UNIT 1

INTRODUCTION TO TEACHING PROFESSION

DEFINITION OF EDUCATION:
According to some learned people, the word "Education" has been derived from the Latin
term "Educatum" which means the act of teaching or training. A group of educationists
say that it has come from another Latin word "Educare" which means "to bring up" or "to
rise". According to a few others, the word "Education" has originated from another Latin
term "Educere" which means "to lead forth" or "to come out". All these meanings
indicate that education seeks to nourish the good qualities in man and draw out the best in
every individual. Education seeks to develop the innate inner capacities of man. By educating
an individual we attempt to give him some desirable knowledge, understanding, skills,
interests, attitudes and critical 'thinking. That is, he acquires knowledge of history,
geography, arithmetic, languages and sciences. As an individual in the society, he has to think
critically about various issues in life and take decisions about them being free from bias and
prejudices, superstitions and blind beliefs. Thus, he has to learn all these qualities of head,
hand and heart through the process of education.

DEFINED BY WESTERN PHILOSOPHERS:

According to Aristotle
“Education is the process of training man to fulfill his aim by exercising all the faculties to
the fullest extent as a member of society”.
According to Socrates
"Education means the bringing out of the ideas of universal validity which are latent in the
mind of every man".
According to John Dewey
“Education is a process of living through, a continuous reconstruction of experiences”.
DEFINED BY MUSLIM THINKER:

According to Allama Iqbal

“Education is the activity of recognizing God and understanding oneself”
According to Ghazali
“Education is the activity of enabling an individual to recognize the God and discriminate
between good and bad”.
According to Shah Wali ullah
“Education is the activity of developing the sense of good and evil so that an individual can
choose the good and reject the evil”.

1
CONCEPT OF TEACHER 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.

1.2 MEANING AND NATURE OF TEACHER

EDUCATION :

Meaning of Teacher Education :

It is well known that the quality and extent of learner
achievement are determined primarily by teacher competence,
sensitivity and teacher motivation.
The National Council for Teacher Education has defined
teacher education as – A programme of education, research and
training of persons to teach from pre-primary to higher education level.

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.

According to Goods Dictionary of Education Teacher

education means, ―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
responsibilities more effectively.‖

In 1906-1956, the program of teacher preparation was called

teacher training. It prepared teachers as mechanics or technicians. It
had narrower goals with its focus being only on skill training. The
perspective of teacher education was therefore very narrow and its
scope was limited. As W.H. Kilpatric put it, ―Training is given to
animals and circus performers, while education is to human beings.‖

Teacher education encompasses teaching skills, sound

pedagogical theory and professional skills.

2
 Teacher Education = Teaching Skills + Pedagogical theory +
Professional skills.

Teaching skills would include providing training and practice in the

different techniques, approaches and strategies that would help the
teachers to plan and impart instruction, provide appropriate
reinforcement and conduct effective assessment. It includes effective
classroom management skills, preparation and use of instructional
materials and communication skills.

Pedagogical theory includes the philosophical, sociological and

psychological considerations that would enable the teachers to have a
sound basis for practicing the teaching skills in the classroom. The
theory is stage specific and is based on the needs and requirements that
are characteristic of that stage.

Professional skills include the techniques, strategies and approaches

that would help teachers to grow in the profession and also work
towards the growth of the profession. It includes soft skills, counseling
skills, interpersonal skills, computer skills, information retrieving and
management skills and above all life long learning skills.

An amalgamation of teaching skills, pedagogical theory and

professional skills would serve to create the right knowledge, attitude
and skills in teachers, thus promoting holistic development.
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.‖

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 skills that are
called ―tricks of the trade‖.

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

service and in-service programmes for teachers, it is meant to be
involved in various community programmes and extension
activities, viz adult education and non-formal education
programmes, literacy and development activities of the society.

5) 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.

3
 6) 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.

7) As in other professional education programmes 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.

8) Teacher education has become differentiated into stage-specific

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

TRADITIONAL AND MODERN CONCEPT OF EDUCATION

In the context of this initiative, the terms Traditional and Modern Education are used
to suggest teaching imparted by use of conventional methods and teaching imparted using
modern technology respectively.
There is a difference in the opinion of the people regarding the use of traditional
teaching methods and modern teaching methods.
Traditional Classroom:
The teacher in a traditional classroom will try to explain the concept verbally and/or
through the blackboard where she will diagrammatically explain how evaporation of water
occurs. There were no technology, no multimedia. There was no freedom of speech.
Modern Classroom:

The term "Modern" is concerned it is "characteristic of present and recent time". So the
definition of "modern education" can be said as "the act or process of imparting the
knowledge about our present world and society". So education of recent time is good or bad
depends upon the person’s perspective of taking things. See there are good things and bad
things associated with everything.
The teacher in a modern classroom could choose from a wide variety of real life examples of
evaporation such as boiling water for tea or clothes drying up in sun etc. and run a short video
to take the students through the experience of evaporation.

4
Broadly speaking, the impact on students’ learning of these two methods can be categorized
as follows:

1. Cognitive development:

In the traditional learning method, the teacher communicates knowledge to students

expecting it to be absorbed and assimilated by students as it is. This usually leads to rote
learning without real understanding of the topics.

Using modern teaching methods, the students can be involved deeply in the learning
process and made to research and come up with their own analysis which leads to a two-way
learning that helps to sharpen their cognitive, reasoning and imaginative abilities.

2. Assimilation of knowledge:

The knowledge received just by verbal or blackboard method doesn’t go as deep in

memory as does knowledge imparted by audio-visual techniques. When information is
presented visually in format that can be related to real life (as in the example above), the
students can absorb and retain that information for longer periods of time.

3. Well rounded personality development:

Since the traditional teaching methods usually follow a structured unidirectional approach,
the students don’t get the opportunity to go beyond what’s presented to them. In the case
where more modern techniques are applied, the students get exposed to knowledge beyond
text books that contributes to increased confidence, feelings of empowerment leading to a
much more rounded personality.

4. Experiential learning:

In the evaporation example mentioned above, we saw that the traditional teaching uses
mainly verbal communication while modern methods use a variety of different methods. The
modern teaching involves a more holistic experiential learning where a student learns by
engaging various senses and feelings or perceptions. Knowledge is constructed through play,
direct experience and social interaction.
The traditional learning however, is restricted to just listening by students limiting the
scope of learning experience. Historically, the primary educational technique of traditional
education was simple oral recitation. Knowledge was absorbed through lectures, worksheets
and texts.
5. Applicability of knowledge:

With the assistance of modern methods such as computers, the students can be
presented with an environment where they can practically apply the knowledge to
simulated real life problems. This type of learning is difficult to impart when the
reliance is just on blackboards.

6. Role of Teacher:

5
 The teacher sets the stage and remains in the background in such a learning situation.
Through this process there is more learning and less teaching; more study and activity and
less recitation. Pupils are guided in the solution of vital problems of individual and social life.
Teachers are facilitators, guides who foster thinking.
Traditional approach the teachers’ primary activity was assigning and listening to these
recitations; students studied and memorized the assignments at home. A test or oral
examination might be given at the end of a unit, and the process, which was called
"assignment-study-recitation-test", was repeated. In addition to its overemphasis on verbal
answers, reliance on rote memorization (memorization with no effort at understanding the
meaning), and disconnected, unrelated assignments, it was also an extremely inefficient use
of students' and teachers' time. This traditional approach also insisted that all students be
taught the same materials at the same point; students that did not learn quickly enough failed,
rather than being allowed to succeed at their natural speeds.

WHAT IS A PROFESSION?
Given the purpose of this treatise, a mere attempt to define or simply to conduct an
examination of design professionalism would, I believe, be inadequate. In order to
responsibly define design professionalism we must first fundamentally understand what
a profession is and what conditions are required for it to exist.
Let's examine the vital, identifying characteristics of a profession and see how, as a
collection, they combine to create something distinct from the average vocation.
From Merriam-Webster's Medical Dictionary (via [Link])
pro•fes•sion
Pronunciation: /prə-‘fesh-ən/
Function: n
1. a calling requiring specialized knowledge and often long and intensive academic
preparation
2. the whole body of persons engaged in a calling
As a concise and very general definition, this one above serves quite well. There is, of
course, much more to a profession. During my research, however, I found the many lists
describing the characteristics of professionalism to be filled in every case with
irrelevancies, contradictions, non sequiturs, errors, or all of these! Never in my wildest
imagination did I expect to encounter such a troubling situation and it left me with a
crucial task to accomplish here.
Given that (apparently) all other such examples are lacking in logic, integrity, and
morality, I have undertaken the task of assembling what I submit as the essential list of
characteristics of a profession. It differs from what you will find elsewhere by way of its
integrity. Moreover, it will serve as the body of characteristics used in this treatise as the
baseline for reference throughout.

THE FUNDAMENTAL CHARACTERISTICS OF A PROFESSION:

1. Great responsibility
Professionals deal in matters of vital importance to their clients and are therefore
entrusted with grave responsibilities and obligations. Given these inherent obligations,
professional work typically involves circumstances where carelessness, inadequate
skill, or breach of ethics would be significantly damaging to the client and/or his
fortunes.

6
2. Accountability
Professionals hold themselves ultimately accountable for the quality of their work with
the client. The profession may or may not have mechanisms in place to reinforce and
ensure adherence to this principle among its members. If not, the individual
professional will (e.g. guarantees and/or contractual provisions).
3. Based on specialized, theoretical knowledge
Professionals render specialized services based on theory, knowledge, and skills that
are most often peculiar to their profession and generally beyond the understanding
and/or capability of those outside of the profession. Sometimes, this specialization will
extend to access to the tools and technologies used in the profession (e.g. medical
equipment).
4. Institutional preparation
Professions typically require a significant period of hands-on, practical experience in
the protected company of senior members before aspirants are recognized as
professionals. After this provisional period, ongoing education toward professional
development is compulsory. A profession may or may not require formal credentials
and/or other standards for admission.
5. Autonomy
Professionals have control over and, correspondingly, ultimate responsibility for their
own work. Professionals tend to define the terms, processes, and conditions of work to
be performed for clients (either directly or as preconditions for their ongoing agency
employment).
6. Clients rather than customers
Members of a profession exercise discrimination in choosing clients rather than simply
accepting any interested party as a customer (as merchants do).
7. Direct working relationships
Professionals habitually work directly with their clients rather than through
intermediaries or proxies.
8. Ethical constraints
Due to the other characteristics on this list, there is a clear requirement for ethical
constraints in the professions. Professionals are bound to a code of conduct or
ethics specific to the distinct profession (and sometimes the individual). Professionals
also aspire toward a general body of core values, which are centered upon an
uncompromising and unconflicted regard for the client's benefit and best interests.
9. Merit-based
In a profession, members achieve employment and success based on merit and
corresponding voluntary relationships rather than on corrupted ideals such as social
principle, mandated support, or extortion (e.g. union members are not professionals).
Therefore, a professional is one who must attract clients and profits due to the merits of
his work. In the absence of this characteristic, issues of responsibility, accountability,
and ethical constraints become irrelevant, negating any otherwise-professional
characteristics.
10. Capitalist morality
The responsibilities inherent to the practice of a profession are impossible to rationally
maintain without a moral foundation that flows from a recognition of the singular right
of the individual to his own life, along with all of its inherent and potential sovereign
value; a concept that only capitalism recognizes, upholds and protects

7
CRITERIA FOR A TEACHING PROFESSION
Here are the criteria for qualified and excellent teachers.
Criteria for qualified teachers
A qualified teacher is expected to have teaching experience beyond what is required for
employment as a teacher at Umeå University. The level of qualified emphasises the
engagement and expertise of teachers in planning, implementation, examination, evaluation
and development of teaching and in their interaction with students.
 Extensive teaching experience at university level
 Teaching ability
 Engagement in the teaching assignment
 A reflective approach towards their own teaching activities

Criteria for excellent teachers

An excellent teacher is expected to have educational experience beyond what is required for
the qualified level. The level of excellent emphasises educational leadership and the ability to
disseminate knowledge.
 A scholarly approach to the practice of higher education teaching
 Engagement and expertise in educational leadership
 Developed their higher education teaching activities over time

TEACHING AS A PROFESSION
Characteristic # 1. It Essentially Involves an Intellectual Operation:
Since teaching involves arousal of interest in teaching learning process, it requires an
intellectual operation.

The teacher evolves a suitable plan of action to carry out teaching by creating a conducive
and supportive learning environment to achieve the pre-specified objectives, i.e. bringing
desirable changes in the behaviour of the learners.

All the above are intellectual operations on the part of teacher. Therefore, teaching is
essentially an intellectual operation and exercise.

Characteristic # 2. It Draws Material from the Spectrum of Science:

Teaching is not only an art but also a science. As an art it propels teachers to acquire some
skills which are called “tricks of the trade”. As such, a teacher needs to be trained properly in
order to achieve some objectives.

From the stand point of science, it goes through certain steps which are followed in the
training of a teacher. He/she is well-versed with the steps of teaching which go in a
systematic way. Therefore, teaching is not a haphazard affair. It requires proper planning to
reach the goal. It is a goal directed process.

Characteristic # 3. It Transforms Raw-material into a Practical and Definite End:

8
Learners are prospective raw-materials in teaching profession. They are prepared to teach
with efficiency and effectiveness for the larger interest of society which has varied
expectations. They are trained into a practical and definite end by means of providing right
knowledge and practical training in teaching and other pedagogical courses.

Characteristic # 4. It Possesses an Educationally Communicable Technique:

An important characteristics of teaching as a profession is its nature of science. As teaching is
a science, teaching techniques are systematic and have certain steps to be followed. It is
easily communicable for its wide application.

Characteristic # 5. It Tends towards Self-Organisation:

It demands sensitivity of personnel involved in teaching activities towards growth and
development of profession. So, they are self-organised by evolving a definite mechanism to
sustain and promote the standards of teaching profession.

Characteristic # 6. It Basically Performs a Social Service:

A nation or a society marches forward on the track of development if teachers serve in a
better manner to effect changes in various ways. Teaching infuses a sense of service in the
minds of teachers, because teaching is essentially a social service. Self-interest recedes giving
way to general interest. It accords high premium on social service-the crux of profession.

Characteristic # 7. It Has A Lengthy Period of Study and Training:

Another chief characteristic of teaching is that this profession requires a lengthy period of
study and training. In other words, a person willing to take up this profession has to study for
a number of years and acquire mastery over the contents of the subject matter. After this,
he/she has to pursue training in teaching skill and method.

Characteristic # 8. It Has A High Degree of Autonomy:

Autonomy is free from any form of intervention. Any form of intervention in teaching
activities is not brooked right from planning of activities, identifying instructional objectives,
development of curriculum, and transaction of curriculum, evaluating student’s performance,
framing of admission and promotion rules to organisation of co-curricular activities.

Characteristic # 9. It is Based Upon a Systematic Body of Knowledge:

Knowledge springs from different layers and spheres of life—social, political, historical,
psychological, economic, cultural and religious. Teaching as a profession is based upon
systematic body of knowledge emanated from different spheres of human life and activities.

Characteristic # 10. It Has A Common Code of Ethics:

Teaching profession has a common code of ethics which guides the behaviour and conduct of
teachers in their institutions and outside. A code of professional ethics is a charter of rights
and duties for the protection of professional autonomy and freedom.

This can ensure development of a high degree of recognition, regard and social status of the
profession so that true professionalism emerges in the long run. He/she is committed to
his/her profession in a true perspective.

Characteristic # 11. It Generates In-Service Growth:

9
In teaching profession, a teacher always learns at all stages of teaching. Learning does not
stop. An extra-ordinary literary genius R.N. Tagore says, “A lamp can never light another
lamp unless if continues to burn its own flame; a teacher can never truly teach unless he
is still learning himself”.

The teacher has to be engaged in self-study and has to carry on self-learning in order to keep
himself/herself of abreast with the latest trends in his/her subjects. This aspect is emphasized
in teaching profession which ultimately leads to growth of a teacher while in service.

However, in-service training is a path finder for the growth of professionalism of teachers.
With all these characteristics, teaching has become a noble profession with the prime motive
of rendering multi-furious services to society

TEACHING COMPARED TO OTHER PROFESSION

Teaching profession is different from all other profession beacause

1- It is a profession of creating sparkle not burning or extinguishing.

2- In other peofession responsibility is to complete a task ,but in teaching creating task

compliter or clone of self.

3- In teaching there is an eaternal satisfaction of ability to do some thing for future world.

4- In this profession there are scopes for the teacher for reformation of social, cultural and
economical state.

5- In most of other professions the scope of contribution is limited , but in teaching…..

6- If a manager or a clerk does any mistake it will effect a person or a limited environment,
but a mistake done by a teacher may effect whole human race. For example terrorism is the
result of wrong teaching.

Teaching job is a job of high responsibility. Only well aware and responsible person should
come to this profession.

10
 UNIT 2
DEVELOPMENT OF TEACHER EDUCATION IN PAKISTAN

Teacher Education and Education Conference 1947

The first National Education Conference (NEC: 1947) clearly stated the need to establish
Teacher Training Institutes and at the most Teacher professional development was greatly
emphasized.
It was suggested that first five years were to be devoted to planning, appointment of teachers
and teachers training (Proceedings of the Pakistan Educational Conference, 1947).
Education commission report on 1959
Education commission report on 1959, paid great attention to teachers’ professional
development. (GoP, Matrix of previous policies, 2006).
National Education Policies
National education policies have thoroughly discussed the importance of Teacher
Professional Development.
National Education policy (1970)
Education policy (1970) defining its central idea, it remarked: “Education and training are the
two main components in developing a nation. To produce a literate and productive society,
we will have to ensure a cohort of highly skilled and trained persons in different fields of life
and same is the case of teacher training” (The New Education Policy, 1970 p.6.).
National Education Policy (NEP:1979)
The National Education Policy (NEP:1979) declared for the establishment of an Academy of
Educational Planning and Management (AEPAM) as well as improving the present structure
for Teacher Professional Development (MoE, National Education Policy 1979).
The National Education Policy (NEP 1998-2010)
The National Education Policy (NEP 1998-2010) also focused on the importance of Teacher
Professional Development and associated problems. The Policy was clear in admitting a gap
among various implementing strategies applied in the past and their desired outcomes. The
Policy stressed the lack of management of Teacher Professional Development and missing of
feasible policy.
 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.
 Introduction of programs of FA/[Link] 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.

11
 The policy stressed on the establishment of National Institute of Teacher Education
(NITE) to prepare skillful and effective master trainers and teacher educators
(MoE “National Education Policy 1998-2010”)
Education Sector Reforms (2002-2006)
The ESR (2001-2004) was set up to formulate an execution strategy for the implementation
of National Education Policy 1998-2010. The ESR outlines explicit actions to improve
teacher education (Jamil, 2004; MoE, “National Education Conference” 2006).
Rs.2500 million was allocated to set up 500 Teacher Resource Centers (TRCs) to provide
decentralized in-service trainings to teachers but unfortunately the source of expenses for
running the centers was not explained (Jamil, 2004).

National Education Policy 2009

IMPROVING TEACHER QUALITY
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.
Policy Actions
1. A Bachelors degree, with a [Link]., shall be the requirement for teaching at the elementary
level. A Masters level for the secondary and higher secondary, with a [Link]., 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.
2. Teacher training arrangements, accreditation and certification procedures shall be
standardised and institutionalised.
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-centred teaching, cross-
curricular competencies, and an on-site component.
4. A separate cadre of specialised 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
organised on a three-year cyclic basis. Progress in career shall be linked to such professional
development.

12
7. Recruitment of Teachers and running of Teachers Training Programmes shall be done at
the District level, so as to reduce the problem of teachers’ absenteeism and the negligence of
schools in remote areas
8. 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 rationalised and
need-based school allocation of teachers, which should be reviewed and modified annually.
9. To control absenteeism and multiple job-holding, Provincial and Area Administrations
shall develop EMIS data on teacher deployment.
[Link] and standardised in-service teacher training regime shall be established in
those provinces where it has not already been done.
[Link]-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 programmes to cater to emerging needs like
trainings in languages and ICT.
[Link] needs shall be assessed on the basis of research and training programmes.
[Link] 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.
[Link] teaching workforce shall be managed on a truly professional basis, organised as a
specialised function.
[Link] voice of teachers associations shall be given due consideration in decisions on
collective issues affecting teachers.
[Link] shall aim to draw upon resources from the private sector through public-
private partnerships, especially in the areas of teacher education and professional
development programmes.
[Link] Development Partners’ resources shall be harnessed within a broad national
programme of teacher improvement for the country as a whole through inter-tier
collaboration.

13
 UNIT 3
STRUCTURE OF TEACHER EDUCATION IN PAKISTAN

Introduction
Education is human growth, doing and undergoing socialization, a social enterprise and a
social activity. The dynamics of education related to the standard & Quality of Teachers.
Pakistan is a developing country. Since its inception in 1947, the first ever efforts were made
to strengthen the education sector. The 1steducational conference was held in Karachi in
Nov- Dec 1947. The father of the Nation Muhammad Ali Jinnah in his message to the
Conference said that:
“We should redouble our efforts to make teacher education rich. This will strengthen then the
system of education and in this way we can raise the status and honor of Pakistan in the
community of Nations”.1

The teacher is central element in the educational activities. The world is dynamic and the
boundaries of knowledge are extending in all directions. Similarly the methods and manners
of giving/imparting knowledge are also changing. The teachers should be aware of the new
developments and technology in the educational field. In the education policy of 1969 and
subsequent polices to 2009, teacher education and pedagogy is mostly emphasized.
In these policies teacher is considered to be the PIVOT of the entire education system.
Effective teaching demands that besides possessing, adequate knowledge of the subject
matter and techniques of teaching, our teachers must also exhibit full commitment to the
ideology of Pakistan.2
No system of Education could be better than its teacher. In 2009, the Govt. approved a
policy.3 In Chapter 6 “Raising the Quality of Education” about improving Teacher quality,
there was a consensus that quality of teachers in the public sector is unsatisfactory. Poor
quality of teacher in the system in large number is owned to the mutations in governance, an
obsolete Pre-Service Training structure and a less than adequate in-ServiceTraining regime.
Reform is required in all areas of teaching.4

Some Reflections
The policy action related to teacher education of 2009, ‘National Education Policy’ can be
appreciated. The suggested guidelines for teacher education are the following:
i). The basic qualifications for teaching at the elementary level would be [Link]. degree. This
programme should be completed by 2018, while the existing qualification shall be phased out
replacing it with [Link]. (Hons) Elementary followed by [Link]. (Hons) Secondary. There are
provisions for the less developed areas, where the existing conditions will remain till the
conditions are improved. The National Professional standards, accreditation and certification
procedures shall be standardized; curriculum of teacher education and scheme of studies will
be improved to bring them to students and social needs.

14
ii). The merit in appointments, promotions and postings shall be ensured. Similarly
Professional development in another area, where teachers should go through this programme
refreshes their thoughts in different disciplines of teacher education. A paradigm shift will be
encouraged to conceptual understanding, problem solving approach and practical skills.
Science Kits is provided to primary schools. Another area is Academic audit and
accountability will be introduced to control absenteeism multiple Job holding and other mal
practices in the teaching profession. Research and further training will be the component in
teacher education. The social status and morale of teachers be improved in form of raising the
salaries, up-gradation, rewarded system, incentives for hard areas, special short courses will
be organized, language skills for rural areas be designed teachers’ union shall be given due
consideration in decision making especially in collective issues confronting the education
system. Public / Private partnerships will be introduced in teacher education. The age for

recruitment especially for female teachers, will be waived off.

Table 1: Structure of Teacher Education in Pakistan

P.T.C (Primary Teaching/ Teacher Certificate)
C.T (Certificate in Teaching)
J.V (Junior Vernacular (Old System)
S.V (Senior Vernacular (Old System)
Diploma (Diploma in Education)

All the above meant and trained for elementary schools. There source are Regional Institutes
of Teacher Education. Duration of training is one year.

Table 2: University Education/Higher Education

B. Ed Bachelor of Education (One Year) (Phase out
[Link] (Hons) Bachelor of Education (Four Year)
[Link] 2.5 Bachelor of Education (2.5 Years)
[Link] 1.5 Bachelor of Education (1.5 Years)
M. Ed Master of Education (One Year)
M. A Master of Education (Two Years)
M. Phil Master of Philosophy of Education 2-3 years
Ph. D Doctorate in Education 2-4 Years

All the RITEs (Regional Institutes of Teacher Education and In- Service Schools) produce
the primary teachers. The new system ADE has been introduced, which is Two years
programme. All the Public Sectors and Private Sectors Universities produced the Bachelors
and Master as well as M. Phil and Ph. D Teachers in Education.
University of education Lahore has been established and dedicated to only teachers
Education Programmes. Allama Iqbal University produces teachers of all categories
throughout Pakistan, through distance education. Affiliated colleges are another sector.
The Curriculum of Teacher Education is designed by HEC and Provincial Bureau of
Curriculum of different Provinces. Medium of instruction is generally followed as English,

15
 but there is frequent use of Urdu as National Language in teaching. However, the Methods &
Methodology as given in the respective syllabus it varies from One Institution to another.

Teaching Practice 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. Mentoring

process is very rare.

Table 3: Pakistani System of Education

Primary / Elementary Grades I – V
Secondary Grades VI-VII (11-13 Middle)
Higher Secondary Grades IX-X (Age 14-15)
Higher Secondary Education Grades XI-XII (Age 16-18)
Madrrasahs Regional Institutions
Vocational/Technical One year after Secondary
System of Varies from Semester to
Examination/Assessment conventional
Grades A, B, C, D, E, F & CGPA.

Mr. James Coffman Executive Director of the U.S Educational Foundation in Pakistan
Islamabad has given a detailed commentary on the system of Education with special
reference to teacher Education in his article named as “Private Education in Pakistan” The
need for order said that Pakistani Government have never given high priority to educational
sector. Students and Faculty morale is extremely low. Research is practically nonexistent.
Classes scheduled are not respected and there is frequent interference of Political parties,
thereby, disrupting the academic year. Foreign trained Faculty is seen as guarantee of quality.
Private Sector too expensive and public sector of Higher Education is disastrous.
In her article titled “Education in Pakistan, all demand and little supply” by Masooma
Habib says that provision of education to its citizen is clearly not a priority for the
Government of Pakistan. Low investment in girls Education also imposes a high cost on
society. She ends her articles with the remarks that the current Education System in Pakistan
is a dismal.5
Robert Looney says that Vital Coalition in the war on terrorism, its geographical
proximity to Afghanistan and central Asia gives its tremendous Strategic importance.6 It is
the worlds’ Second most populous Islamic state (Pakistan). Singer who explored the
following options:
[Link] of Public Madrassahs.
[Link] Public Education System
[Link] of Alternative of Formal Education System.
[Link] Educational Aid from International Sources.7

Conclusion
From the above discussion it is evident that teacher in the process of teaching and learning
plays a central and unique role in shaping student’s personality towards social and moral
development.
Teachers as a man of character, an architect and reflects the souls of men.
The sole purpose is that teacher is the compendium of all virtues. All his characters
filter down to the students, inspiring them in the transformation of desirable values. The

16
 teachers may be newly qualified or experienced but his professional commitment,
pedagogical competence excellent in his subject speak high about his performance in the
classroom situation
In Pakistan teachers at the elementary and secondary levels are mostly trained under a
prescribed curriculum and they are recruited on the bases of those qualifications (Professional
Qualifications) but 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. It is expected that now onwards the quality
teachers will provide quality education to students.

To Change the mood are Mode of teaching and learning the U.S started a project in Pakistan
with a title Pre-STEP in Pakistan.9 However, despite of Donor interventions in Teachers
Education in Pakistan, Teachers Education has not improved. This is because of non –
seriousness of purpose and wastage of money, time and man power on the part of all
stakeholders. Teachers should be innovative, reformers of the society, critical inquirer etc.
There are very many issues related to Teacher Education, however this is the problem of the
Pakistan people, and they are responsible to resolve these issues. I will mention some of the
measures taken by the Govt. of Pakistan to strengthen teacher’s education e.g. National
Professional Standards, Accreditation of Teacher Education and other reforms in the
Curriculum of Teacher Education.

National Professional Standards

The policy and planning wing Ministry of Education Govt. of Pakistan Islamabad in 2009
framed the following Standards for teacher Education.
•Subject matter Knowledge.
•Human growth & Development.
•Knowledge of Islamic ethical values / Social life Skills.
•Instructional planning & Strategies.
•Assessment.
•Learning environment.
•Effective communication & Proficient use of Information & Communication. Technologies.
•Collaboration & Partnerships.
•Continuous Professional Development & Code of Conduct.

•Teaching of English as a second language.

Each Standard has three parts i.e.

1)Knowledge & Understanding (What Teacher Knows)
2)Dispositions (Behavior / attitude / value.
3)Performance (Skills) 10

To accredit Teacher Education programmes of all the Public and Private Universities who
offer Teacher Education programme, the Government in 2009 & the Higher Education
Commission has constituted the National Accreditation Council for Teacher Education
(NACTE), which is an autonomous body.
The conceptual framework of the standards for Accreditation of Teacher Education is
the following standards:
•Curriculum & Instruction.

17
 •Assessment & Evaluation System.

•Physical Infrastructure / Academic Facilities & learning resource

•Human Resources.
•Finance & Management.
•Research & Scholarship.
•Community Links & outreach.

It is expected that with these Steps taken by the Govt. the quality assurance and enhancement,
visible changes may be witnessed in the field of Teachers Education in Pakistan.11

Appointment Criteria for Teachers at Elementary and Secondar School Level

The quality of teaching is directly linked to the way students learn and then perform in their
achievement tests. Therefore, it is no mystery that the learning outcomes of students in
Pakistan are below par.

So, the question to ponder over is how to improve the equality of teaching trainings, pre-
service and in-service both; the starting point to improve the quality of teaching is to make
the recruitment process transparent and selection merit based.

However, the state of teacher recruitment in Pakistan has not been encouraging in the past
as political interference, nepotism, ghost teachers and nontransparent practices dominate
the process. It is encouraging to note that recent efforts have been made in all the provinces
to improve matters.

Sindh

Currently, there are 150,243 public sector teachers in Sindh as per government statistics. As
part of the reforms programme outlined in the Sindh Education Sector Plan 2014-18, the
provincial government has committed to make the teacher recruitment process merit-based.

Although simple to explain, the recruitment process in the southern province is time
consuming. According to the new recruitment policy enforced in 2012, teachers are now
hired through a test held by the National Testing Service (NTS) after posts are advertised
by the education department.

NTS was hired through competitive bidding in November 2012 to conduct tests of
candidates for teaching posts at the school level. As per the set criteria, 60% or moremarks
are required to pass the test. In order to promote more women teachers, female candidates
with 60% or more marks awarded an additional 20 marks. After the NTS test is held , the
results are made public through the display of a merit list.

The eligibility of successful candidates and their credentials is then verified by a District
Recruitment Committee (DRC), headed by the District Coordination Officer (DCO) and
includes the district education officer, district officers and educationists.

18
After verification, a report is submitted to the Reform Support Unit (RSU) which forwards
it the donor, the World Bank, for vetting. After the donor endorses the results, the teachers
are notified of their recruitment.

Although seemingly transparent, this mode of recruitment faces delays because of the
involvement of many stakeholders. According to media sources, there is still a backlog of
about 16, 000 letters for teaching posts advertised in 2012.

The issue of ghost teachers is also quite prevalent in Sindh where over 40, 000 such cases
were identified in 2014. The government is aware of these issues, and with the reform
programme focusing on ensuring transparency and merit based selection, perhaps these
problems will also be ironed out in coming days.

Balochistan

Around 59, 581 teachers are currently working in public sector schools of Balochistan as
per official statistics. In-line with the state of recruitment in Sindh, the hiring process in
Balochistan has also not been void of political intervention in the past.

However, the teacher recruitment process in the process in the province is now heading
towards transparency where lawmakers have surrendered their discretion in the selection
process. Teachers are now hired through two testing services: the Balochistan Testing
Service (BTS) for hiring of primary and middle school teachers and the National Testing
Service (NTS) for the selection of high school teachers.

Under the new reforms related to teacher recruitment and selection, a two-year Associate
Degree for Education (ADE) is compulsory for a position in public sector schools in
Balochistan. For secondary school teachers, a Master’s in Education (MEd) degree is also
necessary, along with a Master’s degree in his or her specialisation subject.

Recently, the National Accountability Bureau (NAB) launched an enquiry against more
than 600 teachers who were recruited based on fake documents and were serving in various
public sector schools of the province for the last 10 years or more.

According to NAB sources, the teachers obtained fake education degrees from various
institutions in Sindh. In order to avoid such issues in future, the government now only
accepts professional degrees accredited by the University of Balochistan. In general, the
recruitment process in Balochistan is also heading in the right direction.

Punjab

Punjab currently has a teaching workforce of 323, 225 teachers serving in 53, 448 public
sector schools. Punjab Education Sector Reform Programme (PESRP) was implemented in
the province between 20014 and 2007 with support from the World Bank.

19
Although PESRP delivered systematic improvements in teacher recruitment and placement,
there was visible changes in this regard. Under PESRP-II, with the support of UKaid,
numerous steps have been taken to ensure transparency in the recruitment process.

The government of Punjab adopted a merit-based policy for hiring in 2013 when it
approved the the Recruitment Policy for 29, 822 educators. In general, the district
governments are responsible for the whole recruitment process.

Similar to what other provinces are practicing, a salient feature of the Recruitment Policy
2013 was the entry test conducted by NTS which merits a 10% weightage in the overall
grading of the candidate.

Similarly, 85% weightage is for the academic qualification and 5% for the interview. After
the results of NTS are out, candidates securing 45% marks ormore are notified and the
vacant posts are advertised across the districts.

The notified candidates are then called in for an interview which primarily consists of
document verification. After the 5% interview marks are assigned, a second and final merit
list is displayed after which the postings are made.

Despite the efforts to make the recruitment process transparent, there have been reports in
newspapers from various candidates who, despite having qualified on merit, were not
considered because of issues like obtaining No Objection Certificates (NOCs) from the
highest competent authority and clerical misconducts.

All-in-all, the recruitment process in Punjab has been majorly merit-based recently and is
expected to be more transparent in future appointments.

Khyber-Pakhtunkhwa

There are currently 118,756 teachers working in 27,892 public schools in Khyber
Pakhtunkhwa. Since early 2014, the provincial government has also started recruiting
teachers bassed on test conducted by the NTS after rules were amended in 2012.

However, along with clearing the NTS test, the candidate must also possess a professional
teaching degree. Like Punjab, these teachers are hired on a contractual basis and then
regularised after a period of around three years in service.

Similar to the practice undertaken in Sindh, union council-based recruitment has been
initiated in K-P for primary teachers as well in order to address the issue of shortages in
rural areas.

In order to improve the standard of education in public schools, the government is also
considering an option to conduct NTS examinations for the current teachers employed by
the education department.

20
If they fail to achieve 50% or more marks, the teachers will be allowed to seek an
honourable handshake policy. Media reports in the past have identified many teachers,
including women, who had been recruited to perform their duties away from home.

However, the government now allows candidates to specify five nearby schools of their
choice in the entry form. Overall, the teacher recruitment process in the province has now
improved after the recent reforms.

Critical review of the role of Private sector in Teacher Education.

The development of teacher education institutions in the private sector is a relatively recent
development in Pakistan. This trend started with the encouragement of the private sector to
invest in higher education in the 1980s when a number of private universities were chartered
for the first time in Pakistan. The private sector tends to invest in professional education
where the demand is high and the capital outlay is not large. That is one reason why business
and computer studies and medical education have seen a relatively high investment by private
entrepreneurs.

More recently, investment in teacher education institutions in the private sector has also
increased as the demand for trained teachers has increased in both the public and private
sectors. But there is very little knowledge about these institutions. This article hopes to shed
some light on degree awarding institutions in the private sector based on a large inter-
province study.

The teacher education institutions in the public sector are listed on the Government of
Pakistan websites, however, such institutions in the private sector are very poorly
documented. For this study from the more than 100 teacher education institutions identified
in Karachi and Lahore in available directories a majority were in the public sector and offered
Professional Teachers Course, Certificate of Teaching and short courses. Very few offered
degree programmes in education. In the private sector, eight degree-awarding institutions in
Karachi and Lahore out of a total of approximately 14 such institutions were identified and
65 teacher educators surveyed. The survey paints a complex multilayered picture of private
institutions of teacher education and the teacher educators that teach in them.

There is the myth that teacher educators are not well-educated but the present study showed
that this picture is in fact not correct. More than 78 per cent in Karachi and 96pc in Lahore
possessed Master’s, MPhil or PhD degrees at the time of their appointment. An interesting
difference between teacher educators in Karachi and in Lahore is that in the former 71pc
possess BEd and MEd degrees at the time of their appointment; whereas in Lahore only 26pc
of teacher educators in the private sector had some professional qualification. For both the
cities, the bulk of teacher educators had experience of teaching in schools ranging from
primary to secondary and higher secondary and in a large majority of the cases this
experience was for 10 years or more. Also teacher educators in both the cities are almost
evenly divided among males and females.

However, the factor that greatly influences the practice of teacher education is their age.
More than 34 per cent of teacher educators are above 50 years of age. This is most likely due
to the fact that teacher educators come to institutions of teacher education after they have
spent a substantial number of years teaching in schools.

21
Teacher education institutions in the private sector can be easily further sub-divided into non-
profit institutions and those institutions that are market-driven or in other words for-profit.
The non-profit institutions in the study were supported by philanthropic organisations and
funds from donor agencies. They generally have a vision of teacher education and were
committed to offering quality education. Their programmes were seen to generally admit a
smaller number of students and charged fees which were not exorbitant but more than those
charged by government institutions. Whereas the institutions that are called “market-driven”
not only because they are for-profit institutions but because they are nimble and agile and
respond to market demands much faster than the not-for-profit institutions are generally
small, corporate-like businesses where the purpose is to enroll a large number of students at a
reasonable cost. The students to a large extent are present in the class because they want a
degree that provides them a license to practice their craft as a teacher and not necessarily to
learn how to become better teachers.

These private schools are exploitative and commercial in their approach to education. At the
same time they are almost postmodern in their business ethos and fill a very real need of a
burgeoning middle class in the urban areas of Pakistan.

Some for-profit and not-for-profit institutions offer their coursework during the weekend to
accommodate teachers who are already teaching in private schools. They start teaching on
Friday afternoon, continue with classes on Saturday afternoon and the whole of Sunday is
utilised to offer several courses. Hence, most of the teachers who cannot afford to take time
off from their jobs for full-time study prefer to enroll in these institutions rather than
government institutions which generally do not offer part-time study programmes.

It was observed that in for-profit institutions even if the programme was a full-time regular
programme, attendance of student teachers was very poor during the weekdays. From the
conversations and observations it was clear that despite requirements of full-time enrolment,
teachers continued to work in schools and attended the institution only on weekends. When
we started looking at the quality of instruction in these institutions based on generally used
standards such as (a) qualification of faculty, (b) infrastructure for teaching learning such as
library facilities, (c) computer laboratories, classroom facilities etc., (d) the building and (e)
the environment, (f) the teacher student interaction in the class etc. — in every criteria except
the first one that is qualification of teacher educators the market-driven institutions did very
poorly. Yet the faculty had higher and better academic qualifications.

Private institutions for teacher education are greatly needed to fulfill the insatiable demand
for professional development. It is also hoped that as these institutions become more
established they might, like private schools at the K-12 level, start to plough some of their
profits into better programmes and better facilities for their student teachers.

22
 Unit 4

Teacher Trainings

Training at Elementary Level

Role DCTE

Directorate of Curriculum and Teachers Education

Achieving excellence in elementary and secondary teacher education by producing

professionally sound and value oriented teachers for quality education in the province.
Undertake all academic, teacher education, curriculum development and research
assignments with the aim to meet the highest national and international standards.
BRIEF HISTORY OF ORGANISATION
1. 1956: Bureau of Education at Federal level was established
2. 1964: Education Extension Centre was established in Abbottabad
3. 1970: Bureau of Curriculum Development established in Peshawar
4. 1974: Bureau of Curriculum development was shifted to Abbottabad.
5. 1983: Status Revised to:
Bureau of Curriculum Development and Education Extension
Services, KPK, Abbottabad.
1. 2001: Status Revised:
Directorate of Curriculum and Teacher Education, Khyber
Pakhtunkhwa Abbottabad.
1. Management of pre-service teacher training in Khyber Pakhtunkhwa.
2. Management of In-service trainings for elementary and secondary
school teachers.
3. Improvement in quality of education through improved curriculum and
learning materials.
4. Assessment and evaluation of education system.
5. Development of quality teacher trainings material.
6. Preparation of need-based in-service training packages.
Collaboration and coordination with other agencies for quality teacher education in Khyber
Pakhtunkhwa
Extension Arms of DCTE
1. Regional Institutes for Teacher Education (RITEs)
2. Government College for Physical Education (GCPE) Karak
3. Government Agro Technical Teacher Training Centre (GATTTC) Peshawar
4. Office of the Departmental Examinations
Programmes
Pre- Service Teacher Education
(Major areas)
1. Associate Degree in Education (ADE) Program (12+2) Leading to [Link] Honours.
2. Certificate in Drawing Master (12+1)
3. Junior Diploma in Physical Education (12+1)
4. Diploma in Education (12+1.1/2)
5. In-Service Teacher Education (Major areas)

23
 6. Pedagogical skills.
7. Subject matter updating as per revision of national curriculum
8. Class room management.
9. Needs based / Social issues / New concepts as Psychosocial, Population
Education, Environmental issues, HIV& AIDS Prevention Education, Human
Rights, Drugs prevention / Rehabilitation Education etc.

Training at Secondary Level

Role of [Link]
The Institute of Education & Research (IER) is one of the academic units of the University of
Peshawar. Its history goes back to 1920’s when Dr. M. Malik floated the idea and felt the
need and importance of teacher training, which led to its modest initiation as part of Islamia
College Peshawar, offering Bachelor of Teaching (B.T.) course. It was later shifted to
Agriculture Training Institute (ATI) and then to the building housing Senate Hall in
University of Peshawar. In the early days of the University of Peshawar, it emerged as
Education Department in the existing building in University of Peshawar. Its status was then
elevated on 14th October 1963 as College of Education. In 1980, the college was elevated to
the institute level and named as Institute of Education & Research (IER), and placed in the
Faculty of Education comprising eight departments. However, after restructuring faculties of
University of Peshawar, the Institute has been placed under the Faculty of Social Sciences.
The IER enjoys a unique position in the Khyber Pakhtunkhwa (KP). It imparts training to
prospective and in-service teachers of primary, secondary and higher secondary schools. The
Institute offers various professional courses that include [Link]. (Bachelors of Education 1.5 &
2.5 years), [Link]. (Masters of Education, one year), [Link] and Ph.D. programmes in the
discipline of Education. In 2010, [Link]. elementary (Hons-4 year) programme was launched,
which will be followed by [Link]. secondary (Hons-4 year) programme. IER is looking
forward to have a Laboratory School of its own, where the potentials and capabilities of the
prospective teachers will be assessed in teaching practicum. Housed in two state of the art
buildings, it has all the necessary facilities of a teacher training institution. It has spacious,
well stocked libraries, science and computer laboratories, seminar rooms, and lecture halls.
Furthermore, all necessary efforts are made to ensure that the stay of trainees and researchers
is comfortable and productive.
Vision
To become a premier teacher-education institution in the region, recongised for excellence in
teaching, learning and research, and preparing reflective teachers, researchers and leaders,
imbued with the spirit and ideology of Islam and Pakistan, working for diversity and the
common good of all fellow humans.
Mission
Providing leadership and inspiration for learning, working on holistic development of
educators, researchers and educational leaders by focusing on their knowledge, skills and
attitude, advancing the profession of education through the application of research based
methods, the effective use of technology, and the analysis and development of educational
policy and practice

24
Values Statement
The Institute of Education & Research is committed to incorporating the values of honesty,
professionalism, respect, democracy and collaboration in achieving its mission.
Objectives
 Advancing the cause of education, with main emphasis on teacher education.
 Development of modern teaching skills and techniques.
 Development of strategies leading to creativity and originality of ideas and thoughts.
 Promoting a culture of research and investigation in educational settings.
 Producing skilled and well-equipped teachers.

Role of Colleges of Education

For a successful career, every student needs knowledge, confidence, academic and technical
skills, career opportunities and social skills. To get these benefits college education is
important. The importance of college education can be determined by the role it plays in our
life. But before that, it’s really important that students know it very well that why they are
joining a college, what will be the end results?

Education is most important thing in our life. And we spend maximum time in getting well
educated in academic and technical degrees. I think a college education is a way to
understand the things that we learned from 1st class to 12th in schools. School education
goals can be to understand basic things that we have to use in life. And the college education
goals can be how to sustain and grow in life.

The end results after college education are to do jobs and business. A high paying job in
reputed position in government and private sector is the goal of many people. Some achieve
these goals who understand the importance of college education. But not many achieve these
career goals. And there are various reasons for that but let’s talk about the positive points
about the importance of college education in this essay.

1. More Job opportunities for college graduates

There are private and government jobs in which required a bachelor degree. There are many
things you can do after graduation such as you can apply for a job basis on your bachelor
degree, you can participate in HAS/IAS competitive exams. You get admission in post-
graduation programs. Well, the degree is not enough in private sector but it is required as an
eligibility criterion in many govt. and private jobs. So, it’s not a good idea to ignore college
education.

25
Even if you don’t want to go to college regularly, I suggest you can do your bachelor degree
by corresponds /distance learning and private. Many universities provide distance learning
programs and courses that you can do from home. Today with the help of technologies
(computer/internet) you can get admission in online degree programs. The best you perform
in the college theoretically and practically the more jobs opportunities are available for
talented and hardworking students online and offline. If you’re interested to know about
various jobs related competitive exams after graduation, here you can learn about it: List of
entrance exams after graduation.

2. Improvement in Confidence and awareness

The college education increases the confidence level in students. They get freedom from the
daily disciplined environment of the school. Discipline is very important in school life for
students that help them to complete the school education with good marks. But in college, the
rules are not as strict as they found in the school such as wearing the same colored or 1-2
dress for years. But in many colleges, there is no specific dress code for students. No
overload of school bag and books. No lunch box. That was not bad but college makes
changes in student’s attitude, style, thinking, observation and they start getting maturity.

Now students are confident and have a sense of achievement in joining college after
successful completion of school education. And also the pocket money will be double.

Now they have a different kind of friends and thinking environment. They just love this. And
because of so many changes, it will increase their confidence and awareness.

In schools, students are not much confident in answering question and debates. But in
college, they get the opportunities and exposure for their thinking.

That’s why considering above points, I think a college education is very important for every
student to get the new experiences those are less challenging than schools, except the
presentational day.

3. Sense of Responsibility in College

The sense of duty or responsibility is the way of human development. When someone
responsible for their own works and duty it will help a nation to build a social and economic
development environment. And it starts with a college education. In which they find that

26
professors are not that much worry like school teachers. They don’t force you to study, take a
lecture, and do that or this. They just teach you the lessons, after that it’s your duty to learn it
or not. They don’t care.

And this way, some students become responsible and take classes regularly with interest. In
school, you have to take classes, you have to study, you have to do homework, it’s because in
schools teachers have to answer to the authorities if the results of a particular class are bad.

But in college, the environment is different, if the study you will become great in life and but
if you use the power of freedom in bad ways then it’s not good. No matter they are teaching.

Now in college, you need to find the ways to learn by your own. That’s why college provides
libraries, newspaper, and internet facilities. It’s because, college authorities and professors
want you to learn, how to learn independently. It’s because learning is a continuous process
in life. But you can’t do a course or join degree programs again and again. And you can’t
spend 50 years in the college for learning.

That’s why college makes you responsible for learning. They provide you the freedom to
choose your interest. They provide you the masters and experts. They provide you dress,
lunch, bag free environment to learn, how to learn and install learning abilities inside you
without the help of teachers.

4. Knowledge about various aspect of career and life

In college you got various things for analysis such as you got classmates from different areas
and cultures. Some of them are highly intelligent in subjects, some of them are great in sports
and leaderships and some of with YO YO. So, you get the sense that no matter how
intelligent you’re in the subjects, but there are other people too. Now you get here, sense of
competition. The sense of competition will help you later when you apply for the entrance
examination and job interviews.

When you see the similar interest and hobbyist people, you got attraction and sense of
friendship. Now people with similar interest create a company. And the thinking and steps of
the company will give positive and negative benefits.

For example, if you like to study, if you like to learn, if you like to spend time productively in
college then you find there are others people from different regions think similarly. And you

27
join them. Now, this type of company is great for students, and that helps them to learn from
each other that help to perform great in the college. It’s because they analyzed the
environment and they start adapting it with their capability and thinking.

In another side, you like to enjoy the college life, you will get similar to people.

The fact is here, Horses are never compatible with donkeys. And the donkeys don’t want to
know about the benefits of living and join the party with horses. Both have the reasons. But
it’s about goals and career development.

So in the college students do the analysis of bad and good companies and they analyzed that
which company will benefit them in long run. And how it will impact on their own self-
respect and acceptance of their parents after joining or building a connection with people in
the college.

So, these are small things but students got similar experiences in the college that enables their
conscious and subconscious mind. In college with the conscious mind they do the things they
love, but in the subconscious mind, they keep analyzing what is good and what is wrong. So,
I think it’s great but challenging to remain in the good company in college. If you need a
reliable service for hiring academic writers online, just visit this
site: [Link] to get your custom essay written by
experts.

5. Improvement Communication skills

Well, you can improve communication skills in others ways too. But college environment is
something in which you have no experience. Such as political interface, basic understanding
how our government works, analysis of good and bad things etc. You learn and deal with
people and when you start convincing the company, class, students, and administrators, you r
communication improve. You got and learn words and vocabulary, you learn how to express,
and you learn how to handle the things with communication skills. As I written in another
article about the importance of communication skills for students that explore how these
above activities in daily college life impact in our life and career.

Now there are always possibilities in adding more points, but my goal is not here, to keep
writing and adding more imaginative points. My goal is that you analyze the college

28
education and environment. Why college education is important and I think you the basic
understood in the above 5 points about the importance of college education.

But here is the bonus point of this article: – College education, freedom, confidence and
sense of responsibility in between the 17 to 23-25 with great communication skills are a great
way to build the foundation of your career in college. You have the two choices like you want
to take the advantages of freedom for your career building, or you just want to enjoy and then
let’s see things later.

Tomorrow is built on the hopes, what we did today. So, make your colleges days as
beneficial as possible for you, your career, your parents and this country. And I know all the
things are in your subconscious mind and one day you will make your parents, teachers and
the whole nation too proud on you. Yes, you can do it.

In-Service Trainings
Provincial Institue of Teachers Education (PITE)

Creation of PITE
Provincial Institute for Teacher Education (PITE) Peshawar had been established under the
teacher training Project in 1997, which presently works as an attached unit of E&SE
Department Khyber Pakhtunkhwa

Vision
To convert the existing educational institutions in the province into real seats and abodes of
learning by transforming teachers and educational managers into forward looking change
agents through consistent, innovative and strategic training interventions.

Mission
To bring qualitative improvement in educational standard in Khyber Pakhtunkhwa through
creation and provision of continuous professional development opportunities and services to
teachers and educational managers in the Province.

Quality Policy
PITE is committed to develop the pedagogical skills and teachers in Khyber Pakhtunkhwa
through a continuous innovative process of professional development.

Objectives
1. Train teachers in effective and innovative instructional strategies.
2. Train educational managers in planning and management.
3. Train School heads/managers in instructional supervision and assessment.
4. Develop contextualized instructional material.

29
 5. Prepare Master Trainers for continuous teachers support.
Core Objectives
The core objective of PITE is to enhance the quality of management, teaching & learning at
all levels of education by training and nurturing the teachers & mangers both at PITE and
simultaneously in the field.

Mandate
1. Conduct and test innovative Pre-Service & In-Service teacher training programs
2. Training of Master Trainers.
3. Monitor and assess teachers training programs.
4. Design and conduct research in teacher education, evaluation and assessment
5. Develop training materials, etc.
6. Serve as a Provincial Resource Center in education trainings.
7. Coordinate educational training programs in Khyber Pakhtunkhwa.
8. Organize and Conduct educational workshops/seminars as and when required by the
Department.
9. Supervise & facilitate bridging Courses for teachers to equate Diploma in
Education/ADE.
10. Design and maintain Teacher Education Management Information System (TEMIS)
Current Administrative Structure
PITE works as an attached office under the direct control of Secretary to Govt of Khyber
Pakhtunkhwa Elementary & Secondary Department in various areas of Human Resource
Development.

Training Methodologies
1. Classroom lectures / Presentations
2. Group Work / Activities
3. Information Communication Technology (ICT)
4. Individual and Group Presentations
5. Study Tours
6. Cultural Evenings
7. Syndicate Work / Book reviews
8. Report Writing

Evaluation Criteria for the Trainees

1. Regularity and Punctuality 100% attendance in all the sessions)
2. Pre / Post Test Achievement
3. Observance of Conduct & Discipline
4. Attitude & Behavior (with Peer, Class in- charges, RPs and others)
5. Self & Peer Evaluation
6. Performance in Syndicate Work.
7. Friendship & support
8. Assignments
9. Professionalism

30
10. Final grades obtained in the training are recorded on the certificates of each
participant

In Service Training
1. HRM Manual for Principal/Headmaster of GHSS/GHS (M & F)
2. Financial Management for Principal/Headmaster of GHSS/GHS (M &F))
3. Manual on School Management for Middle School Head Teachers
4. Manual on School Management for Primary School Head Teachers
5. Microsoft Office User Specialist (MOUS)
6. Personnel Management (HRD & HRM)
7. Financial Management
8. Academic Management
9. Research Methods, Techniques & Study conduction
10. Civil Service Act 1973 & Rules made there under
11. Manual on Disaster preparedness and Risk Management
12. Manual on psycho social Training for Teachers
13. Manual on Mine Risk Education for Teachers
14. Manual on Peace Education for Teachers
15. Community Participation & Parent Teacher Council (PTC)
16. Manual on School Sanitation & Hygiene Education
17. Manual for Teachers on Child Friendly Schools Concept
18. Manual for Teachers of Rehabilitation Centres
19. Manual for Middle School Head Teachers on Supervision

Traget Population for Trainings (Teachers)

1. Primary School Teachers
2. Middle School Teachers
3. Secondary School Teachers
4. Subject Specialists
5. Community School Teachers
6. Feeder Schools Teachers
7. Accelerated Learning Program Teachers

Target Poluplation for Trainings (Managers)

1. Head Designates of Primary Schools
2. Head Teachers of Middle Schools
3. Headmasters/Headmistress of High Schools
4. Principals of Higher Secondary Schools
5. Education Managers (DEOs, Dy. DEOs, ASDEOs, ADOs
heads/Principals of RITEs)

Activities in the Pipeline

Training of all Primary School Teachers in 13 districts of Khyber
Pakhtunkhwa on Lesson Planning.

31
Training of Middle School Head Teacher on Supervision in Khyber
Pakhtunkhwa
Trainings on Disaster Risk Reduction and School Safety Plan.
Trainings on Early Childhood Care & Education.

Quality Assurance
Standard Operating Procedures (SOPs) for :
6. Quality assurance;
7. In-House training;
8. Field trainings; and
9. Data Analysis and performance Evaluation of training.
Monitoring and Evaluation
1. Monitoring mechanism of QA team for random checking of
different components of trainings
2. Feed back from trainees
3. Data Compilation
4. Gapes identification through analysis of compiled data
5. Post training meeting
6. Follow-up and implementation

32
 Unit 5

Impact of Globalization on Teacher Education

Teacher Education in global perspective

Current debates and efforts in raising teacher quality and hence student attainment has gained
increased traction across the world. Educational scene in Pakistan is not immune to such
discourses and developments. It is for this reason that Pakistan’s National Educational Policy
is increasingly focusing on evaluating teachers and rewarding them based on their
performance. However, as can be seen in the above review of literature, the challenge of how
best to evaluate teachers so as to improve their quality and learning outcomes for all students
has transpired to a varied and dynamic landscape of policy analysis in global perspectives.
The landscape becomes even more nuanced in the face of contrasting evidence on high stakes
and developmental approaches to evaluate teachers.

Evidence on an effective and universal teacher evaluation system is at best mixed and
evolving. However, there is consensus among scholars from a wide spectrum of the debate on
policy around teacher evaluation that suggests that high-stakes teacher evaluation serves a
very narrow objective of making teachers accountable with a limited opportunity to help
teachers improve their professional practice. Furthermore, measuring teacher effectiveness
based only on student test scores offers many challenges. It has been pointed out by many
that summative measures such as student test score and attaching high-stakes with these
measures in teacher evaluations gives rise to what is commonly known as “teaching to the
test” and “narrowing of curriculum” in addition to many other negative and unintended
consequences involving detrimental effects on teacher collaboration and overall school
culture31. Therefore, using summative evidence in the form of student test scores is
suggested as only one measure in addition to many others in a given teacher evaluation
system to assess teacher effectiveness32. For a country like Pakistan where “teaching to the
test” is already a widespread phenomenon across almost all spectra of education, a lack of
convincing evidence on sustainably raising student achievement through high-stakes
evaluations will offer greater challenges. Value Added Models could be put in place as an
alternative along with other measures, availability of relevant longitudinal data will be a
challenge to begin with. Where relevant data is available, VAMs can be made a sub-part of a
larger regime of teacher evaluation involving multiple measures of teacher performance and
effectiveness. Other measures along with VAMs could be authentic classroom observations,

33
rubrics, and artefacts of teacher work. As much as possible, teachers need to be made part of
a process that aims at developing a viable teacher evaluation system for the country.
Furthermore, for national policy around teacher evaluation to be effective and sustainable in
the long run, the process must not become an end in itself. The process should serve to assist
teachers develop their competencies and hence enhanced learning outcomes for all students.

National Professional Standard

NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS (NPSTs)
Government of Pakistan is committed to improving the quality of education which depends
upon the quality of teacher education. To enhance the quality of teachers, National
Professional Standards for Teachers (NPSTs) were developed by Policy and Planning
Wing, Ministry of Education, Government of Pakistan in February 2009 with the technical
support of UNESCO and financial support of USAID under Strengthening Teacher
Education in Pakistan (STEP) project.
 The NPSTs were officially adopted by representatives of the provinces/ areas in the
National Steering Committee meeting in
 These were basically meant for primary level beginning teachers, but are now also
being used for prospective teachers, secondary teachers and teacher educators
Each standard has THREE parts:
1. Knowledge and understanding (content): What teacher knows
2. Dispositions: Behaviors, attitude and values
3. Performances and skills: What teacher can do and should be able to do
Standard-1: Subject Matter Knowledge
1-A: Knowledge and Understanding: Teachers know and understand:
 in depth knowledge of the subject matter
 The national curriculum framework
 Basic concepts, theories, history of the subject
 The new emerging concepts, results of researches and latest trends at national and
international levels.
 The relationship of the subject to other disciplines and its usability in practical life
1-B Dispositions: Teachers give value and are committed to:
 Facilitate learners through multiple ways in acquiring and construction of knowledge.
 Make knowledge applicable to real world situations.
1-C: Performance and Skills: Teachers demonstrate knowledge & understanding
through:

34
  Effectively explaining the content in multiple perspectives.
 Giving examples of application of the content from practical life.
Standard-2: Human Growth and Development
2-A: Knowledge and Understanding: Teachers know and understand:
 How students construct knowledge, acquire skills and develop habits of mind.
 Individual differences among students.
 Diverse style of learning.
 Motivational strategies to achieve and perform excellently.
2–B: Dispositions: Teachers give value and are committed to:
• The educability of all children and adolescents.
• Treat all students equitably.
• The belief that all children and adolescents can learn at high levels and achieve success.
2–C: Performance and Skills: Teachers engage in activities to:
• Apply learning theories to accommodate differences in student intelligence, motivation,
cognitive style and achievement levels.
Foster cooperation and collaboration for collective problem solving.
Standard-3: Knowledge of Islamic Ethical Values/ Social Life Skills
3-A: Knowledge and Understanding: Teachers know and understand:
The Islamic code of conduct (beliefs, prayers, and ethics) in light of Quran and Sunnah. The
values which are globally accepted and are being promoted.
The present need of national/ global peace, and the factors affecting peace and resulting
decline of the values and ethics.
• Essential principles of Islamic values in the textbooks.

3–B: Dispositions: Teachers give value and are committed to:

Bring awareness among people that ‘Quran’ and ‘Surma’ are the only valid sources for
knowing about Islamic values in true sense.
• Tolerance and celebration of diversity.
• Dialogue as a means to conflict resolution.
3–C: Performance and Skills: Teachers engage in activities to:

35
• Create a safe and secure learning environment.
Practice Islamic code of conduct by their own behaviors and guiding through a
convincing dialogue with learners to value and practice the ethical and Islamic values.
• Practice Islamic teachings in classrooms and schools to prevent the misunderstandings tha–.
can lead to the mischaracterization and even demonization of Islam and other faiths.
Standard-4: Instructional Planning and Strategies
4-A: Knowledge and Understanding: Teachers know and understand:
• The aims, goals and objectives of education as well as of curriculum for specific subject
• How to plan instructional strategies based on students’ needs, development progress and
prior knowledge.
• General methods of teaching
• Special/ specific methods of teaching different areas of the subject
4–B: Dispositions: Teachers give value and are committed to:
• Pedagogy of care, collaboration and cooperation.
• Team-work and cooperative learning.
• Multiple ways to solve problems
4-C: Performance and Skills: Teachers engage in activities to:
 Identify and design instruction appropriate to students’ stage of development, learning
styles, strengths and needs.
 Plan instruction based on knowledge of classroom, school and community.
 Plan and develop effective lessons by organizing instructional activities and materials,
incorporating a wide range of community and technology resources to promote
achievement of lesson objectives.
Standard–5: Assessment
5-A: Knowledge and Understanding: Teachers know and understand:
 Different types of assessments to assess students’ learning and performance.
 The results of assessment to evaluate and improve teaching and learning.
 Assessment-related issues, such as validity, reliability, business and scoring concerns.
5-B: Dispositions: Teachers give value and are committed to:
 The belief that students’ learning outcomes are the basis for growth and the
deficiencies are opportunities for learning.
 Fair, objective assessment and reporting to students and families.
5-C: Performance and Skills: Teachers engage in activities to:

36
Develop and use teacher made tests for continuous internal assessment of students’
performance
 Analyze students’ performance using multiple sources of data
 Help students engage in objective self-assessment.
 Develop and use objective assessment tools to measure students’ progress.
Standard–6: Learning Environment
6–A: Knowledge and Understanding: Teachers know and understand:
 How learning takes place in classrooms.
 How the classroom environment influences learning and promotes positive behavior
for all
 How classroom participation supports students’ commitment to learning?
Dispositions: Teachers give value and are committed to:
 The role of students in promoting each other’s learning and recognize
the importance of peer relationships in creating a conducive climate of learning.
 Use democratic values in the classroom.
 Taking responsibility for establishing a constructive and engaging climate in
the classroom and participate in maintaining such a climate in the school as a whole.
6-C: Performance and Skills: Teachers engage in activities to:
 Maintain a learning community in which students assume responsibility for
themselves and one another.
 Create a cooperative classroom climate for all students which is socially,
emotionally and physically safe.
 · Use instructional time effectively.
Standard-7: Effective Communication and Proficient Use of
Information Communication Technologies
 7-A: Knowledge and Understanding: Teachers know and understand:
 · The importance of verbal, nonverbal and written communication in the teaching
and learning process.
 · How to use computers as instructional, research and evaluation tool.
 · Now to use available diverse technical tools (art work, videos, cameras, phones,
computers, etc.) in their classrooms.
 7-B: Dispositions: Teachers give value and are committed to:
 ·Being a thoughtful and responsive listener.

37
  ·Fostering diversity of opinions among students and celebrating it in the classroom.
 Use educational and informational technology to enhance different aspects of teaching
and learning.
 7-C: Performance and Skills: Teachers engage in activities to:
 · Model effective communication strategies and questioning techniques in
conveying ideas and stimulating critical thinking.
 · Incorporate up-to-date information in lesson plans.
 · Develop students’ portfolios, test items, assignments and assessment through
computers.
Standard-8: Collaboration and Partnerships
 8–A: Knowledge and Understanding: Teachers know and understand:

 The importance of effective school-home interactions that contribute to high-quality

teaching and learning.
 Different approaches to collaborate effectively with parents, professionals and
community.
 8-B: Dispositions: Teachers give value and are committed to:
 Recognizing the role of parents, guardians and other family members as a child’s
teacher.
 Being willing to work with parents) families and other professionals to improve the
overa, learning environment for students.
 Facilitate intellectual, physical and ethical development of students through
cooperative learning and interaction with community institutions.
 8-C: Performance and Skills: Teachers engage in activities to:
 Identify and utilize family and community resources to foster students’ learning and
provide opportunities for parents to share skills and talents that enrich learning
experiences.
 Utilize knowledge of the surrounding community to enrich lessons and projects of
study school with business, industry and community institutions.
Standard-9: Continuous Professional Development and Code of Conduct
9-A : Skill Knowledge and Understanding: Teachers know and understand:
 The demands of a professional code of conduct.
How educational research and other methods of inquiry can be used as a means for
continuous learning, self assessment and development.

38
  How to be innovative and inventive about teaching practice.
 How to develop and maintain a personal professional portfolio.
9-B : Dispositions: Teachers give value and are committed to:
 Collaborate with colleagues
 Share successful professional experiences with others.
 Demonstrate professional ethics.
9-C : Performance and Skills: Teachers engage in activities to:
 Learn through professional education organizations.
 Seek advice of others and draw on action research to improve teaching practice.
 Uphold ethical behaviors in teaching, learning and assessment. standard.
10: Teaching of English as Second/ Foreign Language (ESL/ EFL)
10 – A: Knowledge and Understanding: Teachers know and understand:
 Status of English Language in Pakistan.
 Constraints of teaching English as second/ foreign language and strategies to enhance
“learning in English” and “learning of English as language”.
 English Teaching methods and steps of learning process.
10-B: Dispositions: Teachers give value and are committed to:
 Lessen biases and anxiety for learning ESL/ EFL
 Address all specific needs related to ESL/ EFL.
10-C: Performance and Skills: Teachers engage in activities to:
 Use of simple English language along with supportive use of Urdu (national
language) for effective teaching and learning purposes.
 Identify, analyze and address Specific Learning Difficulties in English language.
 Gradually enable students to communicate in English through a natural sequence of
language acquisition i.e. listening, speaking, reading, and writing.

39
 RESEARCH IN TEACHER EDUCATION

Educational research is that which develops new knowledge, which is then applied to
the improvement of educational practice. Same is true for Teacher Education. The
contributions of research to educational knowledge are easy to demonstrate through reviews
of related literature. However, it is difficult to determine whether the accumulation of
research findings has made an impact on the practice of education. Even when research
knowledge attracts the attention of policy makers in education, they generally consider it just
one source of information to use it in shaping a particular policy, or use it to justify a
unpopular decision, or cut funds, or may dismiss the research findings which are
contradictory to their beliefs.

In spite of this research in education in general and teacher education in particular

continues to grow and make its contributions to the body of knowledge.

NATURE & PURPOSE OF RESEARCH IN TEACHER EDUCATION :

Essentially there are two broad purposes of research in Teacher Education.

(1) To understand the educational phenomenon and

(2) To transform it.

Understanding the Educational Phenomenon implies that it should fit into a

theoretical framework. This helps to conceptualize, explain, control and predict the dynamics
of a given phenomena. For example, to explain the phenomena of teaching means arriving at
a conceptual framework of relationships with regard to teaching, explaining the nature and
extent of relationships among the variables and controlling the effect of certain variables
related to teaching on certain other variables. Prediction would then give a comprehensive
understanding of the phenomena. Conceptualizing means arriving at interrelated set of
variables. Conceptualizing may not involve verification since many paradigms are
hypothetical in nature. A well-articulated framework applicable to many contexts based on
systematic perspective is the presage-process-product paradigm of teacher education.
Prestage variables would include the personality variables, process variables would imply
curriculum transaction i.e. mode of teaching students and product variable would be a
performance of students on a test. Explaining relationships among variables in teacher
education is important. There is a relationship among variables is one thing but explaining
why they have a relationship is another. Thus it is essential to know the forces that influence
the relationships and at the same time understand the underlying unobservable processes
acting on theses relationships. Controlling variables in a network of relationships among
variables operating in teacher education is essential. It is highly difficult to study the
dynamics of a variable in isolation. For example Performance of a teacher trainee in practice
teaching may depend on several factors such as mental make-up, personality, language
fluency, communication skills, training received, experience, motivation, the grade level of
students taught, subject matter and classroom conditions. The researcher wishes to study how
the new method of training the teacher affects the performance of teacher trainees in practice
teaching he/she probably has to control many of the variables listed above. Other wise the
researcher will not be able to reach a precise conclusion about the effectiveness of the
training. Thus the influence of the intervening variables has to be controlled if nor

40
experimentally then at least statistically. Prediction i.e. the researcher should be able to
foresee the nature of changes that would occur in dependent variables based on his/her
knowledge of the relationships of this variable with another variable which is independent in
its influence on the given variable.

Transforming the Educational Phenomenon means incorporating changes in the

phenomena as it exists because of some dissatisfaction with it. In order to improve it. This is
true of teacher education too. When there is dissatisfaction with the existing practices in
teacher education changes may be required in the structure as well as the processes of teacher
education. Research provides necessary ground for any changes to take place because
changes based on research are sound and effective.

SCOPE OF RESEARCH IN TEACHER EDUCATION :

The system of Teacher Education has several sub-systems. There is constant

interaction among them. As such the components of the system, the inputs, processes and the
outputs lend themselves to research.

Inputs include the goals of Teacher Education, characteristics of the teacher

educators, characteristics of the students teachers, and infrastructural facilities.

Processes include the classroom interactions among teacher educators, student

teachers and pupils. Interactions consist simulated learning experiences in order to provide
learning of various skills such as teaching and evaluation.

Outputs are the immediate outcomes as well as delayed outcomes. Immediate

outcomes include the gaining of theoretical knowledge, acquisition of the required skills and
attitudes. Delayed outcomes are the retention of the theoretical knowledge, skills, attitude and
developing teacher effectiveness.

Research Methodologies adopted are mainly descriptive surveys, experimental

studies, developmental studies, as well as relational studies. Action research is also conducted
by teacher educators to improve classroom practices. Descriptive surveys are used to procure
data in teacher education or describe the characteristics of teacher education. Experimental
studies are conducted mainly to study the effect of intervention strategies or training
programmes. Relational studies try to study relationships between the input and process,
process and output, or input, process and output. Developmental studies put forth the
historical developments in teacher education in order to explain the status of teacher
education at a particular time or changes over a period in one or more sub systems of teacher
education. This gives a systemic view of the temporal dimensions of teacher education.

AREAS OF RESEARCH IN TEACHER EDUCATION :

There is a wide spectrum of variables related to teacher education. For example,

selection procedures, development of battery of tests for selection and then try to predict
success based on the selection criteria. Research areas would include personality of student
teachers, teacher educators, different types of training such as pre service and in service
training, or the different levels of teacher education i.e. teacher education for elementary level
or secondary level. Most of the researches are isolated and there seems no connection

41
between them As such, super imposing of a classificatory system helps to identify cluster of
variables. A cluster of variables thus identified may be called an ‘area’ of research.

During the seventies researches in teacher education were classified in five areas such
as selection criteria, abilities and qualities of a teacher, pre and in service training of teachers,
work load, job expectations and difficulties expressed by teacher, procedures and practices of
teacher education in India and personality variables of teachers. In the later years researches
were classified under context, input process and output variables. During the eighties context,
presage, process, product were the categories.

The context variables include student-teacher characteristics, institutional

characteristics related studies and on classroom context. Student-teacher characteristics
means student-teachers formative experiences, academic qualifications, abilities, personality
factors, intelligence, etc. Institutional characteristics include climate of teacher education
institutions, administrative set up, classroom climate, curriculum framework.

The presage variables include teacher-educator characteristics i.e. formative

experiences of teacher educators, their education and training, motivation, abilities,
personality factors, intelligence, and teaching and training skills.

The process variables such as classroom interactions, classroom transactions and

mediating processes that lead to learning. Such variables are attending, practicing, task
persistence, active learning time and student teacher engagement with learning task. Teacher
behaviour in the classroom and supervisory behaviour of teachers relating to student teaching
too are some of the research variables.

The product studies on outcome of teacher education include two types of variables.
One, those describing immediate outcome of teacher education i.e. student-teacher outcomes
such as their achievement, attitudes and skills, and two long term outcomes describing level
of professional skills and teaching success or teaching effectiveness.

Problems of Research in Teacher Education :

There has not been much headway in research since the researchers face a number of
problems. More research is needed in the area of teacher education and there needs to be
qualitative improvement too. Problems of research are both intrinsic and extrinsic to the
researcher. Following are some of the glaring problems of research in teacher education.

Lack of Qualified Personnel :

Researchers lack the minimum abilities, skills, Acquiring these is a deliberate process.
It is important that besides acquiring the qualifications researchers gain knowledge of the
theory of teacher education, skills of scientific inquiry, ability to analyze and interpret data
and make rational judgments.

Lack of Motivation :

This happens when researcher has no qualification and no inclination to do research.

The system fails to encourage them and utilize their abilities. There are no proper incentives
to do research.

42
Lack of Resources and Facilities :

Many a times there is lack of several adjunct conditions influencing undertaking of

research. For example unavailability of expert advice for proper planning, or statistical
procedures for analyzing the data, or proper reporting of findings. Lack of material facilities
such as hardware, stationary can also cause hindrances.

Problems of Finance :

There is less research done due to lack of finance. Fund agencies such as UGC,
NCERT and ICSSR at times fail to provide funds.

Arbitrariness :

Arbitrariness in research means lack of meaningful relation among studies. Any

research should be based on previous research for its assumptions, hypotheses and theoretical
background. Only then will there be hierarchical growth in the discipline. Therefore it is
important to establish proper linkage among studies to develop a coherent understanding of
the phenomenon after a certain number of studies. This avoids duplication in research and
enhances the possibility that all aspects and variables involved are attended to properly.
Prediction becomes difficult and it becomes difficult to establish as to the direction in which
research in teacher education is going. Instead of paradigmatic set of hypotheses getting
tested, individual hypotheses are tested. As a result the growth of knowledge is slow or zero.
Thus it is important to have long term plans for research.

Lack of Consensus :

There are as many views and priorities in education as there are researchers involved
in it. Concurrence of views in a point of time will help researchers to work within common
theoretical purpose.

Lack of Coverage :

Lack of attention to some of the areas of teacher education or differential attention

form researchers to some areas of research comes in the way of covering a large number of
areas needing attention. At some period of time certain areas come into prominence. As a
result many researches get done in the area, while
other areas get receded. For example there are many studies on test construction or on teacher
behaviour, or only on micro-teaching. What is required is thematic research for balanced and
uniform progress.

TRENDS IN RESEARCH IN TEACHER EDUCATION :

Quantitative Leap :

The first study reported in Teacher Education was by Banerji in 1956. After the first
study was reported the First Survey reported 45 studies on Teacher Education upto 1973. The
Second Survey during the next five years i.e. up to 1978 reported 65 studies. During the
period 1978 to 1983, 116 studies were reported. The growth of researches in Teacher

43
Education indicates that the researchers were getting attracted towards this area. Some of the
reasons cited for this attraction were easy accessibility of sample for the studies, availability
of ready-made tools and expertise.

Systematization of Instruction :

Instruction dominated by ‘lecture’ method, which is usually a one way interaction and
often unstructured was called the traditional method. Research on instruction show a shift of
emphasis from lecture method to structured methods such as programmed learning,
instructional model-based teaching or structured lectures. The purpose of research was to
make instruction at Teacher Education level a systematic activity. The main intention was to
make instruction reproducible. Further, the purpose was to develop instructional strategies for
Teacher Education.

Larger Coverage of Objectives :

Attempts to cover a larger number of objectives was seen. These included classroom
interaction analysis for objective evaluation of lessons to achieve the objective of
understanding dynamics of classroom teaching. Micro-teaching studies aimed at developing
skills of teaching. Programmed learning for imparting theoretical knowledge. Discussion as
an alternative method for developing social interaction skills and higher order cognitive
skills, and simulation for development of application and decision making skills and abilities
were also areas of research. The trend which emerges indicates that objectives of teacher
education were researched.

Alternative Model :

Earlier researches on the Harbartian model as a method of teaching, Flanders

interaction model, micro-teaching were seen as the behaviouristic models. However, recent
researches indicated a different trend wherein other behaviouristic models such as Concept
Attainment, Inquiry Training, Advanced Organizer Models. This was indeed a welcome
change.

During the current period researches on the context, presage, process and product
variables highlighting the importance of areas of teaching and learning styles of teachers and
students, cognitive styles, student and teacher characteristics, management of education and
technology of education and technology in education are gaining importance and attention of
researchers.

IMPORTANCE OF NETWORKING AND COLLABORATION IN TEACHER

EDUCATION:

One of the reviews made on the status of Teacher Education at the time of the
formulation of the NPE (1986) and its POA was concerning isolation of institutions of
Teacher Education. It was observed that institutions of Teacher Education are isolated from
each other and from schools. There is limited communication between institution at one level
and another. Institutions of Teacher Education were found to be isolated from state and
national level agencies. In order to ensure efficiency and smooth functioning appropriate

44
networking of Teacher Education institutions as well as state and national level agencies is
therefore needed. Following are some of the advantages of networking.

Advantages of Networking :

Resource Utilization :

Resource material and facilities at district, regional and state levels can be mobilized
for optimum utilization. This will avoid duplication and wastage. Several agencies provide
men and material need by schools.

Development of Teachers :

Networking will facilitate development of required teacher capabilities for qualitative

improvement of the teaching learning process. This developed and available expertise can be
then utilized to meet needs of teachers working in remote areas.

Improvement of Quality :

Networking will lead to rationalization of programmes of pre-service and in-service

courses and thereby help develop a system of quality teacher education which in turn will
affect school education.

Feedback for Improvement :

Efficient and effective monitoring and evaluation of teacher education programmes

can be done through networking.

Structure of Networking :

Horizontal linkages among institutions of Teacher Education is essential to enable the

institutions to assist one another by sharing educational resources Institutions need linkage to
rationalize the pre-service training programmes and the in service programmes of a
continuous nature to develop a national system of Teacher Education. DIETS at the district
level will have academic linkages with District Boards of Education, have direct linkage with
secondary schools and have on its complex elementary schools.

Vertical linkages are needed to remove isolation with state level agencies such as
State Departments of Education, SCERTs, State Institutes of Education, State Institutes of
Science Education, State Educational Technology Units.

Linkages are to be established between regional agencies such as Regional Institute

of English, Regional Technical Teacher Training Institute, Regional Collages of Education
and other support institutes.

45
 IMPLICATIONS OF RESEARCH IN TEACHER EDUCATION :

Teaching, like other professions, has a developing knowledge base that serves to
guide practitioners. Knowledge generated by research is an important component of this
knowledge. Teacher education and staff development programme might be considered to be a
central avenue of knowledge dissemination on one hand, and of practicing it’s use in varied
contexts on the other hand. The curriculum of teacher education and the text books they use,
determine what aspects of research knowledge will be brought to the attention of becoming
teachers. The practicum and teacher induction programmes might serve student teachers and
novices in learning how to use this knowledge base. Research findings constitute a regular
feature of teacher education courses in the foundation disciplines, like psychology, and in
method courses, but the translation of the findings into class-room action is usually left to the
student teachers who find this an extremely difficult or even impossible task.

Teacher education is an important field for research since the quality of teacher
education has been regularly questioned. At the same time as teacher quality is increasing
being identified as crucial to educational outcomes and pupil gains. Consequently teacher
education researcher need to work together in order to

• Share emerging research findings.

• Develop innovative research methodologies within teacher education.

• Disseminate innovative pedagogical methods within teacher education.

• Find new publishing outlets within an overcrowded academic field.

• Support colleagues in institutions with under developed research profiles.

• Develop important emerging themes to give teacher education research a

distinctive positive.

Networking should be established with central level agencies working in the area of
Teacher Education. They are Teacher Education unit in the MHRD, National Council for
Teacher Education (NCTE), National Council Educational Research and Training (NCERT),
University Grants Commission (UGC). There are other supporting institutions like National
Institute of Educational Planning and Administration (NIEPA) now known as National
University of Educational Planning and Administration (NUEPA), Central Hindi Institute
(CHE), Central Institute of English (CIE), Central Institute of Indian Languages (CIIL),
Directorate of Adult Education (DAE), National Institute for Handicapped (NIH).

LET US SUM UP :

This unit covers the nature & purpose of research in Teacher Education, which is to
understand the educational phenomenon and transform it. The scope of research in Teacher
Education encompasses the whole system of i.e. the inputs, processes, the context, presage,
and process variables in Teacher Education. Problems of research in Teacher Education are
many. They are lack of qualified personnel, lack of motivation, arbitrariness, lack of
resources and facilities, problems of finance, lack of coverage, and lack of consensus among
researchers.

46
 UNIT-6
TRENDS AND ISSUES IN TEACHER EDUCATION IN PAKISTAN

Problems of Teacher Education in Pakistan and suggestions for its improvement.

Problems: The issues lead to the comprehension of the problems which are faced in the
development of education system and promotion of literacy. The study outlines seven major
problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals. However
it seems that it will not be able to achieve these international commitments because of
financial management issues and constraints to achieve the MDGs and EFA goals.

2) Social constraints: It is important to realize that the problems which hinder the
provision of education are not just due to issues of management by government but some of
them are deeply rooted in the social and cultural orientation of the people. Overcoming the
latter is difficult and would require a change in attitude of the people, until then universal
primary education is difficult to achieve.

3) Gender gap: Major factors that hinder enrolment rates of girls include poverty,
cultural constraints, illiteracy of parents and parental concerns about safety and mobility of
their daughters. Society’s emphasis on girl’s modesty, protection and early marriages may
limit family’s willingness to send them to school. Enrolment of rural girls is 45% lower than
that of urban girls; while for boys the difference is 10% only, showing that gender gap is an
important factor.

4) Cost of education: The economic cost is higher in private schools, but these are
located in richer settlements only. The paradox is that private schools are better but not
everywhere and government schools ensure equitable access but do not provide quality
education.

5) War on Terror: Pakistan’s engagement in war against terrorism also affected the
promotion of literacy campaign. The militants targeted schools and students; several
educational institutions were blown up, teachers and students were killed in Balochistan,
KPK and FATA. This may have to contribute not as much as other factors, but this remains
an important factor.

6) Funds for Education: Pakistan spends 2.4% GDP on education. At national level,
89% education expenditure comprises of current expenses such as teachers’ salaries, while
only 11% comprises of development expenditure which is not sufficient to raise quality of
education.

7) Technical Education: Sufficient attention has not been paid to the technical and
vocational education in Pakistan. The number of technical and vocational training institutes is
not sufficient and many are deprived of infrastructure, teachers and tools for training. The
population of a state is one of the main elements of its national power. It can become an asset
once it is skilled. Unskilled population means more jobless people in the country, which

47
affects the national development negatively. Therefore, technical education needs priority
handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor
quality, equity, and governance have also contributed in less enrolments.

An analysis of the issues and problems suggest that:

The official data shows the allocation of funds for educational projects but there is no
mechanism which ensures the proper expenditure of those funds on education.

 The existing infrastructure is not being properly utilized in several parts of the
country.
 There are various challenges that include expertise, institutional and capacity issues,
forging national cohesion, uniform standards for textbook development, and quality
assurance.
 The faculty hiring process is historically known to be politicized. It is because of this
that the quality of teaching suffers and even more so when low investments are made in
teachers’ training. As a result teachers are not regular and their time at school is not as
productive as it would be with a well-trained teacher.
 Inside schools there are challenges which include shortage of teachers, teacher
absenteeism, missing basic facilities and lack of friendly environment.
 Out of school challenges include shortage of schools, distance – especially for
females, insecurity, poverty, cultural norms, parents are reluctant or parents lack
awareness.

Solutions

There is a need for implementation of national education policy and vision 2030 education
goals. An analysis of education policy suggests that at the policy level there are several
admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education
system in the country, but a uniform curriculum can be introduced in educational institutes of
the country. This will provide equal opportunity to the students of rural areas to compete with
students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a
major problem for them, it seems feasible that a balanced approach for formal and informal
education be adopted. Government as well as non-government sector should work together to
promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by
feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper
education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is
important to make the already existing vocational and technical training centres more
efficient so that skilled youth could be produced.

48
Since education is a provincial subject, the provincial education secretariats need to be
strengthened. Special policy planning units should be established in provinces’ education
departments for implementation of educational policies and formulation of new policies
whenever needed. The provincial education departments need to work out financial resources
required for realising the compliance of Article 25-A.

Federal Government should play a supportive role vis-à-vis the provinces for the early
compliance of the constitutional obligation laid down in Article 25-A. Special grants can be
provided to the provinces where the literacy rate is low.

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.

Recommendations

 Technical education should be made a part of secondary education. Classes for

carpentry, electrical, and other technical education must be included in the curriculum.
 Providing economic incentives to the students may encourage the parents to send their
children to school and may help in reducing the dropout ratio.
 Local government system is helpful in promoting education and literacy in the
country. In local government system the funds for education would be spent on a need
basis by the locality.
 Corruption in education departments is one of the factors for the poor literacy in the
country. An effective monitoring system is needed in education departments.
 For any system to work it is imperative that relevant structures are developed.
Legislation and structure should be framed to plan for the promotion of education in the
country. After the 18th amendment the education has become a provincial subject,
therefore, the provinces should form legislations and design educational policies which
ensure quality education.
 Unemployment of educated men and women is a major concern for Pakistan. There
should be career counselling of the pupils in schools so that they have an understanding of
job market and they can develop their skills accordingly.
 Counselling of parents is required, so that they can choose a career for their child
which is market friendly.

There are two approaches to acquiring education: First, which is being followed by many in
Pakistan is to get education to earn bread and butter. The second approach is to get education

49
for the sake of personal development and learning. This approach is followed by affluent and
economically stable people who send their children to private schools and abroad for
education. The problem arises when non-affluent families send their children to private
schools, and universities. This aspiration for sending children for higher education is wrong,
because the country does not need managers and officers only. There are several other jobs
where people are needed. Hence the mind-set of sending one’s children to university only for
becoming officers and managers needs to be changed.
Financing in Teacher Education
Financing Pakistan education and beyond
June 2008: There are a number of studies that support the linkage between education and
development. Education per se is not development but can prepare individuals to enhance
their chances of exploring ways and means for development.

The relationship between education and development is a two-way process, that is, quality
education leads to development and development can pave the way for quality education.

In recent times, the term 'knowledge economy' has become a currency concept. In most
developing countries, the state of education in quantitative and qualitative terms is
questionable. Recognising the significant role education can play, rulers in developing
countries should invest more in education as this investment may ensure a bright future for
them.

In 1997, Mongolia allocated 8.5 per cent of its GDP to education. Pakistan was at the lowest
rung of the ladder as its allocation for education was only 2.2 per cent of GDP. This amount
was less than the amount allocated by the Maldives (8.1), Iran (5.4), Malaysia (5.1), South
Korea (4.2), Thailand (4.0), India (3.7), Sri Lanka (3.1), Nepal (2.9), Afghanistan (2.3) and
Bangladesh (2.3). These figures suggest the lack of priority given to education by Pakistan's
decision-makers. Is it because we do not have enough financial resources that we cannot
allocate more funds for education?

Before we hasten to answer this question let us see what the military expenditure was as a
percentage of GDP in 2006. Here Pakistan is on the top rung with 3.2 per cent followed by
Sri Lanka (2.6), India (2.5), Nepal (1.6), Bangladesh (1.5) and Bhutan (one per cent). This
suggests that it is more an issue of priority than that of financial resources.

According to the CIA Fact Book, "Pakistan's proposed defence budget for financial year
2006-07 accounts for about one-fifth of the total budget and is 20 times more than what the
country plans to spend on education and health. The country's percentage rise in the defence
budget was more than 15 per cent in 2005-06. Pakistan's defence budget as a percentage of
GDP is 4.5 per cent (2006) and Rs4.26bn in total (ranked 39th)."

The size of the defence budget is normally not fully visible. Some interesting strategies have
been evolved to downplay the impact. For instance, in 2001 the amount spent on the pensions
of armed personnel was not shown as a part of the defence budget; it was mentioned under
civil expenditure. Similarly, according to the CIA Fact Book, a large sum to buy F-16s multi-

50
role fighter jets from the United States and the JF-17 Thunder fighters from China was kept
[Link] we want to understand the real nature of the problem, we have to look at its four
dimensions. Only then can we appreciate the gravity of the issue of financing education. The
first dimension is that Pakistan is allocating a very small percentage of its GDP for education
whereas relatively a larger chunk goes towards military expenditure.

The second dimension is quite disturbing. This is the actual expenditure. In defence, more
money is spent than the estimated amount. But in education, a large amount of money
remains unspent because of various reasons. Either the promised money is not released on
time, or money is re-appropriated, or the process of the release of money is so complex that
the heads of educational institutions give up.

There could be any reason but the fact is that in almost all plans a large amount remains
unspent. A couple of examples should suffice to give an idea of the problem. For instance, in
the Second Five-Year Plan (1960-65) Rs78m was allocated for primary education whereas
only Rs18m was actually spent. Similarly, in the Seventh Five-Year Plan (1988-93)
Rs10128m was allocated for primary education whereas only Rs6399.17m was actually
spent. These are just two examples which show the overall trend in spending on education.
Contrary to this, spending on defence is more than the estimated figures given in the budget.

The third dimension which is equally important is the appropriateness of the spent money.
The post-9/11 scenario saw the inflow of massive foreign aid for 'better education' in
Pakistan. This was a great opportunity to utilise financial resources in an appropriate manner.
For instance, in the Parha Likha Punjab (literate Punjab) programme for which a large sum of
money was available, nothing concrete could be achieved because much was spent on
political appointments and image-building advertisements in the print and electronic media.
Crash teacher education courses were organised without any meaningful change in the
education system.

The perennial problem in the domain of education in Pakistan is that each government comes
up with attractive slogans without the required political will. The result is that we are still
grappling with the issues of quality at a very basic level.

The fourth dimension in financing education is lack of monitoring and accountability that has
encouraged people to experiment, mess up and get away with their errors. What happened to
some good educational initiatives, for instance, the Nai Roshni schools? Where did the funds
collected in the name of Iqra go? Why did projects with huge foreign funds fail? We may
never know the answers to these questions as there is no strong tradition of accountability in
Pakistan.

Thus low allocation, under-spending, inappropriate spending and lack of accountability have
done untold damage to the education sector in the country. What is happening is linked to
socio-political practices in the wider sphere of society. For instance, for a long period of
Pakistan's history the army has overtly and covertly dominated politics. That is why the
tendency has been to spend more on defence. Educational initiatives were not given due
importance.

51
We see glaring inconsistencies in the policies of different governments resulting in half-
baked ideas and practices. What is required is a new perspective. By understanding the
significance of education, allocating more funding for it and spending the money in a more
appropriate manner, we can hope to bring about a positive change.

Change in the educational sphere is linked to the bigger societal sphere whose socio-political
practices impact on education. Does that mean that we must wait until societal practices
change and then start working for improvement in education? An alternative route is to
improve our education in terms of its quality for societal development - a concept of
development which is not confined to economic well-being alone but that ensures
emancipation and individual freedom as well.
Financing in Teacher Education

Merely increasing the education budgets will not solve all the problems that our education
system is facing. Budget increase needs to be supplemented with its proper utilization,
earmarking significant amount of funds for development and non-salary components and
spending more on in-service and pre-service teacher training. These are some of the steps
which, if undertaken, can ensure a better educational system in the country in the days to
come.

There is no denying the fact that the focus on education has enhanced in the recent years
with the federal and provincial governments now focusing more on enrolling out-of-school
children, providing basic facilities, teachers rationalization, achieving targets like higher
literacy rates, reducing gender disparity and spending higher proportion of budgets on
education. However, a lot still needs to be done in this regard as there still exist huge
infrastructural backlogs; many schools function with more teachers than needed and on the
contrary many schools work with lesser teachers than required; and the learning outcomes
are much lower than the desired ones.

Why is it not Working?

Currently Pakistan is spending around 2 per cent of its GDP on education, which in fact is
quite low, even when compared with our neighboring countries. This year, in 2014-15, the
federal and provincial governments allocated Rs641 billion for education which is an
increase of 11 per cent compared with the previous year’s allocation. Considering this huge
public spending on education, a question that pinches a common citizen is why the
educational situation is not improving in public sector institutions. Although, many factors

52
contribute to it, underspending is one of the issues which needs to be addressed by all the
provincial governments especially Sindh and Khyber-Pakhtunkhwa (K-P) who could not
expense 23 per cent and 16 per cent of their allocated education budgets in 2013-14.

Along with underspending, the proportion of education budgets allocated for current and
development purposes shows disparity. Although some of the provinces earmark significant
budgets for development purposes, the actual spending remains well short of the allocated
budgets. Except for Punjab which spent 89 per cent of its development budget during the
last fiscal year, the other three provinces registered a utilization rate of around 50 per cent
or less in 2013-14.

Salaries constitute roughly 80 per cent of the total education budget for all the provinces,
implying that there is not much left for non-salary and development schemes. Although the
provincial governments are spending huge budgets on salaries, but has the quality of
education improved in the last few years remains a question that needs an answer in order
to justify these huge expenditures.

Teachers Training

Notwithstanding the importance of other factors, teachers have a huge role to play in order
to improve the quality of education in the country. For this, not only the teachers have to be
academically qualified but they also need to be imparted professional training, pre-service
and in-service both. To have an idea of the budget allocated for pre-service and in-service
teacher training in public sector, let’s have a look at the budget allocated for the purpose in
Punjab. The government of Punjab has earmarked Rs2,914 million for in-service and
Rs1,200 million for pre-service teacher training in 2014-15, registering an increase of 10
per cent and 5 per cent compared with the allocation in 2013-14. The in-service teacher
training budget for Sindh has increased from Rs218 million to Rs389 million which also
includes a development budget of Rs149 million. For pre-service, the Sindh government
has allocated Rs733 million this year showing an increase of 9 per cent compared with the
allocated budget in 2013-14. The government of K-P has not allocated any budget for pre-
service teacher training in the last two years. Also the in-service teacher training budget has
now been merged with the employee-related expenses and therefore cannot be separately
calculated. In 2013-14, the government of K-P allocated Rs420 million for teacher training.

53
An increase in the budgets for teacher training is a healthy sign as trained teachers are
expected to impart quality education to the students. But it would be worth analyzing as to
what proportion of these allocations are actually spent.

Recommendations

It is encouraging to see all the provinces allocating significant amount of funds for
education; highlighting the policy shift towards provision of quality education. However,
merely increasing the budgets will not solve all the problems our education system is
facing. Proper utilization of allocated budgets, earmarking significant amount of funds for
development and non-salary components and higher spending on in-service and pre-service
teachers training are some of the steps which can ensure a better educational system in the
country

CONTINUOUS PROFESSIONAL DEVELOPMENT

Defining Teacher Professional Development.

Professional Development refers to the development of a person in his/her Professional role
(Gglatthorn, 1995, p.41)Role refers to Transmit-Transform & cultivate
1. Character Building [Link] Integrity [Link] of required skills
Role of Teacher
Transmit--- Knowledge---Head
Transform ---Attitude ----Heart
Cultivate ----Skills ----Hand
Teacher Professional Development
• Teacher Professional development is defined as activities that develop a Teacher’s
Knowledge, Attitude (mind-set, Feelings) and skills
• (also known as “in-service” or “teacher education”)
Professional Development vs. Career Development
The concept of professional development is broader than career development. Professional
development is essential for each move of career.

54
Professional Development vs. Staff Development
• Professional Development is directly related to practical issues and life long process
• Staff Development is necessarily not related to practical issues and short term ( short
term courses, workshops)
Professional Development vs. In-service Training
• Professional development is a process of culture building and not mere of skill
training (Cochran & Lytle, 2001)
• In-service Training is a traditional system of professional development
Professional Development vs. Training
• Professional development is much more than training, though technology training
may be one part of TPD.
• Professional development—including the ongoing workshops, follow-up, study,
reflections, observation and assessment that comprise TPD—accommodates teachers
as learners, recognizes the long-term nature of learning, and utilizes methods that are
likely to lead teachers to improve their practice as professionals.
Types of PD
• Formal Professional Development which includes formal experiences such as training
workshops, Professional meetings, mentoring etc.
• Informal Professional Development which includes informal experiences such as
reading professional publications, watching profession related films, videos,
documentaries etc (Ganzer, 2000)
Objectives of Professional Development
1. To update individuals’ knowledge of a subject in light of recent advances in the area;
2. To update individuals’ skills, attitudes and approaches in light of the development of
new teaching techniques and objectives, new circumstances and new educational
research;
3. To enable individuals to apply changes made to curricula or other aspects of teaching
practice;
4. To enable schools to develop and apply new strategies concerning the curriculum and
other aspects of teaching practice;
5. To exchange information and expertise among teachers and others, e.g. Pedagogical,
Managerial; and to help weaker teachers become more effective.

55
PD Models
Standardized TPD programs
• Focus on rapid dissemination of specific skills and content, often via a “cascade” or
“train-the-trainer” approach

School-centered TPD
• Focus on longer-term change processes, usually via locally facilitated activities that
build on-site communities of practice
Individual or self-directed TPD
• In self-directed TPD, teachers are asked to determine their own professional
development goals and select activities that will help them attain these goals.
Models of Professional Developments
A. CASCADE MODEL:
• The cascade model involves the delivery of training through layers of trainers until it
reaches the final target group.
• The first group of teachers is trained in a specific area of instruction to shift on to 2 nd
and 3rd layer of educators and continue up to four generations.

B. MENTOR MODEL:
• Mentor: a wise and trusted advisor or counselor – encourages human growth

56
 • Mentoring: the transfer and transmission of experience, viewpoints and expertise
from one person to another
• Generally touches personal and professional life
• Helps the person to solve their problems or attain their goals
• Can be one-time contact, or LT relationship, formal or informal
• A model of professional development in which an experienced coworker or teacher
teaches in the classroom while the new inducted teacher learn from his way of
teaching. In this model the experienced teacher performs as a mentor and the new
teacher imitates him.
C. REFLECTIVE MODEL:
• In this model, teacher reflects on his instruction and evaluates his teaching
regarding what went good and what not. By this practice teachers become reflective
practitioners and they reach a stage where they incorporate and convert skills to
specific contexts. They eventually arrive at a position where skills are internalized and
as a result let them to fashion new teaching strategies.
C. REFLECTIVE MODEL:
• In this model, teacher reflects on his instruction and evaluates his teaching
regarding what went good and what not. By this practice teachers become reflective
practitioners and they reach a stage where they incorporate and convert skills to
specific contexts. They eventually arrive at a position where skills are internalized and
as a result let them to fashion new teaching strategies.
E. CLUSTER BASED MODEL:
• This works with a group of schools in a specific area served by a learning resource
centre or a group of professionals. There are a number of examples in Pakistan such
as GIZ, USAID/ESRA, UNICEF, DFID and such others (UNESCO, 2003).
ADDRIME?

57
 Design

Analysis Develop

Evaluate Review

Monitor Implement

Underlying Principles for Professional Development Programs

Corcoran (1995) has suggested the given principles for institutions and educators who plan
and execute professional development programs.
1. Inspire, refresh, motivate and appreciate
2. Well equipped with basic knowledge for instruction
3. Follow constructivist model of instruction
4. Provide opportunities for learning through mentoring and readings
5. Show reverence for instructors as professionals and as grown-up learners
6. Offer adequate time and follow up opportunities

Guidelines for Professional Development Programs

• Guskey (1995.a), has proposed the following guidelines for effective designing,
developing and implementing professional development programs for teachers which
are;
1. To be aware of transformation as being both personal and an institutional process
2. To work as a team and help each other for the common good
3. To observe teaching and evaluate areas of improvement
4. To provide process for feedback on happenings and results
5. To practice incessant follow up, support and appreciation
Approaches of Professional Development

58
 • Cochran-Smith and Lytle (2001, p.47) mention three approaches regarding
professional development of the teacher which are;
1. Knowledge-for-practice: University/School based research to generate formal
knowledge & theory to use and improve practice
2. Knowledge-in-practice: Practical knowledge embedded in practice-Skills
3. Knowledge-of-practice: Reflect on their practice and use a process of inquiry to
learn more about effective instruction
Modes of professional Development
Ruskin, (2011) said that there are many modes, approaches, means and sources leading or
cause to professional development but classroom observation is the best mode of professional
development of the teachers in the most needed areas of pedagogy.
TeacherProfessional Development
1. Supervisionclassroom observation analysis feedback
2. Self-Reflection
3. Personal professional Development by Reading
4. TGM & FGD
5. Professional Associations6 .Study circles
6. Supervisio
7. Classroom observation
8. Analysis
9. Feedback
10. Need based training
11. Annual Training internal+External
12. Participation in Research based, creative and assigned activities
13. Presentations, Seminars by Teachers on Educational Topics
14. Visits to good institutions and benchmarking
Précis
1. TPD is the tool by which policymakers convey broad visions, disseminate critical
information, and provide guidance to teachers.
2. Effective TPD begins with an understanding of teachers’ needs and their work
environments—schools and classrooms.
3. TPD then combines a range of techniques to promote learning; provides teachers with
the support they need; engages school leadership; and makes use of evaluation to

59
 increase its impact. Essential techniques include mentoring, teamwork, observation,
reflection and assessment.
4. Though the recipient of TPD is the teacher, the ultimate intended beneficiary is the
student.
Impact of Professional Development on Teachers
• “The quality of education is directly related to the quality of instruction in the
classroom. The teacher is considered the most crucial factor in implementing all
education reforms at the grassroots level. It is a fact that the academic qualifications,
knowledge of the subject matter, competence and skills of teaching and the
commitment of the teacher have effective impact on the teaching-learning process.
Recognizing the deteriorating quality of education at various levels, efforts need to be
intensified to accord adequate priority to the effectiveness of teacher education
programs and professional development of the in-service teachers in the country”
(National Education Policy 1998-2010, p.47).
Teach
• Aside from financial gain, TPD has a significant positive impact on teachers’ believes
and practices, students’ learning and on the implantation of educational reforms as
well.
• Evidence shows that TPD has an everlasting impact on teachers’ knowledge, attitude
and skills (Ibrahim, 1998).
• The more the teachers are professionally developed the higher the level of students’
leaning will be
• (Nationall commision on teaching, 1996,1997; Falk, 2001; Educational Testing
service, 1998; Ggrosso de leon, 2001; Guzman, 1995; Borden, 1995; Tatto,1999)
• Frank et al (1997), Professional development programs have encouraging, positive
and lasting influence on teachers’ believes, behavior, performance and students
learning as well. Winning professional development programs have a visible effect on
teachers’ output, both inside and outside of the classroom.
• According to Kettle and Sellars (1996), teachers’ professional training and growth
have a great impact on defining teachers’ instructional objectives and these objectives,
as a result, have impact on the teachers’ behavior in the classrooms and schools.
Professional development has direct impact on the following variables;
A. Personal knowledge, attitude and skills B. Professional culture C. Workforce and
work place D. Philosophy E. Planning F. Instructio G. Learning
[Link] (Ibrahim, 1997, P.127).
2.2 Teacher as an artist.
• Curriculum is a tool in the hands of the Artist (Teacher), to mould his/her materials
(Students), according to his/her ideals (objectives) in his/her studio (College/ School).
Cunningham

60
2.3 Pre-service Education.
• According to the International Encyclopedia of Teaching and Teacher education
(1987),
“Teacher education can be measured in three phases:
Pre-service, Induction and In-service.
All the three phases are considered as parts of continual process.”
Pre-service Teacher Education:
• Here the prospective teacher is provided with basic and theoretical education to
prepare him for forthcoming profession. At this stage the teacher is equipped with the
requirements of instruction.
Induction, orientation or mentoring phase:
• At this phase the teacher joins the profession and he is provided with basic support
required for instruction within the school environment. This phase lasts for at least
one year in a school through which the teacher is mentored, supported and encouraged
to know how to perform his job.
2.4 In-Service Education/Training:
• At this phase the teacher is provided with newfangled refresher courses as per social
trends, instructional demands and for fulfilling curriculum requirements. At this stage
the teacher is provided with continuing professional development courses.
Need of Teacher Education
• Professionally, influential instruction is very significant and growing in our modern
society because of vibrant trends in professional growth and development.
• Standards of instruction are higher in the 21st century than it had been in the 20th and
as a result teachers will require getting additional knowledge and skills so that to
survive and be flourishing in the 21st century school setting
(Darling-Hammond, 2006).
• In 21st century, the job of a teacher has become more challenging and technological.
Therefore, the teacher is needed to be well equipped for teaching profession through
in-service training and continuing professional development.
• Professional development rests on the notion that “Teachers are made, not born “in
contrary to the assumption, “Teachers are born, not made.
• Teaching is both art and a science that is why the teacher will have to be acquainted
with basic pedagogical knowledge and skills which are called “tricks of the trade”.
• Therefore, to prepare the teachers for their roles, a well planned professional program
is call of the time through which they will get command over subject matter,
pedagogy and instructional skills. (TEM-IV, 2012.p.293)

61
 • Instructional excellence is unavoidably associated with teachers’ capacity building,
professional development and grooming.
Though policy exists for in-service training programs, but due to non-implementation and
lack of follow up, teachers do not bother for their professional growth and development (Ali,
1998)

62