universities through different means i.e. through scholarships etc. HEC

believes that research is light that push back the darks of ignorance and enlightens the minds of peoples

with true and testified knowledge.

HEC facilitates organizations and individuals in conducting research on the educational, political

and economic problems of the country, which really helps in the development of research culture in the

country.

Indigenous scholarships for talented students

HEC is well devoted to its duty of the development of higher education in Pakistan. It had

established National Testing Services (NTS) for conducting different type of tests at different level. HEC

has devised some criteria for higher education i.e. GAT General Test for M.Phil. admission, GAT Subject

Test for PhD admission. These are for the purpose of quality of education. HEC on the bases of these tests

are awarding scholarships for talented students for higher education.

The development of curriculum

As we have discuss earlier that HEC is the main regulatory of higher education in Pakistan and all

the universities are under the umbrella of HEC, so all the curriculums of the universities are to be approved

by HEC. The experts of HEC examine the curriculum, its validity and appropriateness etc and then

approved that. HEC also works for positive change in the curriculum in the light of new research findings.

Role of HEC in the development of science and technology

In the chairmanship of prof; Atta Ur Rehman HEC introduces reforms in the field of science and

technology. These reforms help in the development of science and technology. The establishment of a free

access to science literature by high speed internet for all universities, provision of scholarships to young

scientists, the up gradation of research equipments accessible across the country and the program of

establishing new universities of science and technology including technological parks attracting foreign

investors all these shows the efficiency and long term benefits for the country in the field of education by

HEC.

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4.7 ACHIEVEMENTS OF HEC

The creation of HEC has had a positive impact on higher education. Since its creation till now the

achievements of HEC is summarized in the following lines.

Established the finest Digital Library in Pakistan: Every student in every public sector university

today has access to 45,000 textbooks research monographs from 220 international publishers as

well as to 25,000 international research journals - regarded as one of the best digital libraries

anywhere in the world.

Tripled University enrollment from 135,000 in the year 2003 to 400,000 in 2008.

Promoted research, resulting in huge expansion of international research publications from

Pakistan from only 600 research papers /yr in 2003 to 4300 research papers in 2008.

During the 56 year period (1947-2003) not a single Pakistani university could be ranked among the

top 600 universities in the world. Today 5 of Pakistani universities are in this category with the

National University of Science and Technology standing at a very respectable number 350.

Four year undergraduate program introduced so that our degrees are internationally recognized.

About 5000 Ph.D. level scholarships awarded for study in technologically advanced countries

(largest program in developing world) and some 3,000 indigenous Ph.D. scholarships have been

awarded. The world’s largest Fulbright Scholarship program (US $ 150 million) launched with

joint funding (HEC/USAID).

Fifty one new universities and degree awarding institutes and 18 campuses of existing universities

established during (2003-2008).

These phenomenal developments have been described as a "Silent Revolution" by the World Bank

in a comprehensive report, and a number of editorials and articles have appeared in the world's

leading science journal, Nature. In the most recent editorial (3rd September 2009) Nature has

stated that what Pakistan has done under Prof. Atta-ur-Raman’s leadership during 2002-2008 is a

lesson for other developing countries.

Video Conferencing

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Amongst the objectives of this project a primary objective of introduction of Video Conferencing

facility is to enhance students teachers interaction through distance learning, bridge the gap of good

faculty, meet the shortage of faculty members at the universities located at far-flung areas and

ultimately to uplift the standard of education in Pakistan. HEC aims to give Pakistan a bright future

through a young, qualified and energetic generation.

Government of Pakistan has appointed HEC as the competent authority for the supervision of

curricula and text books beyond class XII. HEC has also been interested to maintain the standard of

education in keeping with the nation’s changing social and economic needs.(From HEC website)

4.8 ROLE OF I.E.R IN TEACHER EDUCATION

Institutes of Educational Research are the most important institutions in the educational field of

Pakistan. These institutes have a pivotal role in the development of teacher education/training. Here are

some I.E.Rs and their role in the education of teachers….

1. Institute of Educational Research, University of Peshawar and its Role in the Development of

Teacher Education

The department of education was established in 1950. Which was evaluated to the institute of

education and research (IER) in 1980? Now it has been placed under the faculty of social sciences, after the

reconstruction of faculties of university of Peshawar.

The IER provides B. Ed and M. Ed trainings to prospective and in-service teachers of secondary

and higher secondary schools. At B. Ed levels both theoretical and practical trainings are imparted, whereas

the M. Ed trainees are theoretically strengthened regarding pertinent issues of teaching.

Educating the nation makers of tomorrow: IER university of Peshawar is providing training to in-

service and pre-service teachers in their B. Ed and M. Ed programs. They are providing well up

dated education to their trainees. They have a laboratory school where their trainees are teaching in

the real school situation and thus are busy in developing their pedagogical skills in IER.

Preparation of teaching staff: IER university of Peshawar is an institution where trained teacher for

the schools of the province are prepared. They are providing both kinds of trainings i.e. theoretical

and practical. The trainees are learning modern teaching methods and their implication in the

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classroom environment too. The trained staff of this institution has great weight as compare to

other institutions.

Research Practices: M. Ed students also conduct researches on the educational issue of the country.

These research practices have an important role in the educational planning. These research thesis

are also very important in the solution of those educational problems.

2. Institute of Education and Research University of Gomal and their Role in the Development of Teacher Education

The institute of education and research was established in 1974 as department of Education. It was

given the status of institute in 1976. IER of Gomal University has providing facilities to their trainees. They

are arranging B. Ed and M .Ed programs for in-service and pre-service teachers. They are working for the

development attitudes, abilities and skills essential for successful teaching and creative educational

leadership.

The IER of Gomal University is also conducting researches on the educational problems of the country.

They provide trained and efficient teaching staff for the schools and colleges. They are also developing

active educational planners, supervisors, counselors and experts of education. The institute has also started

M.Phil and Ph.D classes from this academic session.

3. Institute of Education and Research University of Punjab and their Role in the Development

of Education

The Research wing was established in 1960 for the fulfillment of one of the major objective of IER

i.e. to conduct research on educational issues of national and international importance. Since that it has

taken numerous research projects and studies on its own as well as commissioned by government and

various agencies.

The nature of these research projects has remained multifarious including the development of

intelligent and achievement tests, basic Urdu vocabularies, educational survey and experimental studies. It

is because of the Research wing that the institute of education and research at the University of Punjab is

known as one of the most important institute of Pakistan for its significant research contribution in the field

of education. The IER of Punjab University facilitates positive social change in the society. This is very

essential for the development of the society.

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Conclusion:

So we May conclude that IERs have very important role in the development of education. They are

like stars for the development of the education sector of the country. They are developing the research

culture in education. This is very necessary for the solution of educational issues of national as well as

international level. These institutes are preparing quality teacher staff for schools. They are devising new

approved teaching methods, evaluation techniques and the development of teaching aids etc.

IERs provide educational experts i.e. educational planners, supervisors, administrators, and

counselors for education sector. Their research efforts are of high significant for the education

development.

4.9 LINK BETWEEN SCHOOL CURRICULUM AND TEACHER EDUCATION CURRICULUM:

The Curriculum developers of any programme are well aware of the fact that the teachers are

required to be trained in that area, in which they are required to deliver after completion of training.

Therefore, they have no choice but to mainatin relevance between the teachers’ education curriculum and

the curriculum of the level/class to whom they are supposed to teach.

In the coming lines we will study this aspect of Teacher Education Curriculum in detail:

(i) Elementary:

This is a fact that mostly, at primary/elementary level the students curriculum contains learning of

skills. In this curriculum, skills of Listening, speaking, reading, writing and doing Arithmatics are included.

Similarly, the teacher is required to improve the manners and attitudes of students, bring up them to meet

the needs of a social society. Also the students are required to prove good citizens, peaceful memebers of

the society and well mannered individuals.

In accordance with the outlines of the course of Elementary level, the curriculum of PTC/PST or

other equivalent programme consist of two parts. One part deals with theoritical aspect of the course, while

the second part relates to the practical teaching component of the education. Now it seems appropriate to

analyze the areas/fields or compnents of the teacher education curriculum and that of the students

curriculum, in which their linkage is unavoidable.

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The teachers also may be sensitized to always keep constant look on the analysis of his/her

students curricula. this benefit him/her to evolve his/her teaching strategies accordingly. Though this is a

very troubesome task, yet if the teacher is properly trained and motivated, he/she will never feel bored. The

most important part of the students curricula is the objectives of the same.

Generally speaking, the ccourse ontents of teacher training curriculum and that of the students,

though may be having close relevance, yet these are distinctly different from each other. Studying a variety

of subjects and understanding their themes/essence is not binding for the students to study that in the

schools. What is needed in this regard is the sense of feeling connectivity between the training curricula

developed for teachers and “the working/activity curricula framed for students of the elemss handsome

knowledge of elementary level”.

The teacher who is assigned, in principles only the task of teaching is required to participate in the

complete evlolution of the structure of the educatonal process from its very root including designing the

curricula.

This proves that the role of Teacher is to:

(i) Plan, (ii) Develop (iii) Execute/implement (iv) evaluate the curricula. In addition to that, he/she

should be able to corelate his/her own learning with the course contents of the students to deliver. Also

he/she must possess a handsome amount of psychological knowhow to maitain sequencing and priorities

among the numerous subjects of courses. He/she may also be competent to manage the “Timetable”,

“proper use of pedagogy”, “classification on age and mental age basis”, “evaluation of Curricula” and

similar other matters quite successfully.

The new emerging trend in education is the know how of “enhancement of artificial intellegence”

of students to cope with the changing environment. The concerned teachers must be well experienced in

this regard to meet the needs of the class. Last but not the least, teachers must be capable to handle if there

is (are) any special students in the class.

Above all academic learning the most essential quality, required for teaching is the will, motivation

and encouraging attitude f the teacher, which is required to be acquired by him/her. He/she may keep in

mind the cultural, historical and psychological aspects of educational contents & teaching mode.

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(ii) Secondary

There is very little difference in teacher curriculum contents and the contents of a secondary school

student. At this stage the teacher is rquired only to be able to know the psycholy of alittle bit grown up and

students and the students of aolescent period. The other requirements and assertions of the experts, about

the linkage of their training’s curriculum and that of the curriculum of their students arethe same as that of

“elementary level” already discussed in the preceding lines.

The readers may refer to the discussion and details duly enumerated in the previous sub-heading to

comprehend the theme of the topic properly. It will be quite beneficial for them, if they focuss on the

teaching techniques and psychlogical tips instead of the unwanted details of the course contents of the

students of secondary level.

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UNIT-5

TEACHER EDUCATION THROUGH NON-FORMAL AND DISTANCE EDUCATION

5.1 DEFINITION OF NON FORMAL EDUCATION:

Prior to discuss the role and imporatnce of non-formal sector in the promotion of teacher education

it seems advisable to know the meaning and definition of “Non-Formal” education.

It is one of the categories/types of education already discussed in “Perspectives of Education”. The

two more are those called as “(i) Informal and (ii) formal” Educations.

1. The “informal education” means that type of education in which no extra efforts/resources are

utilized. It is an unmanaged type of “sermoning” by parents, Imam of a mosque so on and so forth.

In this form of education no formal lecturing are involved it is very les time-consuming.

2. Non –formal: Is that type of education where in no proper school building or resources of the

education department are involved. Or which are managed in places other than schools or offices

of the Education Department. In this type Mohallah Schools, Mosque schools or any similar type

of schools are included.

3. Formal education: is that which is carried out in the Government schools throught he techers.

Proper enrollmet of students is done in that and the Government resources are utilized in the same.

Role of Non Formal education:Here, we shall discuss the role of Non-formal education:

However, the precise definition of Non-formal is that highlighted in the different reports of the

UNESCO (United Nations eduactional, Scientific and cultural Organization. As per its definition:

Non-formal Eduation Means: Any pre-organized teaching-learning process which is not

corresponding to the programme of the formal educatio, it is called Non-formal education. Its examples, in

context to our country, are : (i) basic eduucation for the students left over from admissions, vocational

skills, adult literacy, computer literacy, arts crafts and societal as well as cultural activities.

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Similarly, Distance education is defined to be:

An unusual and non-traditional type of education in which the presence of the learners, in a class

room or any place, in person is not considered as compulsory. It provides access to acquiring know-how,

skills, knowledge etc in a situation when the transmitter and the receiver both are separated from each

other. In this form of education mostly the resources of information media, eg, Radio, Tv, Multi Media,

Telephone, mobile, internet and such other means are used.

The Mohallah schools, mosque schools and simlarly, “Nai Roshni Schools” were established in

compliance with the Policies of 1979, 1992 and 1998-2010 which are now more functional under the

Government aegis but, may be functioning under certain private or non-governmental organizations. Most

of these programmes, with a minor exception were successful.

The present era is the era of Information & Computer technology. Based on theses sources a large

number of skill oriented and other high profile programmes are presented through distance education

programmes. This programme is knowledge specific only. It lacks personal contacts with the resource

person. Similarly, the individuals learning the same skills and knowledge, are not able to interact with each

other. However, it is very beneficail as it benefits a large number of people especially lying in far off

deserted localities.

The groups or people who lack opportunities to avail access to traditional/formal type of education

in an institution, are the main targets of Distance education programmes. In most of the cases, the

transmitter is the Computer/multi media and internet. A large number of websites can easily be explored

through internet facility, and a world of knowledge is captured in the shortest possible time.

The distance education, being used since long which does not demand computer literacy or other

sources is that dispensed through Radio & TV. These programmes include not only the basic knowledge

based educatioal programmes, but also thos eof higher nature. Now from matric to MA and even M.Phil

and Ph.D education is being oimparted through distance education. The poineer in all such distance

learning or distance education programme is believed to be Allama Iqbal Open University ( AIOU).

(i) Allama Iqbal Open University (AIOU) (Pre-service)

Analyzing the efforts being intensified for the promotion of teacher education, especially at the

pre-service level. Such like contributions are not only attributed to the Government, but there are certain

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autonomous and non-govrnmental organizations who have contributed a lot in this regard. In the previous

lines the services of non-formal education programmes are discussed in detail. Here, it is intended to

explain the role of distance education especially that being run by the AIOU.

In this respect, the role of AIOU (Allam Iqbal Open University) to be on the top. It was a great

achievement of the then Government to establish AIOU in 1974, a university of the international level at

the time when there was extreme need of such like institutions. The campus of this university was

established at Islamabad with only one center at each provincial headquarter. With the passage of time, the

number of such centers went on growing which are now, approximately on each at all regions

headquarters. It helped, above all in raising our national literacy rate. It started Matric, FA, BA and MA,

programmes which are very much beneficial for the poor/working segments of our society. In the

subsequent years, sensing the importance and need of Teacher Training programmes, it started offering the

same.

In the beginning, in 1976 the following few courses were being offered by the AIOU, mostly in the

field of pre-service training courses:

a) Course for Arabic (preliminary Arabic course), its name was Al-Lisan-al Arabi (the author

was also one of its first few tutors).

b) A Foundation Primary Teachers Orientation Course (PTOC). This was meant for those

unemplyed or emplyed untrained teachers of the country.

c) (Several) Teacher Education Programmes eg: PTC/CT/ATTC.

d) (extended to ) B.Ed (Arabic),

e) MA. (Education)/ M.Ed, MA (EPM).

f) The internationally recognized degree ie Diploma TEFL, MA TEFL & M.Phil.

g) MBA/BBA (Matster of & Bachelor of Business Administration).

h) Computer Programmes.

i) MBA (IT), MBA (Banking & Finance)

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j) BS (Computer Science) & B.Sc (Engineering).

For the newly introduced programmes centers in several regional headquartreshave been

established, by now to impart face to face instruction to the students.

The teacher training courses being offered by AIOU, are run under distance learning programme.

With these prorammes, the poor students and working teachers especially female teachers feel quite

comfortable to learn as well as improve their qualification. Since its inception it can be claimed that AIOU

has grduated a great number of students through out the country. The courses offered by this University,

are very much important and for teacher traing are, PTC, & C.T for Elementary teachers. While B.Ed and

M.Ed training courses are for the teachers of Secondary level. AIOU, also offers M.Phil and Ph.D (in

education) programmes for all teachers ie from the level of Primary to the University level.

In our national system of education minimum qualification for enrollment in PTC/PST, is

Matriculation or SSC while for C.T (Certificate of Teaching), it is FA/FSc. Similarly, those students are

eligible for enrollment in the B.Ed programme of a university or education college who have obtained

BA/BSC degree. This is also pertinent to note that all those students who have got the degree of B.Ed or

equivalent degree are allowed to be enrolled in M.Ed programme.

The Gradual Development of the Faculties of AIOU

The organization which is now establishing its study centers at about one thousand and seven

hundred places, is known as Allama Iqbal Open University (AIOU). While the number of students enrolled

in different programmes of this university is in thousands of thousands. In addition to that its campuses are

thirty seven. When we have a look of the one campus of AIOU, in 1976, retrospectively, no doubt we are

astonished with its rapid growth. It was the first distance learning university in Asia. Its eminent mandate

was to provide educational opportunities to masses and to those who cannot leave there homes and jobs or

those who are far away to afford to continue traditional education. It has opened up educational

opportunities for the working people and has provided access to the female at their door steps. It has also

done pioneering work in the field of mass education. It is attempting to reach out to the remotest areas of

Pakistan. AIOU is also striving hard to harness modern information technology for spreading education in

Pakistan.

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The idea of distance education assumed greater relevance and popularity in Pakistan due to the

factors of poverty and relative deprivation of women. The rate of literacy, the incidences of dropouts and

access to higher education is much lower in the poor classes of Pakistan. The rate of literacy and education

is much lower for females in Pakistan, especially in the rural areas, due to poverty and conservative/social

traditions. Due to social constraints and almost extreme attitude of the community towards female

education, a large number of them are made confined to their homes with no permission to go out to the

schools. Educational opportunities at the doorsteps have been made to such like female members of the

society by AIOU. It is a commonly recognized fact that AIOU has been very much instrumental in raising

the literacy rate among the woman folk. The AIOU and its regional centres actively participate in the co-

curricular activities by arranging educational and literary seminars, workshops and conferences, attended

by the students, faculties of the university and some times by the renowned dignitaries/resource persons.

AIOU, through its system of distance education has, thus provided educational opportunities to the

deprived and poor segment of Pakistani society. Where ever one may go, the one would see the centers of

AIOU, busy in educating, training and enhancing proficiency of different students. We can see this activity

always continuing From Chitral to Karachi and from Sialkot to Khuzdar through out the year. Its

significant latest progress is in the disciplines of Computer Science, Business Administration and other

emerging sciences. For the science students and research scholars, In the recent past a science complex

has been built at its main campus, where they use the latest equipments of international standards for

practical demonstrations, experiments and research to meet the present day challenges.To enable students

to get access to the latest information through open source databases, internet facility has been made

avaiable in the students hostels and the central library. At the present, AIOU is offering programs from

Matric to Ph.D. level in diversfied disciplines comprising the following four faculties:

1. Faculty of Arabic and Islamic studies (the oldest of All).

2. Faculty of education

3. Faculty of science

4. Faculty of social sciences and humanities.

In short, we can say that from the annals of our educational records it has been dug out that at the

time of its inception in 1974, the AIOU was the second Open University in the world and the first in Asia.

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It thus speaks of the foresight of the policy-makers of that time. As the last 25 years of AIOU have proved,

distance education has opened up new opportunities for millions, particularly women, and supplemented

the efforts of the federal and provincial governments in a big way and that too without becoming a burden

on their resources.

5.2 ROLE OF FACULTY OF EDUCATION:

Faculty of education was established in 1984. It is one of the largest faculty of the university both

in term of number of courses and students enrolment. The faculty offers a variety of programs in education

and training of teachers and educational professionals. These academic programs range from primary

teachers training to M. Phil and Ph.D. level. Different programs offered by the faculty of education are as

under:

M.Phil. and Ph.D. programs in education with specialization in teacher education, EPM, distance

and non-formal education. Master level programs in teacher education, educational planning and

management and distance and non-formal education. M.Ed. programs in teacher education, science

education, non-formal and distance education and special education.

In the following lines the role of faculty is summarized below

1. Provide distance education for teacher training program which differentiate it from formal

education.

2. Completion of teacher training programs with less expense.

3. Increasing the duration of teacher training program is one of the problem for Pakistan so under the

supervision of AIOU the duration of teacher training programs have been increased and the time

consumed is properly utilized.

4. The course materials (curriculum) of teacher training program have been prepared and organized

with the consultation of experts of formal education.

5. Curriculum is designed in such a way that to provide best training through distance education.

6. Provide research based information for psychology of children and principle of education. (R.M.

Ghulam)&www.aiou.edu.pk

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5.3 DISTANCE EDUCATION:

Distance eduaction or distance learning is also a type of non-formal education which was first of

all introduced by the Allama Iqbal University, in pakistan. Now, there are some more institutes/universities

which impart distance education. Even in Khyberpakhtunkhwa, the University of Peshawar has recently

started distance Teacher education for the degrees of B.Ed and M.Ed.

Detail discussion has been been given in the preceding lines along with non-formal education. But

here it is intended to explain non-formal and distance education programmes are very vital in promoting

teacher education, besides so many other skills and sciences. Being the era of information technology, this

type of education is gaining momentum through out the world. Even students in Pakistan also can seek

admission in any of the world famous university and get a degree in higher technologies/sciences on line.

(ii) Role of Colleges of Education (In –Service)

Colleges of education play important role in the teacher education. Most of the teacher training

programs are conducted by colleges of education. These colleges of education are affiliated with PITEs.

Those colleges which offering B.Ed. and M.Ed. programs. Then these programs are affiliated with IER of

universities. Colleges of education offer PTC, CT, DM, diploma in physical education, and associate

diploma in education. There are also many colleges in private sector which offering teacher training

programs. At federal level college of education offering various programs of teacher training programs.

Federal College of Education, H-9 Islamabad

Federal College of Education (FCE), a center of excellence with a mandate to cater the needs of

pre-service as well as in-service teachers, sharpening their sensibilities and assisting them in furthering

their professional acumen. The dynamic, inspirational and vigorous field of education demands well

equipped and motivated teachers. Teachers are human engineers for future generations and are thus

assigned the prophetic duty to harness the human potential in the right direction.

The importance of pre-service teacher education is growing rapidly. At FCE we aim to inculcate all

the noble ideals of teaching to the prospective teachers through practical manifestation of quality teaching.

We provide the prospective teacher with opportunities for the hands on experience of teaching practice at

reputed Federal Government Schools of Islamabad.

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FCE introduces and reinforces modern trends and techniques of teacher education by organizing

seminars, workshops and training on various themes related to education, in general and teacher training in

particular.

In addition to curricular activities FCE provides its student with opportunities to excel in co-

curricular activities including speeches, debates and physical activities through games and sports.

I wish you all the best in your future endeavors and a professionally rewarding stay at FCE

Federal College of Education playing effective role in teachers’ training

ISLAMABAD, May 23 (APP): Federal College of Education under the Ministry of Education is

effectively preparing teachers through equipping them with modern teaching skills.

The college was established in 1974 is the only teacher training federal institution, having students

from all over the country including FATA, FANA and AJK.

The college helps enhance the teachers’ potentialities through teacher training programs (In-service

and Pre-service), enables them use modern instructional techniques and facilitates directorates of education

regarding in-service training programs.

It also holds training sessions for teachers of various institutions like Directorate of Education

(Cantt and garrison) for in-service teacher trainings.

Currently, the FCE has about 700 students enrolled in several teacher training programs such as

B.Ed. B.S.Ed., Diploma in Education (DIE) and in four disciplines of masters level.

It also identifies the educational problems on the basis of research and suggest possible solutions

and enhance professional qualification and proficiency of the teachers.

As part of such efforts, the college recently concluded in-service English language teachers

training programme and trained 50 ICT secondary school teachers from May 19 to 31.

In the opening ceremony, Attique-ur-Rehman, Senior Joint Secretary (Admn) and acting Director

General Federal Directorate of Education advised the course participants to take full advantage of such

training programs and equip themselves with new techniques and principles of language teaching.

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The Director of Federal college of Education Prof Talat Khurshed, highlighted aims and objectives of the

college, and expressed full support to Federal Directorate of Education to organize teacher Educating

programme at FCE.(www.fce.edu.pk)

In short, when we have a glance of the past retrospectively, we feel that education especially

teacher education is prospering day by day and with the raise in the salaries of teacher a lot of people are

attracted to this profession. Each and every individual has got full awareness regarding the fact that

education is becoming the most important sector of investment.

In short it is narrated that In-service Teacher Education programmes are catered at different

centers/colleges and Institutes of learning at the National as well as Provincial levels through the country.

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UNIT-6

CRITICAL REVIEW OF THE ROLE OF PRIVATE SECTOR IN TEACHER EDUCATION

With the emerging significance of education as a sector of best investment in the present day

world, numerous organizations, individuals and companies have opened a lot of institutions for teacher

education across the country. Besides, being education an attractive investment, there is ne more factor that

necessitates opening of private sector institutions and that is the limited scope of the Government of public

sector institutions to accommodate the desirious students.

It is not mandatory, here to describe the reasons of establishing private institutions for teacher

education. The fact is that a large number of such privately owned institutions are functional in the country

and comparatively less number of them in the province of “Khyberpakhtunkhwa”. Opening of colleges or

institutions in teacher education sector is not only focussed upon in the present era, but even universities

and deree awarding institutions are also being established in great number.

There was a time that almost all privately managed organization, colleges and schools etc were

once nationalized because of their poor performance. But now, again the same sector is rapidly progressing

and several institutes are being opened day by day. All such institutes are, under the rules, have to get

themselves affiliated with any public sector university.

Until the end of the seventies teacher education and training was the sole realm of the federal and

provincial governments. In the 1980s private teacher training institutions started to appear on the scene

which has considerably deteriorated the quality of teacher education. However, only few of them gained

high repute which included the IED, Aga Khan University, the Notre Dame Institute of Education, and the

Ali Institute of Education. It is a common belief that as most of the institutions are opened by people

running certain business, this enterprize of them is also taken for a franchize. The facts from Sindh

reproduced below are an example:

“In addition to the GECEs there are 19 Elementary Colleges of Education (ECE) under private

management and 3 run by Karachi Municipal Corporation (KMC) with a total enrolment of 3,000

candidates. The private institutions are required to register with the BOC and get recognition from the

Board of Intermediate and Secondary Education (BISE). As in the case of private schools there is no

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control or supervision of these institutions. They charge high fees, employ under qualified, unprepared

teacher trainers, provide written notes and guides to their students, and do not apply any rules requiring

minimum attendance. These institutions are a major cause of the low quality of trained teachers. As

discussed in the previous unit, the Allama Iqbal Open University (AIOU) is also contributing towards

educating the yearly output of trained teachers through its distance PTC/CT programs. But in Arabic it is

said that, only hearing cannot compete with that where hearing and seeing both occur”. There are no

studies comparing the quality of distance trained teachers with GECE trained teachers.

The GECEs together with the private teacher training institutions, the AIOU and also the

Agricultural University Tando Jam offering B.Ed./M.Ed. courses. in addition to that several colleges,

universities and other similar centers of teacher education are opened across the counrtry. Some prominent

among them are, Beacon House National University, City University, Univesity of Mangement Training,

Hamdard University, Iqra Unversity Tamer-e Nau TTI, Qurtaba University and so many others. It is

pertinent to note that these are only those universities where with other several disciline, teacher education

is offered.

Amongst these are some those which are established by certain NGOs. Some of such NGOs are

Sultana Foundation, Bunyaa, Kshmir Education Foundations, Khwendo Kor, SAHE and Agha khan

Fooundation etc.

In KPK the Abbot Law College and the Justice Law College offer B.ED courses. Peshawar

University has given them the affiliation. Similarly, Al-Khair University is offering professional degrees

Pakistan-wide. This has resulted in a surplus of low grade trained teachers which has compounded the

problems of teacher quality and is one of the major causes of deteriorating standards of education in public

schools. In Baluchistan, the government stepped in and refused recognition to private institutions that had

cropped up.

6.1 PROVINCIAL EDUCATION FOUNDATIONS (PEF):

Having worked as Director/member of the then NWFP, ( KPK) Text Book Board in 1994, the

author is very much in picture of the establishment of the educational foundations in the four provinces of

Pakistan with a mandate to bring improvement in the detriorating condition of education. These along with

one at the national level were founded with the objectives to encourage and facilitate the participation of

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private organization to run educational institutes. Inspite of several attempts to improve its working

conditions even in 2005, when again this author was working as Director Higher Education, certain

significant improvements (the one of this province) could not be achieved.

Once its sphere of work was extended to AJK, FATA, FANA and ICT. This foundation is designed

to look after teacher training education. It no doubt planned a few programmes, in those days for the

capacity building of teachers/Lecturers etc which went on successfully. However, there after, several

mihaps have happened to the whole of our economy and mismangement which might have affected this as

well. Study may be carried out on its performance which would clarify the prons and cons openly.

6.2 AGHA KHAN FOUNDATION (AKF) IN-SERVICE:

On the Websites of “Education in pakistan”, it is noticed that there are several agencies including

UNESCO, ASIAN BANK, and other donor agencies have been donating money for the promotion of

education. Among them all Prince Karim Agha Khan, has been a permenent donor to all social

programmes of Pakistan. For improving edcuation a Foundaton under the name of Agha Kan Foundation

was established which launched severaleducation programmes especially in the Nothern & chitral areas.

The objectives of this Foundations are noted to be:

i. Ensuring better early caring and learning environments for young children;

ii. Increasing access to education;

iii. Keeping children in school longer; and

iv. Raising levels of academic achievement.

This is the only very huge Foundation which takes part in promoting social sector programmes, by

donating to certain other several projects. Some of them are as given below. In education sector, Agha

Khan Education Service (AKES) is the sub-branch of Agha Khan Foundation which extends its services to

education facilities through out Pakistan.

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a) Agha Khan School Improvement Programme (AKES):

Agha Khan Education Service along with Agha Khan education Foundation is promoting

education. Their target is to lower down the level of poorty through facilitating access to education and

skills. This exrcise is carried out mostly in the Northern Areas of the Khyberpakhtunkhwa and Chitral.

AKES has been experimenting with this programme in Karachi and Hyderabad too.. The Programme

provides facilities, equipment and training. Schools were transformed into activity centers with student-

centered activities dominating the classroom. During the project period, students received a score of 70

percent or more in the school leaving science examinations. The scores were more than double of the pre-

project period. An evaluation deemed significant gains in teacher skills and student achievement and

attributed the success to a trusting and enabling attitude of the leadership, changes in organizational

structure to reflect this trust, and a significant commitment to teacher training programme.

The Institute of Education Development (IED)

The foundation has also some other programmes such as “The Institute for Educational

Development (IED)”. Aga Khan University Institute of Education Development (AKU-IED) is one of the

only institutions developed to increase the capacity of teachers, teacher educators, managers, and others

involved in education, with the capacity to support them in implementing change in their own educational

context.

This programme aims at improving elementary teacher's skills training by establishing a training

facility under the Aga Khan University. Aga Khan University –Institute of Education Development started

in1993. Its academic programmes include PhD, Med, Certificate in Education (CE) in Curriculum Areas

and Educational Leadership & Management; and the Advanced Diploma in Education (A.D.Ed.) in

Curriculum Areas and Educational Leadership and Management.

It is pertinent to note that AKU-1ED's objective is to improve the quality of education in schools

through generating new and effective ways. Its impact is to be measured not simply in terms of the

numbers of schools, teachers or students directly reached, but rather by the effectiveness and relevance of

the models it develops, and the extent to which these models form the basis of major government and non-

government programmes that can have a national, regional and global impact. Overall funding has received

contributions from European Commission, Education Sector Reform Assistance Project, Canadian

International Development Agency, USAID PNI-II Project along with AKF funding.

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Aga Khan Education Services (AKES)

The mndate of Aga Khan Education Services, (AKES) and Aga Khan Foundation (AKF) is to

implement the National Poorty Elevation Programme (NPEP), which aims at contributing to the

improvement of access to education/skills. It also focusses on quality improvement and sustainability of

education. As a result of that, in the Northren areas including Chitral of the KPK, a positive change would

be brought with increased gender equality and community participation.

The organization under reference is the one among several such other programes which has a check

and balance standards. It analyzes its projects and makes necessary change/improvements in that if need be.

Key components of the programme include improved quality of teaching and learning in schools, non-

formal centers and other educational institutions and increased professional leadership. Its trained teachers

taught development courses in content and methodology with the integration of multigrade approach;

English language training for teachers to teach English, Maths and Science using English medium;

initial/preservice training for teachers including orientation to multi-grade approach; teachers trained in

Early Years Education, mostly females; teachers trained for sports education; Leadership, management and

other specialized skills training for academic/professional development leaders; Leadership, school

management, planning and supervision training for head teachers/mentors; and Professional development

and academic upgrading for teachers.

The programme of Aga Khan Eduacation Services is consisting of practical work in the given

grades and schools. Subsequently, six weeks of supervised teaching is provided in their own school

followed by a last week of a review of the experience. Trainers and teachers are explained why certain

methods are used and are taught to utilize them in a creative and flexible manner. This was one of the first

programmes designed solely with the multi-grade teaching approach. In addition, the programme is

innovative in providing cutting edge techniques, for instance, cooperative learning to teachers from remote

rural areas.

Teachers Resource Center (TRC)

A Karachi based organization, which was established after a study ragarding the conditions of the

school had revealed that they needed immediate remedy. Its establishment was made possible by a group of

working teachers, honestly wishing to make improvements in the deteriorating quality of education in

schools. The Teachers resource Center, (TRC) by initiating Change through Professional Development

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project has demonstrated that change can be achieved in government schools and that teachers. in

government schools are eager to develop their teaching strategies provided they are properly supported &

guided in the process. When the author was working with Federal Ministry of Education as Head of an

NRC (National Review Committee) , the same organization had approached the Curriculum wing for the

development of national Katchi (pre- school) curriculum launched in August 2002. This was their

interesting and students motivating effort. Its next feature was that it was provided opprtunity for pre-

testing purpose. Hence this curriculum was test in certain areas before proper promulgation. Teachers

Research Center has played great role in providing teacher observation, teacher guides and other materials

for the national katchi curriculum. All of the above Privately/NGO managed organizations have

tremendous role to play in the prosperity and development of education.

Philanthropist charity based Adopt A School/ Sehool Improvement Programme

In some specific parts of the country, a programme has been introduced by an NGO with the name

as given above ie Adopt a School/School Improvement programme. They explore some philanthropist and

persuade him/her to adopt a school which is poorly performaing to improve. The programme was

developed to revitalize failed or low performing government, schools. The arrangement is governed

through a Memorandum of Understanding that establishes the standards for the duration the school is under

NGO management. The programme has resulted in renovated schools, better-trained teachers, as well as

increased enrolments at these government schools. In this regard no studies have yet been carried out to

find out the exact volume of such type of schools and their progress.

Field-Based Teacher Development Programme (FBTD):

Earlier, the Aga Khan Education Services was running another programme named as Field-Based

Teacher Development Programme comprising 9-months training. It was closely monitored, subsequent

upon which some data was collected. The data showed less progress in the same programme, hence it was

replaced with another programme covering only 19 weeks. The reason behind this change was the boredom

and inconvenience being felt in such a lengthy traing course. Hence, when it was minimized from 9 months

to three and half months, then it worked properly and achieved the targets.

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Alif-Laila Children Educational Complex (ALCEC)

Going through the annals of the website on Education in Pakistan, it is found that in lahore an

NGO, named Alif-Laila Children Educational Complex ( ALCEC) has been working in facilitating

education to all needy people since long. This organisation has developed creative ways of learning for

children such as hobby clubs, art and craft activities, a bus-library, and attractive teaching-learning

materials for young children. It. has also provided training for teachers to use their child-centered

approaches in schools. ALCEC has inspired the Punjab Government to establish the first Children's

Complex in Pakistan.

Society for Promotion of English Language Teaching (SPELT) SPELT has adopted TRC's

approach of organizing teachers for in-service workshops, particularly from elite schools in the larger cities

of the country. SPELT has caught significant interest from teachers and has been able to organize highly

interactive workshops with minor external financing.though

List of Privately Managed Teacher Training Colleges/Institutes In KPK

In Khyberpakhtunkhwa,though very late, yet the private sector Institutes have been playing its

important role in teacher training development programe for the last few years. The educational policies

also have been encouraging the private organizations, as to which are going day by day to open new

institutes.

Having remained the Director of Higher Education, Principal of colleges and lastly as Deputy

project director of Abdul wali KhanUniversity, Mardan the author has first hand information of all tho

colleges and universities of the province but, the list some of the well established privately managed

institutes (Universities of the KPK) are as given at, random below:

1. Abasyan University Peshawar

A private sector university chartered by the Govt; of KPK, situated at Charsadda Link Road

Peshawar, offers pre-service programmes of two year. M.Phil, one year B.ed and one year M.ed in evening

time. The university is functional with qualified staff and there is a co-education system.

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It is lying at Nishtar abad GT road with another campus on Dalazak Road, Peshawar. It offers 1

year B.Ed & M.ed programmes. In addition to that the two year M.Phil and 3 year Ph.d programes are also

functional in this university.

1. Northren University, Nowshera. It caters B.Ed, M.Ed upto Ph.D in Eduation.

2. Qurtaba University of Science and Information technology.

3. Sarhad University of science and Information Technology. (through ANSI, Institute Mardan

where, the author has been working, the same is well known to him).

List of Colleges/Institutes offering Teacher Education/Training:

i. Alpha College Of education, Mardan.

ii. Avicenea college of Education Dargaai.

iii. Aziz college of education Swabi.

iv. College of Global Technologies, Swat.

v. Country Model College Caharsadda.

vi. Global Girls Degree College, abbottabad.

vii. Frontier Institute of Education, Dir.

viii. Jinah Institute of Education of IT, DIKhan.

ix. Lucky college of Education, Lucky.

x. Sir Sahibzada Abdul Qayoom Khan college of Education, Swabi.

xi. Sarsayed college of Education Mardan.

xii. Suffa High Tech Girls college, Mardan

xiii. Swat College of Education, Swat.

xiv. Islamia College of Education, Peshawar.

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xv. ANSI, Institute od Education and sciences.

xvi. Mardan College of Education, Mardan. (This is the same college the poineer Principal of which

was the author of this Book).

xvii. The Abbot Group of Colleges (Abbottabad).

xviii. Khyber college of Physical education mardan.

xix. Khyber Institute of Education, Peshawar.

Affiliation Procedure of the Private Teacher Training Institutes:

As already discussed in the preceding paragraphs, education is becoming a popular field of

investment, next to any other huge enetrprenure. A mushroomgrowth of coleges and schools is continuing

for the last few years. To maitain quality education, the universities have framed a procedure and standards

for the same. Having been member of the Evaluation committee of AWKUM, the author is well aware of

the problems being faced by the concerned individuals and organizations.

In the past affiliation was very easy, but now those seeking affiliation has to pass through several

stages. First he will apply to Higher Education Regulatory Authority with atoken fee of Rs. 100000/-. The

same authority would either recommend the institue or advise certaing additions/alterationsin the same

application. When it is cleared, then a date would be fixed for the visit of the committee, formally

constituted for this purpose under the statute of the concerned Univeersity. After that, if the committee

recommends the applying college for affiliation, hence it would be affiliated otherwise it will have to wait.

Several colleges have been contesting legal cases with their related Universities for not granting

them affiliation. The bone of contention among them,usually is the delay in the notification of affiliation.

While the university authorities, want to assure standard and quality of education. The delay never happens

without any reason. There is always some loope hole due to which, they are refused affiliation. On the

other hand the NGO or the individual, after amking payment to HERA (Higher Education Regulatory

Authority) considers it obligatory on th university to grant affiliation. This causes a conflict among these

two parties and letigations start. Instead of removing the deficiencies, the applicant insists on affiliation and

the university authories pospone the same till the rectification of the deficiencies.

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Assessment and annalysis of the quality of the Private Institutions of Teacher Education

This is a fact that inspite of several complaints against privately Manged teacher education

institutes, these are shouldering magnitude of responsibilities in the same field to lighten the burden of

public sector institutions.To meet the needs of the era, the institutes working in the Government and private

sectors are properly supporting each other. If any institute , in the Government organizations is deficient in

any of the required aspects of education, the private sector institutes are approached, formally or by the

concerned individual to facilitate the direly needed necessity. There is no institution and educational

programme which may claim to be the perfect one. However, the university faculty and authorities always

try to mainatain standardized programmes as well as improve quality.

No system is perfect and there is always a space for bringing positive changes and improvements,

and same is the case for the private sector teacher training institutions in Pakistan. For having a large

number of merits, there are also shortcomings in these institutes which need remedial measures to

miaintain quality within the educational system. Consider the following aspects of private sector as a brief

evaluative account.

As per reports of expertise, (especially UNESCO etc), that with in the educational spheres of

Pakistan, the public sector institutes and those of the Private sector are not corresponding to each other in

quality education aspects. If the Public sector institutes are better than the private sector in Higher levels of

education, the private sector institutes are better in the school and college levels. It is unanimously believed

that Teacher education, being a point of consideration falls under the higher levels, is believed to be better

in public sector as compared to the private sector. Few of the private sector organizations are considered as

outstanding agents of quality teacher education, however, the majority of these organizations are not given

the same importance as earned by the public sector.

The experts have reported that some of the distinctive private sector institutes are following a line

of action while launching a new project. They do not start any project without proper pre-testing.

This is also one of their characteristics that they have a strong and and continuing technicalsupport.

In addition to that such like institutes are conducting bi-lteral projects, more integrated programmes

systems, long term and focussing on Baluchistan and KPK.

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No system is perfect and there is always a space for bringing positive changes and improvements,

and same is the case for the private sector teacher training institutions in Pakistan. For having a large

number of merits, there are also shortcomings in these institutes which need remedial measures to

miaintain quality within the educational system. Consider the following aspects of private sector as a brief

evaluative account.

The above stated assessment is required to the HERA and the related University before launching

its programme if recognized/granted affiliation.

The Launching Stage:

When all formalities are completed, the institute sets itself for taking off stage. Its managers check

the session or semester calender of the university and in consonance with the same teaching work is

launched.

Goals/Aims of the Institution:

Goals and aims or objectives of an institute play very important role in the flourishment of its

programmes. It is observed very minutely by all as to what type of people are behind an institute that is

being established. The critical studies have proved that majority of institutions are run for humanity

services and quality education, but there are few more which are run for commercial purposes. The

authorities of the university concened must take care of this situation.

Fair Admission and Examination Process:

Admission to different levels of education is an important stage where in the fairness of the

administrators is judged. It is a common belief that in the private sector institutes, admission is seldom

done on merit. As compared to that, admission in public sector colleges and universities carried out on

merit.

Faculty and Curriculum:

Like admission the faculty employed in the private sector institutes are not appointed on merit.

Similarly,the curricula followed in the same institutes are either changed by themaccording to their own

needs or it is not completed by the faculty in the giventime of course.

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Traditional Practices:

In most of the private sector Institutes, the teaching practice of the trainee teachers is seldom

carried out. These institute take for granted and do not exert its efforts to equip their prospective teachers

with real situation teaching practice.

In short, efforts are required to be intensified to induce the trend of inculcating adopting genuine

form of teacher education to benefit our coming generation and contribute towards the development of our

nation.

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UNIT-7

PROBLEMS OF TEACHER EDUCATION IN PAKISTAN AND SUGGESTIONS FOR THEIR SOLUTION/IMPROVEMENT

Education is considered as the cheapest defense of a nation. But in Pakistan the education sector is

unable to depend its own sector .though 65 years have been passed and 23 policies and action plans have

been introduced, yet the education sector is waiting for an arrival of an savior. The govt of Musharraf

invested heavily in education sector and that era saw a visible positive change in the education sector in

Pakistan. But now a days the economic condition in Pakistan is under stress and the education is the worst

affected sector in Pakistan.

The constitution of Pakistan says,

“The state of Pakistan shall remove illiteracy and provide free and compulsory secondary

education in minimum possible period”

In human development report Pakistan is placed at 136 th position for having just 49.9% educated

population.

The present situation is due to allocation of low budget i.e. 2.7% of total GDP and low quality of

teacher education. Teacher education programs are confronted with many different problems and issues in

which some are given below.

1. Curriculum of Teacher Education

The current curricula being taught does not focus on nurturing a creative and learning environment

involving questioning and problem solving. Subject matter is not regularly updated to keep pace with

recent subject advances. There is no attempt to integrate subject knowledge with pedagogical skills. For

most programs, teacher trainees employ rote learning to pass the examinations. Not enough emphasis is

given to learning practical teaching skills; instead the emphasis remains on theory. Also, there is hardly any

focus on making teachers efficient in improvising and creating low cost learning aids. Familiarity with use

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of modern information and communication technologies is also not given due importance. (Journal of

Management and Social Sciences)

2. Poor Quality of Teachers

The various levels of teacher educators themselves are caught in the same cycle of poor teacher

quality and delivery. They administer their classes in the traditional teaching style of lecture giving,

dictation and notes. Trainers fail to cultivate any creative thinking, inquiry and problem solving among

their trainees. Most of them are not aware of how to improve their own knowledge and skills or to bring

themselves up to date with modern advances in teacher training. An endless cycle of these ritualistic and

poor teaching methods thus engulfs the teacher education system. Also, teacher educators refrain from

group work and interactive learning techniques because they have concern it spoils class discipline. This is

indeed one of the major reasons that Pakistan has not been able bring up its educational level and standard.

(Journal of Management and Social Sciences )

3. Pre-Service Programs

According to two independent research studies, the content knowledge of pre-service and in-

service teachers in Pakistan is low (MSU-SAP 1995; Warwick and Reimers 1991). When teachers with or

without pre-service training were tested on content knowledge, there was negligible difference between

their performance (MSU-SAP 1995). This tentatively indicates that the pre-service programs have added

little value to teachers and directly reflects on the poor level of instruction and curriculum of the pre-

service programs. Approximately 75 percent of teachers are provided outdated and irrelevant training

through the PTC or CT (Khan 2004).

Moreover, the Diploma in Education Program introduced across Pakistan by the Technical Panel

on Teacher Education to replace PTC/CT has not been evaluated due to lack of proactive planning and

resource constraints, while the B.Ed and M.Ed extended duration courses were not even tested (UNESCO

and USAID 2005)

Teacher training is seen by trainees as just another degree or certificate to fulfill the criteria (a

degree chasing exercise) rather than an opportunity to enhance one’s pedagogical skills and gain deeper

understanding of the subject. Moreover, very little resources are set aside for follow-up, which is less

exciting and more difficult and time-consuming than training. (UNESCO 2006) USAID PAKISTAN)

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4. In-Service Programs:

Courses are not designed according to the requirements of in-service teachers. No effort is made to

modify and tailor the syllabus as per the requirements of the class/trainees. Subject knowledge is not

integrated with teaching skills. Training programs for various levels of teachers are not properly assessed

and lack adequate materials and delivery aids. Training specialists and master trainers often themselves are

not qualified, competent or motivated enough to make much difference in improving the knowledge and

capabilities of the trainees.

Many master trainers are usually ex-heads of high schools who have been transferred and other

teacher educators as a sort of punishment. Therefore, they are less serious towards their jobs and their chief

priority is to finish their tenure so that they can eventually return as administrative heads of a school.

While it is recommended that teachers receive in-service training every three to five years, on

average a primary teacher receives in-service training after thirteen years, a middle school teacher after

seven to eight years and a high school teacher after sixteen years. Rural teachers and females, who have the

greatest challenges in the form of access and mobility, are able to benefit the least (UNESCO and USAID

2005). Primary teachers rarely benefit from in-service training that can be utilized in the course of their

work, often attending half-heartedly, their attention more on travel and other daily allowances that are due

to them (Khan 2004). (UNESCO 2006) USAID PAKISTAN)

5. Support System and School Management:

Teachers require a strong support structure within their schools to cater to their needs and

professional development. A healthy and facilitative teaching environment, encouragement from peers and

administration, efficient internal processes, easily available teaching aids and mentoring by senior faculty

all add up in helping the teacher grow and focus on his job. A supportive school organization typically is

not present in Pakistani schools, where internal politics, lack of resources, disinterest in pupil learning and

school improvement by management result in demotivating and ignoring the teachers. Such a culture also

inhibits teachers from taking the initiative to introduce new techniques in teaching and apply whatever new

skills they learned in their training. There is no central or provincial database to keep track of the number

of teachers being trained, the courses attended by them, current enrollments and school contribution.

(UNESCO 2006) USAID PAKISTAN)

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6. Incentives and Career Path:

Promotion is currently based on seniority rather than performance. Low salaries characterize the

profession. There is a dire need for recognition of performance. Moreover, no weightage is given to

additional qualifications. There is a lack of a well-defined career structure for teacher educators; chronic

shortage of specialist teacher educators; and most staff lacking experience of teaching in schools for which

they prepare trainees (for instance secondary level subject specialists preparing primary teachers).

(UNESCO 2006) USAID PAKISTAN)

7. Monitoring and Evaluation:

Almost all training programs lack a systematic follow up to gauge the performance of their trained

teachers. Since evaluation is not as exciting as the training component of the program and is more time

consuming, little attention is paid to this aspect of the teacher training. With little guidance, monitoring and

follow up, teachers suffer from a lack of feedback, which eventually causes them to continue inferior

teaching practices. Moreover, the performance appraisal system of teachers known as the Annual

Confidential Reports (ACRs) is merely a formality. It fails to provide any useful feedback or insights to a

teacher’s performance (UNESCO 2006) USAID PAKISTAN)

8. Lack of Policy & Standards:

To date, all teacher-training programs are operating without a viable policy framework. The

government is aware of this vacuum yet it has not taken any concrete steps to implement a policy to bring

all teaching programs under a single umbrella. This has led teaching institutions to develop and implement

teacher education programs at their discretion leading to uneven and sometimes poor quality curriculum,

teaching methods and practices. Hence, lack of standards and accreditation has led to varied and

substandard training programs.

A lack of standards for education in Pakistan has resulted in the challenge of harmonization of

school education with teacher education as the required competencies of teachers have not been defined.

Moreover, the standards of assessment have also not been determined due to this gap.

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9. Licensing and Accreditation:

Accreditation, licensing and certification are separate but complementary processes in order to

ensure quality teaching. Accreditation is an evaluation process that determines the quality of an institution

or program using predetermined standards.

Licensing is the process by which a governmental agency grants a license - or permission - to an

individual who has met specified requirements. These requirements are usually minimal. Their purpose is

to assure the public that the licensed individual will do no harm to the student learner.

Certification is the process by which a nongovernmental agency or association bestows

professional recognition to an individual who has met certain predetermined qualifications specified by that

agency or association. In 2005, the Higher Education Commission established the Rules for the Pakistan

Accreditation Council for Teacher Education. It is unclear whether the Council has yet been officially

established given that it was supposed to be formed within three months of the notification of the Rules.

Nonetheless, the publication of the Rules is a step towards the right direction.

In 2005, the Higher Education Commission established the Rules for the Pakistan Accreditation

Council for Teacher Education. It is unclear whether the Council has yet been officially established given

that it was supposed to be formed within three months of the notification of the Rules. Nonetheless, the

publication of the Rules is a step towards the right direction.

But unfortunately the council has not completed yet the process of accreditation and there are many

private institutes offering various teacher programs in their own way. (UNESCO 2006) USAID

PAKISTAN)

10. Linkage between the Institutions or Lack of

There exists a wide communication and collaboration gap between the provincial training

institutes. Instead of working towards sharing good practices, research and experiences, they have more or

less worked in isolation. The BoC, PITE, DSD, UoE have not built critical partnerships so as to improve

their course content, methodology and pedagogical skills. Similarly weak institutional arrangements

between the provincial and district institutes also contribute to the complexities in teacher education

curriculum and conduct. The management of the system is uncoordinated with different institutions

responsible for staffing, curricula, examinations and textbooks (UNESCO and USAID 2006).

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11. Recruitment:

Not selecting teachers on merit, lack of proper screening and relaxing of qualification requirements

have jeopardized the end objective of providing quality education. Job descriptions and performance

appraisals are lacking. Research has shown that the performance of students who had teachers with 12

years of formal schooling was better than students whose teachers had a matric qualification (MSU-SAP

1995; Warwick and Reimers 1991). This leads to the conclusion that student performance and

understanding is directly related to the years of formal education of teachers. Hence, by compromising on

the competency of the educator itself means a compromise on the standard of education. (UNESCO 2006)

USAID PAKISTAN)

12. Donor Supply Driven Initiatives:

While several donors are focusing their funds on TPD, the effort appears to be supply driven,

motivated by the belief that the government is undertaking sufficient efforts in improving the quality of

education through TPD. However, provincial and district governments apparently do not place a high

priority on such initiatives as reflected in the budgetary allocations for such interventions compared with

their other functions, even within education. In addition, for future donor driven interventions rather than

re-inventing the wheel each time, the organizations should learn from previous projects and initiatives and

modify/tailor them to the current needs of the time and devise strategies accordingly (Jaffar 2005). Donor

agencies should avoid initiatives that only help in the short-term.

Although all country assistance strategies and program documents highlight the need for donor

coordination, this is not always reflected in practice. Challenges include overlapping donor agendas and

large donors unwilling to coordinate with smaller ones. It has been recommended that the government

should take the lead in donor coordination (UNESCO and USAID 2006).

13. Less number of Seats

The numbers of seats are limited in the training institutes. Therefore most of the students cannot

take admission and remain untrained.

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14. Need of establishment of training institutes in rural areas

Most of the population of our country consists of rural areas and there is very less number of

institute in rural areas. Therefore the students of rural and backward areas do not get training. So it is

needed to established training institutes in rural areas.

REMEDIAL MEASURES TO SOLVE THE ISSUES

1. Provide a Policy & Framework Cover:

Need to develop a workable policy and strategic framework for TPD, with an accreditation and

certification scheme. Minimum requirements for resourcing institutes with regard to staffing, infrastructure

and organization need to be developed in conjunction with the respective heads of these institutes in order

to ensure system equity and quality provision. The credentialing of teacher education programs should be

transferred to an independent body like the Higher Education Commission. Uniform work requirements, in

terms of teaching and supervision loads, should also be developed. The Vision of GCETs, along with

GCET leaders, should be used to create workable goals of these institutions (Furniss 2005). Also,

representation of teachers should be mandatory in the formation and revision of educational policies.

Moreover, a National Teachers Forum should be established in order to influence policies and organize

teachers’ professional voices (Idara-e-Taleem-o-Aagahi 2006).

2. Developing Teacher Core Competencies:

All teaching programs should stress on developing a list of a core set of competencies among the

teachers (both pre and in-service) to prepare them adequately for classroom teaching and to make them

effective and professional educators. On the basis of these core competencies a performance appraisal

system can be devised.

3. Proper Recruitment Practices:

Selection of teachers should be merit-based. Schools should select teachers based on a minimum

qualification of intermediate and satisfactory performance on a selection test based on the teachers core

competencies (World Bank, “Baluchistan Education” 2006).

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4. Proactive Up-to-Date Curriculum:

Courses should be designed around requirements and needs expressed by the teacher themselves.

Revision of pre-service and in-service curricula, with a focus on improving and enhancing content

knowledge and pedagogical skills of the teacher trainees is also required. Integration of subject knowledge

with teaching skills has also been recommended.

5. In-Service Programs:

Training should be based on teacher requirements. Teachers’ needs should be first assessed by

induction tests, and groups formed according to their scores. These groups should be then brought up and

trained from their current level. There should be refresher courses every 5 years. Institutional linkages with

an innovative college should be explored globally to train elementary teachers for the purposes of faculty

in-service development, faculty exchanges and further training.

6. Pre-Service & In-Service Trainings:

Trainings to focus on improving teachers’ resource management skills, promoting group work and

activity based learning as part of the learning experience, encouraging them to use no/low cost materials as

teaching aids where appropriate and supporting capacity building co-curricular activities for the pupils.

Training should also prepare teachers for multi-grade teaching).

The most preferred approach to teaching for elementary level students is the “activity approach”

with focus on the pupil and activity based learning process (AED 2006). Computer along with training on

other technological aids should be made compulsory and a high priority for all teacher programs. It has

been suggested that a separate cadre of teacher educators should be established, linked to elementary

schools, who can be trained on the job to be adult educators and researchers in elementary schools practice

and subject areas.

7. Healthy School Support Structure:

Newly trained and inducted teachers as well as those already working require peer and school

support to continue their professional and personal development. Encouragement, guidance and a healthy

working environment can add tremendous value to a teachers output and commitment. There is a need to

foster a culture of critical reflection among the teaching faculty of schools. School management should be

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responsive and accommodating towards the needs of their teaching staff and give them due respect and

assistance.

There is also an urgent need to set up provincial databases linked to a central repository to maintain

up to date records of the teachers, their qualifications, trainings, current enrollment and other relevant

statistics. This would aid in tracking teacher resources and help make informed management decisions. The

central database can be installed at the federal regulatory body.

8. Incentives, Incentives:

Offer incentives to teachers in accordance to their need and the stage of their career (UNESCO

2006). Such incentives can be monetary (salary increase, allowances, and benefits). They can also include

subsidized housing, food, transportation facilities, professional training, teacher guides, textbooks, personal

notebooks, location, and recognition of performance. Match up incentives according to the needs and stage

of the teacher (Craig 1998). Ensure sustenance of incentives. Start a program to provide loans to teachers

on low mark ups and soft terms. If contract based, those teachers that perform well can be hired as

permanent employees to acknowledge their value and services.

9. Monitoring & Evaluation:

Systematic follow up with teachers after trainings is central to their professional development

(UNESCO, 2006). Their performance in the classroom should be regularly assessed by the principal and

other senior teachers to evaluate the quality of their training, their subject knowledge as well as their

classroom delivery and management skills.

A performance based teacher evaluation and compensation system is required to motivate the

teachers to strive towards excellence. Promotions should be linked with teacher’s capabilities rather than

seniority. Additionally there should be an institutional performance appraisal system to monitor

institutional accomplishment against set curricular objectives and goals. Perhaps what is needed is setting

up of a monitoring wing within each teacher-training institute, under the administrative supervision of the

federal regulatory body, to monitor, ensure and assist with quality control. This wing among other things

would also drive the institutional management to regularly introducing new and cutting edge teaching

techniques for teacher training.

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There is also a consistent demand from the teacher educators to form a separate cadre for them and

give due recognition to their roles. This would also prevent pointless transfers of teachers to government

schools where they are not as beneficial as in their core area of expertise as trainers.

10. Infrastructure:

Most of the teacher training institutes throughout the country are in dire need of repair and

modifications. In order to provide a decent working environment for both teacher educators and trainees

alike, a nationwide renovation of the institutes should be undertaken. As part of these exercise science labs,

teaching materials, aids and IT equipment should be upgraded and/or made available.

11. Supply of Textbooks and Teacher Resource Material:

All teacher-training institutes complain of insufficient allocations for procuring quality textbooks,

teacher learning references, resource materials, library books, education journals and other required

supplementary materials. The MoE should allocate sufficient funds to the institutes so that they can be able

to procure items according to their needs. Donors should also come forward and help the institutes

overcome some of these constraints as part of their assistance in improving teacher education (AED, 2006).

It is also pertinent to note here that well designed teachers manual in developing countries accompanying a

text book were found to be more effective than poorly trained in-service teachers (Idara-e-Taleem-o-

Aagahi 2006).

12. Refrain from Exceeding the Capacity:

Some training institutes admit far more students than they are allowed or can easily accommodate.

This has the effect of straining the resources, which eventually leads to deterioration in the quality of

education imparted. Institutes should refrain from such practices of over enrolment (AED 2006).

13. Non-Formal Teachers:

With regard to non-formal teachers, teachers themselves have recommended: (i) a revision of their

pay scale; (ii) recruitment of local teachers to overcome the challenge of absences; (iii) recognition and

certification by GoP so that they can have both equivalence and recognition; and (iv) equal opportunities of

trainings in a systematic and organized manner (Idara-e-Taleem-o-Aagahi 2006).

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REFERENCES

1. (AIOU) WWW.AIOU.EDU.PK

2. ARY, DONALD (2010) Introduction to Research in Education, USA.

3. Department of Elementary and Secondary Education’s (E & SE) Government of Khyber

Pakhtunkhwa (2013)

4. Dictionary of Education.

5. G.L, Arora (2002) Teachers and Their Teaching Delhi, Ravi Books.

6. Education in Pakistan: The Key Issues, Problems and the New Challenges, Journal of Management

and Social Sciences Vol. 3, No. 1, (Spring 2007) 47-55

7. (HEC 2006) Curriculum of Education B.Ed. /BS (HONS) & M.Ed.

8. http://ec.europa.eu/education/training Database

9. Idara-e-Taleem-o-Aagahi 2006).

10. K.M, Salma (2011) Comparative Analysis of Teacher Education Programmes in Pakistan and

UK, Sarhad University Peshawar. P-5, 6.

11. Khyber Pakhtunkhwa Tribute PK

12. Khyber Pakhtunkhwa Teacher Education Strategy 2013-2018.

13. National Council for Teacher Education (NCTE) (1998) NACTE Document New Delhi,

Published by Member Secretary, NCTE.

14. Perspectives of Education & Contemporary Social Issues, Dr. M. Amin

15. R.M. Ghulam at all “Allied Material Teacher Education in Pakistan” (M. Ed), (Course Code 829)

16. S.M Shahid (2008) “Teacher Education in Pakistan” Majeed Book Dipo 22-Urdu Bazar, Lahore

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17. S. M Shahid (2001) “Curriculum Development and Instruction” Majeed Book Dipo 22-Urdu

Bazar, Lahore

18. S.Mirza Munawar “Accreditation for Quality Assurance in Teacher Education”

19. UNESCO (1990) Innovations and Initiatives in Teacher Education in Asia and the Pacific Region,

UNESCO Principal Regional Office for Asia and the Pacific, P, 3 to5.

20. UNESCO (2006) “Situation Analysis of Teacher Education: Towards a Strategic Framework for

Teacher Education and Professional Development” PAKISTAN USAID, P 45 to 48.

21. USAID, Pakistan Teacher Education and Professional Development Program (PTEPDP) Academy

for Education Development, P 11, 12

22. UGC websit. (www.fce.edu.pk)

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