ASSIGNMENT No.

01
Teaching Education in Pakistan (829)M.A/M.ED
Spring, 2022
Q.1 Discuss the instructional responsibilities of a teacher. Highlight the role of teacher as
'Nation Builder". (20)

Teachers are the windows to the world by preparing their students through learning for greater
achievement; they equip the student so they are able to function in a fast changing world. Because of
the lessons they learn they are guided throughout their lives either directly or indirectly thereby
emphasizing the general impotence of the teaching profession. For Teachers to be successful in their
profession they need to imbibe some of the characteristics and practices highlighted bellow.

Personality

A good teacher should have an engaging personality; he should be able to impact knowledge on his
pupils with the minimum of effort. Having good interpersonal trust with his students goes a long way in
building the students confidence, allowing them the need to ask questions and grow academically,
being attentive to the needs aspirations and questions about a subject matter helps the teacher asses
each students strengths and weaknesses. By organizing discussion groups the teacher successfully
engages the student through interactive participation.

The teacher should have good communication with his students without communication and feedback
the teacher may find it difficult assess the students, by personally taking interest in each student
understanding their problems would help them perform better in the chosen subject.

Having a clear objective

The teacher should have a clear objective of what he wants to achieve during the term, how much of
the syllabus, work material can be covered effectively with certain periods, by establishing priorities
the curriculum could be covered effectively to the benefit of his class. Working hard to cover the
curriculum through set lessons, tests and assignments will help the student excel in the subject matter.

Discipline

The class room is not a theater but a serious learning environment so teachers most instill discipline in
his wards so as to work together towards better knowledge, the teacher should be an example for the
student through disciplined behavior so students can emulate such character in their daily lives.

Classroom management

To impact knowledge the hall or class room should be properly organized and managed, having good
classroom management skills is important for effective learning, student behavior antecedents and
character should be properly managed. Inculcate effective work ethics in the students, discipline and a
sense of respect to the teacher’s authority. Troublesome students should be properly sanctioned and
disciplined so as to control the balance of the teacher’s leadership.

Expectations

The teacher should view each student as great potential, learning is about knowledge and the way the
knowledge is explained to students- almost every student has the capacity to learn so the challenge for
the teacher is finding each students capacity and encouraging them to success. Having high
expectations from your class and encouraging the work with positive reinforcement can produce good
grades so the students get the best out of the class.

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Curriculum

The teacher as said above should endeavor to effectively cover the curriculum in other to give the
student a great advantage of passing any provisional examination, the curriculum is there as a guide to
pinpoint the study areas needed to understand the subject effectively, the teacher should have a
thorough knowledge of the curriculum, the subject with well explained lessons complete with
homework revisions, tests, assignments and discussion groups. Regular assessment would pinpoint
students that need extra work.

Having adequate knowledge of the subject matter is necessary if the subject is to be understood by the
pupils, using teaching aids, pictures, graphs and charts would further elucidate the subject matter to
the students, so a good grasp of the subject by the teacher is of utmost importance.

Achievement, aptitude, and intelligence tests

Achievement tests are often distinguished from aptitude tests that purport to predict what a person is
able to learn or from intelligence tests intended to measure his capacity for learning. But the distinction
between aptitude and achievement is more apparent than real, more a difference in the use made of
the measurements, than in what is being measured. In a very real sense, tests of aptitude and
intelligence are also tests of achievement.

The tasks used to measure a child’s mental age may differ from those used to measure his knowledge
of the facts of addition. The tasks used to assess a youth’s aptitude for the study of a foreign language
may differ from those used to assess his knowledge of English literature. But all of these tasks test
achievement; they measure what a person has learned to know or to do. All learning except the very
earliest builds on prior learning. Thus, what is regarded as achievement in retrospect is regarded as
aptitude when looking to the future.

There may well be differences in genetically determined biological equipment for learning among
normal human beings. But no method has yet been discovered for measuring these differences
directly. Only if one is willing to assume that several persons have had identical opportunities,
incentives, and other favorable circumstances for learning (and that is quite an assumption) is it
reasonable to use present differences in achievements as a basis for dependable estimates of
corresponding differences in native ability to learn.

Role of the Teacher

Student teachers must understand all the objectives of their roles as educators. Through higher
education, they learn theoretical study and research teaching techniques and philosophies. They learn
practical classroom skills together with the national standards required of students.

Research

Future teachers need to be able to examine new and old educational philosophies and utilize their own
experience in the classroom as they see fit. Educators are trained to develop their classroom practice
around continuing research and self-assessment and to always be on the search for new studies.

Learn

Teachers who study education in college and beyond need to be lifelong learners. They can learn
through new research, from colleagues and their own students. Students do teach their teachers
sometimes, and there must be a teacher-student partnership in the classroom. Future teachers need to
recognize the importance of using all the resources that are available to constantly re-educate
themselves.

Leaders

Educators must understand their role as community leaders. Students, especially children, are the
future of their nations, and together with parents, teachers are critical in shaping their students' ideas,
worldviews and their understanding of their place in society. Teachers must involve themselves in their
communities and not shy away from being effective leaders.

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Mentors

Teachers are also mentors to their students. Through proper higher education, such as educational
psychology classes, teachers can learn how to develop mentoring relationships with students. Teachers
act as authority figures to students and help them develop intellectually. Teachers also need to
recognize when their students have problems or are at risk at home, and must be willing to help guide
or protect their students.

Curriculum

Educators need to learn how to shape their curriculum, or the courses taught at a school, to best fit the
needs of their students. Most public schools have national and state standards that need to be met, but
individual teachers must adapt their curriculum to help students learn the most that they can.

Classroom

Teacher education must include how best to deal with students in the classroom, especially with
disruptive students and students with learning difficulties. By creating the right environment, future
educators learn how to set rules, speak to students and control their classes so that everyone can
learn. Also, educators need to learn how to inspire and to pace themselves for demanding days.

Subject

A critical objective in teacher education is preparing future teachers regarding specific subjects and
general educational standards for their students. Elementary teachers learn about children's cognitive
and social development, while junior high and high school teachers hone their skills in specific subjects.
Everyone studying to be a teacher must have a clear understanding of what they are teaching.

Other Considerations

In addition to teaching students academic skills, the curriculum is also intended to teach students the
importance of responsibility, hard work and responsible citizenship. Teachers in partnership with
parents and community members collaborate on the development of a curriculum that will instill
character in students and reinforce positive behavior.

Q.2 Explain the Quranic concept of Teacher Education. According to Islamic perspective
which methods of teaching should be used? (20)

Distinguishing the Gold from the Glitter seeks to provide clarity on the meaning and value of a
“scholarly tradition” so that we can understand how to tread the path of seeking Sacred Knowledge.
The course will explore how our scholarly tradition evolved from its early Prophetic origins to its latter
stages of organization and maturity. It will discuss the subjects that are part of a program to become a
religious scholar, and the reference works and authoritative experts of each discipline. The course will
also examine how religious knowledge was classically taught and how this differs from modern
university educations, thereby investigating how this change in religious teaching methods is affecting
modern Muslim societies.

By the end of this course, you will appreciate the nature of authority in Islamic scholarship, including
specialization within fields of knowledge. You will be able to name some of the major scholars and texts
in the nine broad categories covered in the course. Finally, you will also be able to identify the subject
matter, goal, and some specific examples within each major discipline, as well as identify some reliable
sources of knowledge.

In Islamic concept of mind and scholars argue:

Abdal Hakim Murad graduated from Cambridge University with a double-first in Arabic in 1983. He then
lived in Cairo for three years, studying Islam under traditional teachers at Al-Azhar, one of the oldest
universities in the world. He went on to reside for three years in Jeddah, where he administered a
commercial translation office and maintained close contact with prominent ulama from Yemen.

3
In 1989, Shaikh Abdal Hakim returned to England and spent two years at the University of London
learning Turkish and Farsi. Since 1992 he has been a doctoral student at Oxford University, specializing
in the religious life of the early Ottoman Empire. He is currently Secretary of the Muslim Academic
Trust (London) and Director of the Sunna Project at the Centre of Middle Eastern Studies at Cambridge
University, which issues the first-ever scholarly Arabic editions of the major Hadith collections.

Shaikh Abdal Hakim is the translator of a number of works, including two volumes from Imam al-
Ghazali's Ihya Ulum al-Din. He gives durus and halaqas from time to time and taught the works of
Imam al-Ghazali at the Winter 1995 Deen Intensive Program in New Haven, CT. He appears frequently
on BBC Radio and writes occasionally for a number of publications, including The Independent; Q-News
International, Britain's premier Muslim Magazine; and Seasons, the semiacademic journal of Zaytuna
Institute. Walead Mohammed Mosaad was born in New York City in 1972 and grew up in New York and
central New Jersey. He attended the Rutgers College of Engineering and obtained his B.S. in electrical
engineering in 1994. During his university years, he was active in the Islamic Society of Rutgers
University for which he served as president. After graduation, he worked as a communications and
network engineer in New Jersey and later in New York City. In the summer of 1997, he departed for
the Middle East to study Arabic and Islamic sciences. After studying some of the Arabic sciences with a
scholar from Dar Al-'Ulum in Cairo, he enrolled in Mahad Al-Fatah in Damascus.

Teaching courses:

Muslims and non-Muslims, be practicing or otherwise, teach courses and guide students through their
coursework and dissertations. This guidance is not intended to provide a certain way of believing or
making sense of Islam, but rather a certain method of doing research in any subject that the student is
interested to explore. Thus, the curriculum does not consist of memorizing books, creeds, and sayings,
but rather of examining trends and ideas, and the sources that can be used to research them in the
best possible way. This quest for both original and secondary sources in turn implies that one ought to
be comfortable with the languages that contain a substantial and rich Islamic literature. The overall
environment within which this research is conducted, however, remains secular and in some cases
hostile towards approaches that lend themselves positively towards a ‘traditional’ religious worldview.
Sometimes, this puts a considerable strain on people of firm faith stemming from a traditional
understanding of Islam.

Traditional perspective:

The difference between studying Islam from a traditional perspective and from a modern secular one is
that in the former one’s main concern is to learn the correct teaching that has been handed down,
whereas in the latter it is not only to identify what has been handed down without making a value
judgement, but also to take into account the historical and cultural influences that affected (or might
have affected) the formation and transmission of ideas. At times, some members of the Muslim
community raise questions about the purposefulness of studying Islam in America, particularly when
the professors who are teaching are non-Muslims. This concern is not entirely unfounded since one’s
point of view and religious (or non-religious) outlook certainly plays an important role in one’s
scholarship, not only by the way in which questions are answered but also by the very choice of
questions that are raised in the first place. However, simply pointing out that Muslims should be
teaching Islam instead of non-Muslims is not a fair critique if one considers the purpose and method of
studying religion in secular institutions. Here, one can say that studying religion is an extension of
studying subjects like history, sociology or literature. Although it might be argued that this is an
illegitimate way to study religion because it does not take seriously its ultimate psychological and
experiential purpose, this is nonetheless the reality of how religion is studied in American universities.

Qualification and experience of teaching examples:

There are very few Muslims who are qualified (or studying to be qualified) in the teaching of Islam
based on the conventions of these disciplines, which require extensive training in reading a wide range
of sources in a number of languages so that many points of view are taken into consideration before
forming an opinion. In my instance for example, the professor knows no less than ten languages to
facilitate his research and scholarship. I have discovered to my surprise that this is not an exceptional
case in circles of high scholarship. Muslim scholars trained in the Muslim world know at best two to
three languages, which includes only one European language, their mother tongue, and Arabic. Even
then, their mastery of English (or French) is questionable in many cases. Arab scholars are further

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deprived of a second language such as Urdu, Farsi, or Turkish. These languages, although essential,
are inadequate for first-rate research scholarship in the field of Islam.

Emphases in the classical or modern period:

Within the field of religion or area studies, there is a difference between emphases in the classical or
modern period. The demands of programs in the study of religion in the modern world or in recent
history – particularly in terms of language expectancy at the time of admission – are not so extensive.
The emphasis in this essay is on classical studies of Islam, which focuses on early to medieval Islamic
history. Classical studies rarely consider current affairs at all, but provide a solid basis with which
students are well suited to comment on modern themes in the long run.

Unfortunately, as the years went on, these honorable mannerisms seemed to disappear from Muslim
students. It became very common to witness Muslim students making rude and catty comments to
professors in class along with perpetuating ridicule behind their backs. This disrespect was also seen in
less explicit ways through behaviors displayed by audience members of not just classrooms, but
Islamic lectures as well. It seemed as if assimilation with those of a non-Islamic background caused us
to forget the foundations with which we were raised. These habits manifested not simply as poking fun
at personal characteristics of professors and scholars, but also through indifferent attitudes towards
gaining from educational opportunities.

Of course, it is incumbent upon us as Muslims to gain knowledge, as it is a form of worship. Yet in

order to obtain it in the most proper form, we turn to Imam Ali (peace be upon him) who has said, "O
young nation, keep your honor by being polite and your religion by knowledge." It is clear therefore
that both character and faith need supplemental virtues to thrive. In the case of dignity, kindness and
respect to others is necessary, while in order to remain attached to religion, we are required to attain
an education.

Islam beautifully demonstrates

Islam beautifully demonstrates to us the significance and sanctity of a teacher-student relationship in

this process. Imam Ja'fer as-Sadiq (peace be upon him) reminds us, "Your teacher has the right over
you that you should honor him and pay him respect in different assemblies. You should be very
attentive to his words. You should not raise your voice above his. You should not converse with others
in his presence, and you should allow people to benefit from his knowledge." This message can be
applied in our middle school, high school, and college classrooms, and can also be translated to Islamic
lectures, majalis, and other forms of Islamic learning. Respect for a teacher indicates not commenting
on their words during a lecture or snickering about a scholar's flaws or traits. Being attentive implies
giving full effort to comprehend the information, withholding side conversations, refraining from
passing notes and constantly texting, and preventing one's self from showing complete disregard for
his or her message and efforts.

Presentation of information

Yes, there will be times both inside and outside of the classroom when we disagree with someone's
point of view or presentation of information. Islam encourages us then to stand for the truth and speak
up. Yet, when abiding by the words of Imam Ali, "O believer, surely this knowledge and courtesy are
your price; then try to learn them. If your knowledge and courtesy become much, your price will be
high. Then you are led to your Lord by knowledge, and you can serve your Lord with courtesy very
well," it is apparent that serving Allah and seeking knowledge requires "courtesy" and dignified
behavior. When refuting an idea, or providing evidence against a claim, as Muslims we should conduct
ourselves with decorum and virtue. This will not only gain the respect of our compeers, but also likely
elicit a positive response from the teacher as well.

As we transition into higher learning and take bolder steps towards our educational future, it is
important to remember that as Muslims, we are representatives of the message of Islam. Our
character, actions, and speech dictate how we are perceived in the public eye, and in turn how others
perceive Islam itself. It is our duty to uphold the image of Islam in highest esteem through noble
conduct as exemplified by the Ahlul Bayt (peace be upon them), whether in school or elsewhere.

The Prophet said (Sallallähu alaihi wa sallam) to someone, "You fast daily all the year and pray every
night all the night?"
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He replied in the affirmative.

The Prophet (Sallallähu alaihi wa sallam) said, "If you keep on doing this, your eyes will become weak
and your body will get tired. He who fasts all the year is as he who did not fast at all. The fasting of
three days (a month) will be equal to the tasting of the whole year.

[Bukhari Book:31 No:200]

The Holy Quran is fountain head of entire learning, but there is a striking difference between the Holy
Quran and other books The Quran is word of Allah (SWT) and books on various branches of knowledge
are human studies of Allah’s creation. These books deal with specific subjects and topics. A book on
one discipline is quiet on other disciplines. They are no way comparable with the Holy Quran. The Holy
Quran is a treasure of our knowledge and learning that man may need till end of time. All knowledge
originates from the Holy Quran. This is the basic truth of Islamic doctrine of knowledge. We need to
get out of the darkness of
ignorance and move towards the limelight and bright future. The Holy Prophet (SAW) said,

“O people I am leaving behind among you the Holy Book (Quran) and the Sunnah (way of Prophet
(SAW)), if you follow these in letter and spirit you will never be strayed.

(Hakim Al-Mustadrik, Book1 Hadith 318)

 Reading the Quran fulfils an Islamic duty.

 The Quran will be a proof for us on the Day of Judgment
 The Quran will intercede for us on the Day of Judgment.
 Your status in this life will be raised.
 The Quran is the key for peace and satisfaction.
 There are ten rewards for each letter you recite from the Holy Quran.
 The reciters of the Quran will be in the company of the noble and obedient angels.
 Your position in Paradise is determined by the amount of Quran you memorize in this life!
 The Quran will lead you to Paradise!

Why learning Quran?

The Holy Quran is the last and final message of Almighty Allah (SWT) through His Prophet (Peace and
Blessings be upon Him), which guarantees success for mankind in this world and life hereafter. Allah
Almighty has laid down all the laws of valuable knowledge, good deeds and prosperity of the whole
mankind in His Book (Quran). In the present era the Muslims are politically, financially, culturally and
socially reached the verge of decay and destruction only because they have turned a deaf ear to Holy
Quran. The only solution to overcome the miserable plight of Muslim is to resort to the teachings of
Holy Quran. It is stated in the Holy Quran

“And how will you disbelieve (now) while you are (fortunate) ones to whom the Verses of Allah are
recited, and the Messenger of Allah (blessings and peace be upon him) is (himself) present among
you? And whoever holds fast to (the Embrace of) Allah is most surely guided to the straight path.

(Sura A’l-Imran 3, verse # 101)

To develop close affinity with Holy Quran and to understand it is the most important need of the hour.
When a man starts learning or teaching the Holy Quran, the doors of spiritual satisfaction and solace
start opening in his heart. Holy Quran makes the character of its reader unprecedented and exemplary.

“And indeed We have made the Qur’an easy for direction and guidance, but is there anyone who will
take advice?”

(Sura Al-Qamar 54, verse # 17)

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Students and teachers of the Holy Quran both have been praised many times in Ahadith (traditions) by
the Holy Prophet (Peace and Blessings be upon Him).

The Best amongst you is (he) who learns and teaches the Holy Quran.”
(Sahih Al-Bukhari, Volume 4, Hadith # 4739)

It is narrated by Hazrat Abu Zar (RA) that Holy Prophet (Peace and Blessings be upon Him) said him:
“O Abu Zar! It is better for you to learn a single verse of Holy Quran in the morning rather to pray
hundreds of Rakaat (Nafal Prayer)

(Ibn-e-Ma’ja, Volume 1, Hadith # 619)

The Muslim Scholarly Tradition:

Distinguishing the Gold from the Glitter seeks to provide clarity on the meaning and value of a
“scholarly tradition” so that we can understand how to tread the path of seeking Sacred Knowledge.
The course will explore how our scholarly tradition evolved from its early Prophetic origins to its latter
stages of organization and maturity. It will discuss the subjects that are part of a program to become a
religious scholar, and the reference works and authoritative experts of each discipline. The course will
also examine how religious knowledge was classically taught and how this differs from modern
university educations, thereby investigating how this change in religious teaching methods is affecting
modern Muslim societies. By the end of this course, you will appreciate the nature of authority in
Islamic scholarship, including specialization within fields of knowledge. You will be able to name some
of the major scholars and texts in the nine broad categories covered in the course. Finally, you will also
be able to identify the subject matter, goal, and some specific examples within each major discipline,
as well as identify some reliable sources of knowledge.

In Islamic concept of mind and scholars argue:

Abdal Hakim Murad graduated from Cambridge University with a double-first in Arabic in 1983. He then
lived in Cairo for three years, studying Islam under traditional teachers at Al-Azhar, one of the oldest
universities in the world. He went on to reside for three years in Jeddah, where he administered a
commercial translation office and maintained close contact with prominent ulama from Yemen.

In 1989, Shaikh Abdal Hakim returned to England and spent two years at the University of London
learning Turkish and Farsi. Since 1992 he has been a doctoral student at Oxford University, specializing
in the religious life of the early Ottoman Empire. He is currently Secretary of the Muslim Academic
Trust (London) and Director of the Sunna Project at the Centre of Middle Eastern Studies at Cambridge
University, which issues the first-ever scholarly Arabic editions of the major Hadith collections.

Shaikh Abdal Hakim is the translator of a number of works, including two volumes from Imam al-
Ghazali's Ihya Ulum al-Din. He gives durus and halaqas from time to time and taught the works of
Imam al-Ghazali at the Winter 1995 Deen Intensive Program in New Haven, CT. He appears frequently
on BBC Radio and writes occasionally for a number of publications, including The Independent; Q-News
International, Britain's premier Muslim Magazine; and Seasons, the semiacademic journal of Zaytuna
Institute. Walead Mohammed Mosaad was born in New York City in 1972 and grew up in New York and
central New Jersey. He attended the Rutgers College of Engineering and obtained his B.S. in electrical
engineering in 1994. During his university years, he was active in the Islamic Society of Rutgers
University for which he served as president. After graduation, he worked as a communications and
network engineer in New Jersey and later in New York City. In the summer of 1997, he departed for
the Middle East to study Arabic and Islamic sciences. After studying some of the Arabic sciences with a
scholar from Dar Al-'Ulum in Cairo, he enrolled in Mahad Al-Fatah in Damascus.

Q.3 Critically analyze the role of pre-service and in-service training in the professional
development of a teacher. (20)

New faculty members will face a number of challenges as they begin their role as an academic. Each
institution, college, department and classroom may face a unique combination of challenges, but they
fall into some general categories. Accomplished faculty are not daunted by these challenges, and if
new faculty members anticipate them and navigate around, over or through them, their level of

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success will increase, along with their level of satisfaction. A few of the common categories are
explored, with some suggestions for overcoming them. Talk with colleagues, check on campus
policies, brainstorm with students, and be creative. Addressing challenges with a sense of humor helps
place the challenges in perspective.

Resource availability

The availability of resources in institutions varies widely. When interviewing, it is helpful to ask about
teaching resources that are of importance to your style of teaching. These may include technology,
space, laboratory supplies, models, simulations, specimens, library materials, support for
writing/math/technology skills, and many others. Know the budget available to support your teaching,
and how to order needed materials. Look for teaching support in the form of grants, equipment,
mentoring, and professional development activities. If your campus does not provide them, there may
be community, professional or governmental organizations or associations that may help. Being an
accomplished instructor can be a bit like being a scavenger, collecting materials over a lifetime of
teaching to develop a comprehensive set of teaching support materials. New faculty members should
begin developing a wish list of materials and thinking about ways to go about procuring them.

Student skills

All faculty face students with a wide range of skills, abilities, and experiences. Being aware of the
range and how to support students to help them each learn is a characteristic of an accomplished
instructor. There are external supports on each campus in the form of centers for writing, math, and
computer skills. There are counseling centers to help students address emotional issues that may
interfere with learning. Some skills are discipline specific and need to be explicitly taught. These can
be incorporated into course content, or required as modules to be completed outside of class, as
appropriate. Accomplished faculty address the diverse needs of their students by becoming aware of
the needs, locating resources to support students and making referrals, and teaching those skills that
are critical to student learning success.

Student behavior

In spite of college students being adults, their expectations for what is appropriate in a college
classroom varies widely. New faculty members need to address behavior directly. Most often
appropriate behavior is addressed in the form of policies outlined in the course syllabus and discussed
when going over the syllabus. If issues still arise, it is most effective to address them quickly and
directly. Issues may include: plagiarism, ethical dilemmas, rudeness, disrespect, attendance, lack of
preparation for class, interruptions or inattentiveness, among others. New faculty members are most
successful when they have anticipated the possible issues, and determined a response in advance.
Many issues are appropriately addressed in the syllabus, and discussed at the beginning of class. This
practice helps avoid many problems by clarifying expectations and consequences before an incident
occurs.

Classroom environment

College classrooms are shared by many people and this multi-use situation can cause challenges.
Classrooms may be occupied when class is scheduled to begin, tables and desks may be dirty, trash
left behind by previous students, trash cans overflowing, whiteboards may be filled with writing from
other classes, equipment broken or malfunctioning, or furniture may have been rearranged. Some
classes have more enrolled students than chairs, others are awkwardly arranged for the style of
teaching planned. Many campuses are overcrowded leaving few options, but new faculty members can
be prepared by looking at the space assigned and finding out if there are alternative spaces available,
alternative ways to arrange the room, replacement equipment or repair personnel available, or
alternative equipment types to support their teaching. You will never know unless you ask, and do a
bit of investigation. Sometimes the squeaky wheel does get the grease.

Issues of difference

University faculty members have long noted particular challenges faced by individuals who differ from
their colleagues and community in any of a number of ways. This may include gender, race, ethnicity,
sexual orientation, religion, urban / rural, or political commitments, among others. While typically a
university community better addresses these issues of difference than other settings, there remain
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some particular challenges for instructors, and these may be particularly acute for new faculty
members. These situations are best addressed directly, openly and early on to minimize the impact on
an individual’s career.

Q.4 Discuss the prevailing structure of Teacher Education in the country. What measures
should be taken for its improvement? (20)

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting
EFA and MDGs commitments. Education remains a subject which is paid least attention in the whole
South Asian region. UNDP report 2014 suggests that there has been an improvement in other elements
of human development such as life expectancy, per capita income and human development index value
(in past 3 years); but there has been no progress in the number of schooling years. The expected
average for years of schooling in 2010 was 10.6 years but the actual average of schooling remained
4.7 for all South Asian countries. In the year 2013 the expected average of number of years increased
to 11.2 but the actual average of years of schooling of South Asian countries remained 4.7. Regional
cooperation mechanism can also be developed to promote literacy in South Asian region. Sharing
success stories, making country-specific modifications and their implementation can generate positive
results.

The Ministry of Education acknowledges the work and input of all provincial and area governments for
development of the National Education Policy. In fact the document reflects the commonalities culled
from the advice and input of the governments of all the federating units as well as members of civil
society, Universities, experts of MoE & provincial/area Education departments, education managers,
specialists, academia, teachers, students, parents, and a host of other stakeholders including line
ministries, Higher Education Commission (HEC), National Vocational and Technical Education
Commission (NAVTEC), Institute for Educational Development- Aga Khan University (IED-AKU),
Academy of Educational Planning and Management (AEPAM), Pakistan Medical and Dental Council
(PM&DC) and Pakistan Engineering Council (PEC).

The objectives of teaching of Islamiyat shall be to ensure that all Muslim children are provided
opportunities to learn and apply the fundamental principles of Islam in their lives with the
purpose of reformation and development of society on the principles of the Qura’an and
Sunnah.

Teacher education policy in Pakistan:

Regarding these vital points in develop countries like in Pakistan it is equally important to train our
teacher with new methodology of teaching and learning. Government is fully paying attention towards
the development of teacher education in Pakistan. If we talk about the history of Pakistani teacher then
we have to go back in the begging of beloved country.

But unfortunately there is no found significance achievement regarding the development of the
Pakistani teacher and students. These only happened due to inconsistency, lack of government
interest, flaws in the curriculum, shortage of trained teacher and lack of interest of teacher towards
their job or duty. All these factors combine into the low standard of education in Pakistan. If we talk
about China and Malaysia who got their independence before after our beloved country have reached
to height of success in the field of education. The per capita income or you may say GDP ratio towards
the development of education is really pitiable. The problem of inconsistency was the major issue in
the development of education in Pakistan. There were lots of reforms for the development of teacher
education in Pakistan and to increase the level of education but did not perused long enough in order
to achieve the fruits of better education in Pakistan.

Teacher education in Pakistan :(Training of Pakistani Teacher)

The lack of interest of Government towards the development of education in order to achieve brilliance
in the field of education is mainly lacking but thanks to Allah the era has come where Government is
taking positive steps towards the teacher education in Pakistan. This will result in positive manner of
the development of education of teacher and of course for the students. In order to increase the level
of education within the country so that we may trained teacher in country ADE and Bed level programs
are offered for the teacher education in Pakistan.

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The other main problem which we are having is the lack of interest of best minds towards the field of
education. It has been seen that best minds are not interested in the field of education and to
magnetize them towards teaching can be done by financially raising the standard of teaching. If a
teacher is financially safe and sound then he or she will be more comfortable towards teaching. This
also should be made the part of teacher education in Pakistan to have best trained teacher so that they
become attractive towards the field of education in Pakistan. The other main issue is of quality
curriculum as educationists very well know the importance of quality curriculum. It should be imposed
same throughout the country in order to have educationally strong nation.

Strong development of education

Dual curriculum is another issue which is not letting strong development of education in country. Usaid
is also playing its role towards the teacher education in Pakistan by financially supporting the cause of
trained teacher in Pakistan. These some pointed problem needed to be solved in order to have strong
basis of teacher education in Pakistan which will contribute towards the making of strong nation of
country. Internet is considered as one of the important sources for identifying teaching-learning
material. However, it was observed that some of the faculty members are not literate in computers and
Internet. So they are facing challenges in accessing the teaching-learning resources that are available
on the Internet or in soft version. Therefore, the faculty members of colleges need to be helped in
acquiring workable computer and Internet skills.

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

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

Education is surely the back bone of development in any county, In Pakistan the educational policy
commute very often. Every government strives to implement different practices with the aim to raise
the standard of education. However there are still huge discriminations about the exposure of
education among different segments of society. Unfortunately every education policy implemented in
Pakistan has failed to come up with one standard level of curriculum for all students. A lot of factors
are responsible for it. including but not limited to, level of income, religious views & the existence of
private schools & colleges. The schools administered by the state are not completely capable for
providing quality education. Especially the subjects that are thought in English language are ignored by
most of the teachers & students. So there is still a big room of improvement.
Literacy Graff:

As a matter of fact a new education policy is implemented this year. Education policy 2009 is
implemented with a focus to increase the literacy rate in tribal areas of Pakistan, which was & still is
the major ground for terrorist people since many years. The objective of this policy is to seek a steady
increase in literacy rate in that part of the country, by achieving the target of 86 per cent overall
literacy rate, according to the policy Grades 11 and 12 of the college will be merged into the school
education in near future. the higher education sector will also be raised by existing 4.7 per cent to 15
per cent by 2020.

In service teaching criteria:

The teacher training and its frame work in our country is a lengthy and though matters but at the
same time some policy can make a good criteria about the teaching psychology to groom more and
more variance in teaching concept. While revealing the challenges Pakistan has in its education sector
is a lengthy story. The first 10 years of academic life is very important for students. However the
schools run by private entities are good in providing quality education with qualified teachers & where
English is considered as the medium of instruction. But that school are limited to rich families. We are
here to talk about general public. The big problem in the state run education system is English. Yet the
policy makers have to accept that learning more about English is very necessary at primary level of

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education. We are living in an era where if we didn’t get command over English we cant expect big
improvement in the quality of teaching education.

Better suggestions:

It is about time we gave up making new policies and actually started implementing the old ones. Three
important steps need to be taken at once. Firstly, there has to be a complete empowerment of district
and local governments as providers of education specially secondary education and teachers training
about school method. Secondly, crash programmes need to be introduced in order to improve
enrollment; adult literacy packages need to be provided because we are already very late. Lastly, a
greater involvement of the private sector is needed in providing secondary and higher-level education
within a pro-poor regulatory framework that prevents the COM modification of education. These
interventions need to be complemented by a comprehensive madrassa reform, whether the madrassas
like it or not, and dismantling of the ‘jihadi,’ xenophobic and shameful curricula edifice that provides an
illusory cover to a crumbling and defunct.

Basic education:

Since 1970’s, teacher education for all teachers in basic education has been arranged at universities.
Before that primary school teachers were educated at teacher-training colleges and they had about 3
years education. Secondary school teachers had academic discipline education (about 5 years) in
universities and thereafter practical teacher training in normal schools connected with universities or
teacher-training colleges. In 1979, the basic qualification for secondary and primary school teachers
was defined as a Master's degree in the form of programmes requiring about 5 years to complete. The
purpose of this modification was to unify the core aspects of elementary and secondary school
education and to develop an academically high standard of education for prospective teachers. Teacher
education for the secondary school level was also reformed by expanding the scope of pedagogical
studies.

Secondary school teaching practice:

Teachers’ pedagogical studies also include supervised teaching practice. The aim of guided practical
studies is to support students in their efforts to acquire professional skills in researching, developing
and evaluating teaching and learning processes. In addition, students should be able to reflect critically
on their own practices and social skills in teaching and learning situations. During supervised practical
studies, students should meet pupils and students from various social backgrounds and psychological
orientations and have opportunities to teach them according to the curriculum. Teaching practice is
integrated with all levels of teacher education time. It is supervised by university teachers, university
training school teachers or local school teachers depending on the phase of practice.

Q.5 Explicate the concept of Student (Practice) Teaching by focusing at the sequential steps
of pre-service training. (20)

Creative and Performing Arts in Botswana is at its infancy stage. The program was introduced in
primary schools in 2002 and like all subjects at that level; it was made compulsory for all students. It
comprises of four disciplines (art and craft, design and technology, music and physical education) at
lower primary and six disciplines (art and craft, design and technology, music, physical education,
home economics and business studies) at upper primary. The curriculum was a response to the
requirement of the Revised National Policy on Education (RNPE, 1994) which recommended that “a
wide range of practical subjects be included in the primary curriculum in order to help students develop
an understanding and appreciation of technology, manipulative skills and familiarity with tools,
equipment and materials. Most primary school teachers in Botswana have limited knowledge and skills
in Creative and Performing arts (CAPA) disciplines therefore, those who get opportunities to go for
further training need effective training in this area; through application of methodologies during
classroom lectures, tutorials and assistance during teaching practice for them to successfully
implement the CAPA syllabus when returning to the teaching field.

Thus, teaching practice (TP) is perceived by educators as a training requirement for teachers. Teacher
training institutions engage student-teachers in teaching practice because they view it as an important
part of teacher education. This is the time student-teachers are given the opportunity to practice the
techniques of teaching to prepare them for the real world of the teaching profession. Student-teachers
also know the rationale for teaching practice; they view it as an important aspect of their preparation
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for the teaching profession since it provides them with the skills of the real teaching profession. The
supervisor should conference with the students before and after the class observation (Major and
Mannathoko, 2013). However, despite its importance, teaching practice could be very challenging and
hence demoralizing and sometimes very frightening experience if students are not well prepared. It is
worth noting that students’ experiences during teaching practice can influence their perception and
attitudes towards the teaching of the subjects they are trained to teach and their teaching profession
as a whole.

The main features and objectives of a short professional development course for in-service teachers
working in Greek primary schools. The course has been modeled under the constructivist theory of
active learning and consisted of 3 daily meetings where the participants worked intensively through
three examples of the research-based teaching strategy “in-service training courses in Introductory
Mathematics”. The main objective of this training course was to provide the participants with a first
hand, practical contact with an active learning teaching strategy in order to break the close cycle of
“teaching as taught”. The course was designed to allow the participants to experience active learning
as learners, so they followed the in-service training course materials as if they were regular college or
high school students. This work set their minds for the next step, where they discussed and elaborated
as reflective teachers about the teaching material and about their students’ difficulties in learning the
subject matter.

The preparation of a Strategic Framework for Teacher Education and Professional Development, as
stated below, is an attempt to develop a policy framework that captures the problems at the root and
turn them into policy points for dialogue and action. In turn, the comprehensive review of Pakistan’s
experiences in teacher education reform will hopefully help the Government pave a constructive way
forward. It is hoped that the strategic framework will contribute to the current national education
policy review (2005-Present) that is concerned with paving the way toward a practical and yet
innovative policy for teacher. The noble profession of teaching has turned into an easy-to-abuse, least
attractive profession in today’s Pakistan. Generally, only such individuals like to serve as teachers who
are good for nothing. Individuals with better caliber and skill prefer to drive on other avenues of
economic life. Moreover, teachers are not well-paid, particularly, in the private sector, though the
situation of public sector is not encouraging either. Can such a mindset with inherent drawbacks
introduce healthy trends in Pakistan’s extant education system and can it really cultivate a crop of
inventive and free-thinking minds in such depravity? Certainly not. The whole ingenuity, in fact, gets
badly affected in this type of environment.

Assume in perceptions:

We assume in our illusive perception that, by increasing the study hours and providing tutoring, we are
educating our children in Western lines. However, this erroneous perception is immediately out when
we take even a cursory glance into the Western education model. Schools and colleges have five
working days a week in the West; and students are relieved with two holidays on the weekend.
Furthermore, study hours at primary and secondary education levels hardly match our work routine.
We far surpass them in our study labor, but with extremely poor results. Unfortunately, this notion has
somehow found root in our society that we are doing a great service to our children by overburdening
them with educational stuff and imprisoning them into the systematic clumps of a 10 to 14-hour study
a day. Schools offering morning-till-evening teaching and coaching services are not only doing a
handsome business, but they are also boasting an ever-increasing number of students enrolled every
term.

Objective circumstances:

In such objective circumstances of unhealthy educational atmosphere, the hurdles for Pakistani
students are manifold. Such hurdles can be classed under three broad headings up until the secondary
school. Thus, the problems our students face are: (i) non-native medium of learning, (ii) unskilled
teaching, and (iii) mind-racking study burden of time and labor. Is there a solution to these problems?
Indeed there is a solution to every problem; but, as it is taking us so long to fix the problems, we do
not have it probably. Nay, putting it more appropriately, we do not have a solution, for we do not want
one, and one must not forget in this current scenario that ‘where there is a will, there is a way’.

In eighteen amendments:

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Article 25A introduced in the constitution of Pakistan through 18th amendment having direct bearing
on the education sector which makes education of 5-16 years child free and compulsory. As a result of
omission/removal of the concurrent list under the eighteenth amendment has devolved the key roles of
educational policy, planning and curriculum in the exclusive legislative jurisdiction of the provinces. “In
recognition of the importance of a sector plan, the Government of Baluchistan has developed a
‘situation analysis’ in the education sector that eventually leads to development of a sector plan.
Government of Baluchistan with Policy Planning and Implementation Unit (PPIU) through SCSPEB has
initiated to develop Baluchistan Education Sector Plan (BESP), financial & technical assistance provided
by UNICEF.

Early issues before 18th amendment:

Before the 18th Amendment, the Education System in Pakistan was the responsibility of Federal
Government. The Ministry of Education at Federal level was responsible for formulating Policies,
Planning and Promotion of Educational facilities across the country. But, after the passing of 18th
Amendment, the responsibilities of Education System are divided among the Federation and the
Provinces.

the third system responsible for aggravating education system of Pakistan is Madarsah school system.
Such religious schools are being operated by religious scholars on their creative way of teaching having
no interference or directions from government. The current education budget of Pakistanis just 2.5 %
of GDP whilst Nepal 2.7%, Srilanka 3.2%, India 3.5% and Bangladesh is 3.5%. The low education
budget shows the negligence of education. Remember, 95 per cent of education budget is incurred on
salaries and maintenance.

Standard and quality:

Outdated examination system is another point of discussing the standard of education in Pakistan. The
primary to middle examination system is splendid for increasing the role of teacher in its class. Such
school teachers are responsible to seek exam from the course they cover in class. Hence students are
acquainting of how to prepare for exam. Irrespective of primary-middle examination, IV to XII
examination process has been enlarged from class teacher to board’s selective teachers. The Board of
Intermediate and Secondary Education (BISE), a divisional board has a significant role to rule out the
syllabus for IV to Xii respectively; and keep right to form a exam paper in its own supervision. This
rationale of conducting exam is excellent but lack of communication system between school and
college authority and concern officers of board have created uncertainty among students about the
extracting paper for the exam. The following are the flaws in examination system.

Basically, from last two decades, all importance has given to standardize higher education or university
education; for this purpose, another two universities are established from 132 to 134. An independent
body Higher Education Commission (HEC) was formed to regulate the universities of Pakistan. On some
extent, the HEC has succeeded in towards it purpose, but after the 18th amendment, HEC was
dissolved and to be made the education a provincial subject.

Goals and objectives in teacher training:

Therefore, Millennium Goal for 2015 in education policy 2009 seems impracticable. Along with primary
education, technical education of woman vocation and poly technical education has been set aside of
no importance. Basically, technical education play vital role to decrease the rate of unemployment on
immediate basis. There are numbers of technical institutions are in ready position to provide technical
education but due to mismanagement these liable no beneficial since their structural presence. One
side in advanced countries, the respected government has described the system of teachers training as
to equip modern techniques of teaching method to their teachers. Consequently, they are now are the
champions of modern civilization in science, art, philosophy, literature. In contrast, Pakistan too
launched same pattern for training their teachers, but inefficiencies almost succumb to outstanding
process. On other side, teachers too have failed to attend regular classes on available old culture of
teaching method from primary to college level in rural and urban areas. The Education department is
not taking stern measures against these elements due to political reconciliations.

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