Development of Teacher Education in Pakistan-Unit 03- 8626
- 1. DEVELOPMENT OF TEACHER EDUCATION IN PAKISTAN (8626)
- 2. INTRODUCTION No system of Education could be better than its teacher. Teachers are essential players in promoting quality education, whether in schools or in more flexible community based programmes; they are advocating for change. Teacher education refers to the policies and procedure designed to equip teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the school and classroom. The National Council for Teacher Education has defined teacher education as 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.
- 3. Teacher Education in Pakistan "Teacher" is the core to achieve quality education Pakistan pursues. The teaching force in Pakistan is 1.35m working in government schools. Total teacher training institutions for pre-service training are 275. Teacher training resource centers in the districts are 300. In Pakistan teachers at the elementary and secondary levels are mostly trained under a prescribed curriculum. They are recruited on the bases of Professional Qualifications. In the college Education & Universities most of the lecturers are untrained with only academic qualifications. But now Higher Education academics have been established to train the in- service teachers with certain modules and competences courses of Higher Education Commission in Pakistan.
- 4. Overview of Teacher Education Training Institutions University of Education, Punjab Directorate of Staff Development (DSD), Punjab Bureau of Curriculum and Extension Wing, Sindh Provincial Institute of Teacher Education (PITE), Sindh College of Education, Sindh
- 5. Cont Directorate of Curriculum and Teacher Education (DCTE), KPK Regional Institutes of Teacher Education (RITES), KPK Provincial Institute of Teacher Education (PITE), KPK Institutes of Education and Research (IERs), KPK Training Outposts etc.
- 6. Teacher Education Programs in Pakistan Elementary School Teachers Elementary School Teachers training have certain levels which correspond with the general education ability of the teachers. Teachers for the primary schools are trained, and must have passed Secondary School examination. They are provided one year training. After completion of this training they are awarded a certificate called Primary Teacher’s certificate (PTC). Those who possess FA/F.Sc certificate are given one year training and awarded a certificate called Certificate in Education (CT). PTC and CT training is provided by the Government Colleges of Elementary Education (GCEE)
- 7. Structure of Teacher Education in Pakistan
- 8. Cont…
- 9. Role of AIOU in Teacher Development AIOU is an autonomous distance learning university which also offers courses in education for managers, planners and teachers. Education policy 1998-2010 of Pakistan envisaged for the specific role of AIOU. Total enrollment in AIOU is 10,000 every year. Its courses include pre- service and in-service programs for teacher certification and other graduate and post graduate professional qualifications in education. There is a wide range of certification options available from Primary Teachers Certificate (PTC) to PhD in education.
- 10. National Professional Standards The duration is one & half months, both for short and long practice in the designated schools of male and female of Education Department, University Education is Co-Education, but there are separate centers for male and female at the lower levels The policy and planning wing Ministry of Education Government of Pakistan Islamabad in 2009 framed ten Standards for teacher Education. Each Standard has three parts i.e. 1) Knowledge & Understanding (What Teacher Knows) 2) Dispositions (Behavior / attitude / value) 3) Performance (Skills).
- 11. Cont… Standard 1: Subject matter Knowledge Standard 2: Human growth & Development Standard 3: Knowledge of Islamic ethical values / Social life Skills Standard 4: Instructional planning & Strategies Standard 5: Assessment Standard 6: Learning environment
- 12. Cont… Standard 7: Effective communication & Proficient use of Information & Communication Technologies Standard 8: Collaboration and Partnerships Standard 9: Continuous Professional Development & Code of Conduct Standard 10: Teaching of English as a second language
- 13. The Accreditation of Teacher Education Programs Standard 1: Curriculum & Instruction. Standard 2: Assessment & Evaluation System. Standard 3: Physical Infrastructure / Academic Facilities & learning resource Standard 4: Human Resources Standard 5: Finance and Management. Standard 6: Research & Scholarship. Standard 7: Community Links & outreach.
- 14. Secondary School Teachers The institutions preparing secondary school teachers are known as Colleges of Education. Secondary school teacher education curriculum was revised by the National Committee of Experts. The revised curriculum had been introduced w.e.f. September 1976. Innovations like the semester system, non-vocational training of teachers, introduction of agro technical subjects and 3-year B. Ed. training programme had been recommended in the revised B. Ed. Programme. One-year B.Ed. Programme (14+1) 2 Years ADE and 4 Years B.Ed. Hons.
- 15. Higher Education The institutions making, available advanced training by awarding M.A. Edu./M.Ed. degrees are called Institutes of Education and Research and are usually affiliated to the universities. These institutions, for the professional training of teachers, bear a direct relation between the educational changes and the role of teachers.
- 16. M. Ed. Programme The M.Ed. Programme aims at preparing educational planners, managers, administrators, teacher educators, guidance counselors, researchers and leaders in specific areas of education. Following areas of specialization have been recommended by the National Committee on Teacher Education Curriculum: 1. Educational Administration 2. Curriculum Development 3. Primary Education 4. Secondary Education 5. Teacher Education 6. Science Education 7. Educational Planning and Development 8. Special Education 9. Adult Education 10. Instructional Technology 11. Guidance and Counseling 12. Research and Evaluation
- 17. In-Service and Pre-Service Training All over the Pakistan, different types of pre-service and in-service training programmes are in operation. Teachers can get training from: Conventional Teacher Training Programme Field-based Teacher Training Programme Distance Teacher Training Programme Education Extension Centre Programmes Learning Modules Training of the Primary and Non-Formal Education (PNE)
- 18. In-service Training Programmes Education Extension Centres/Directorate of Staff Development Refresher Training Course (RTC) Primary Teacher Orientation Course (PTOC) of Allama Iqbal Open University Primary and Non Formal Education (PNE)
- 19. Development and Problems of Teacher Education Institutional and Functional Management of TPD Inter-tier Coordination Governance and the Institutional Setting Donor Coordination Issues Governance and Private Sector Involvement
- 20. Problems of Teacher Education Absence of Practical Policy & Standards Accreditation System in Pakistan Institutional Clutter: Lack of Linkage between the Institutions: Core Competencies Recruitment
- 21. Cont… Curriculum Teacher Educators Pre-Service Programs In-Service Programs Support System and School Management Incentives and Career Path
- 22. Cont… Cost Effectiveness of Existing Pre-Service TPD Programs Low Understanding of Budgeting for TPD Allocations and Utilization Teacher Quality Monitoring and Evaluation Donor Supply Driven Initiatives High Per Capita Cost for Low Grade Teachers
- 23. Recommendations Provide a Policy and Framework Cover Fixing the Institutional Puzzle Developing Teacher Core Competencies Proper Recruitment Practices Proactive Up-to-Date Curriculum In-Service Programs
- 24. Cont… Pre-Service and In-Service Trainings Healthy School Support Structure Incentives Monitoring and Evaluation Infrastructure Refrain from Exceeding the Capacity Non-Formal Teachers