Teaching Education in Pakistan Unit 4: Teacher Education Prospects and Future Course Code 8626 Allama Iqbal Open University B.Ed

1. TEACHER EDUCATION PROBLEMS,
PROSPECTS AND FUTURE
(8626)

2. INTRODUCTION
 Education system is influenced by multifarious developments which took place in the past,
which ultimately reinforce our thinking on the subject for economic development.
 The education system of a country is the foundation of success in today’s globalized world,
as the real wealth of a country is not in its tangible natural resources but in knowledge,
which is the driver of the economic development.
 Teacher training institutions are built to provide teaching practices to novice teachers. In
these institutes, teacher education programmes are considered responsive to the demands
for quality in the school system.
 Objective, manual, orientation, rules and regulation of teaching practice are prepared and
supplied properly to the teachers which give them 'qualified teacher' status.

3. Structure of Teacher Education and its
Future
 Education is basic core of a civilized society and necessary for cognitive,
emotional, social, cultural, economic development of an individual.
 To achieve all these targets, they need quality education and proper
guidance in educational institutions. For that, teachers and educators
assigned for them should be highly educated and professionally trained.
 To meet the changing needs of society and the international economy, all
countries in the world put great emphasis on the quality education.
 The quality of education depends on the professional competencies and
enthusiasm of teachers.

4. Structure of Teacher Education
 We strongly admit that teacher education in Pakistan should be rich and
highly developed, as teachers are responsible for raising the status and
honour of education.
 The father of the Nation Muhammad Ali Jinnah also emphasized on the
importance of teacher education. He, in his message to the 1st educational
Conference, held in Karachi in NovDec 1947, 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”.

5. Cont…
 Around the world, the main focus of teacher education is on effective
teaching techniques and pedagogies, which can be achieved by various pre-
service and in-service trainings at all levels.
 These trainings are offered to novice teachers to equip themselves with new
teaching techniques and technologies, which are socially accepted by society.
These teachers enhance their content knowledge and pedagogical skills
according to the needs and interest of the society and the learner.
 By these courses and trainings, teachers achieve educational and professional
excellence.

6. Structure of Teaching Profession
 Pakistan is converting its raw talents of teachers into constructive and
productive asset to compete in the global knowledge economy.
 The ministry of education instructs and inspires educational organizations to
inculcate quality teaching and quality education in teachers and educators to
uplift the standard of education in Pakistan.
 Educational researchers and professionals are dedicated to the principles of
continuous professional developments of teachers in the following areas:
 a. Acquisition of current and recent content knowledge of subjects ;
 b. Use of broad knowledge of instructional tools, strategies and pedagogical ;
c. Ethical monitoring and assessing of student learning outcomes ;
 d. Cultivating students the ethical scholarly dispositions.

7. Composition of Professional Standards
 a. Knowledge and Understanding (Content)
 The basic concepts, history, domains, subject matter knowledge, researches,
acquisition of academic, social, emotional skills, diverse style of learning.
 Islamic and universal ethical norms and values.
 Aims, goals and objectives of education, proper instructional strategies and
planning, effective teaching methods and techniques.
 Knowledge of different types of assessments and evaluation process
(criterion-referenced/norm-reference instruments, standardized and
performance bases written tests, etc.), knowledge of validity, reliability,
scoring of test items.
 Knowledge of effective collaboration with parents, professionals,
communities, to promote quality education.

8. b. Dispositions (Behaviour, Attitudes and
Values)
 Provide facilitations to diverse talents of students to enhance self-efficacy
and achieve high successes by acquiring subject-matter knowledge.
 Teachers value the equality and educability of all children and adolescent.
Inculcate awareness among people about ‘Quran’ and ‘Sunnah’____ the only
valid source of true knowledge for all mankind.
 Attain collaborative and cooperative behaviours towards critical thinking,
team-work, independent problem-solving techniques.
 Teachers value the fair and objective assessment of students without
biasness, constructive and productive feedback to student’s performances.
 Teachers value the intellectual, physical and ethical development of all
studetns by engaging parents, guardian and other family members.

9. c. Performance (Skills)
 Teachers engage students in those activities which promote their critical and
creative thinking, problem-solving skills, apply various learning theories by
considering the individual difference of students.
 Value and practice the Islamic and ethical values by clarifying their use in
internal and external discourses, practice Islamic teachings in classroom to
avoid mischaracterization and demonization of Islam and other faiths.
 Plan appropriate instructional strategies after evaluating teaching resources
and curriculum material in the classroom.
 Teachers learn to develop teacher-made tests for continuous evaluation of
students performance and modify future plans and instructional techniques to
rectify their drawbacks, by mutual consultation with their parents and
professional staffs.

10. A Proposed Structure for Teacher
Education
 The Higher Education Commission (HEC) Pakistan organized a meeting of
representatives of Federal and Provincial Public Service Commissions, Provincial
Secretaries of higher education in July 2016 to deliberate on HEC-approved Teacher
Education Roadmap 2016 as well as National Professional Standards for Teachers.
 Higher Education Commission 101 (HEC) has approved an in-service programme to help
the serving teachers improve their content knowledge and skills of modern teaching
practices.
 In this meeting, old programmes like PTC, CT, Diploma in Education, and one-year B.Ed
have been phased out, and replaced with four-year B.Ed (Honours) programme based on
140-142 credit hours and a two-year Associate Degree in Education (ADE) of 68 credit
hours.
 The new ADE and B.Ed programmes have a judicious blend of content knowledge,
general education required of all four-year bachelors’ degrees and professional
competencies.

11. Teacher Education Roadmap for
Secondary Education

12. Teacher Education Roadmap

13. National Educational Policy 1998-2010
Aims and Objectives
 To revitalize the existing education system with a view to cater to social,
political and spiritual needs of individuals and society.
 To promote social and cultural harmony through the conscious use of the
educational process.
 To provide and ensure equal educational opportunities to all the citizens of
Pakistan and to provide minorities with adequate facilities for their cultural
and religious development, enabling them to participate effectively in the
overall national effort.

14. Cont…
 To widen access to education for all and to improve the quality of education,
particularly in its dimension of being relevant to the needs of the economy.
 To equalize access to education through provision of special facilities for girls and boys
alike, under-privileged / marginalized groups and handicapped children and adults.
 Education and training should enable the citizens of Pakistan to lead their lives
according to the teachings of Islam as laid down in the Qur'an and Sunnah and to
educate and train them as a true practicing Muslim.
 To evolve an integrated system of national education by bringing Deeni Madaris and
modern schools closer to each stream in curriculum and the contents of education.
 Nazira Qur'an will be introduced as a compulsory component from grade I-VIII while at
secondary level translation of the selected verses from the Holy Qur'an will be offered.

15. Teacher Education
 The effectiveness of the educational system of Pakistan, i.e., in-service
training of teachers, teacher trainers and educational administrators can be
enhanced through school clustering and other techniques.
 The quality of pre-service teacher training programmes can be upgraded by
introducing parallel programmes of longer duration at post-secondary and
post-degree levels i.e. introduction of programs of F.A/F.Sc education and
B.A/B.Sc education.
 According to National Educational Policy 2009, reform is required in pre-
service training and standardization of qualifications; professional
development; teacher remuneration, career progression and status; and
governance and management of the teaching workforce to raise the quality of
teacher education.

16. Problems and Issues of Teacher
Education
 There are various factors responsible for this critical situation.
 Shortage of funds for teacher education, lack of quality pre-service and in-
service trainings, scarcity of human and material resources, poor salaries and
low status of the professionalism in teaching, and globalization are some of
the main setbacks of teacher education.
 These problems are being vehemently highlighted in academic and
educational seminars and conferences. Let us discuss some main problems
and issues of teacher education.

17. Cont…
 Allocation of Funds for Education
 Government Training Institutes
 Scarcity of Human and Material Resources
 Poor Quality of Management
 Training of Government Teachers
 Lack of Potential and Competent Educators
 Lack of Interpersonal and Counseling Skills
 Poor Evaluation and Assessment Criteria

18. Training of Elementary School Teachers
 Conventional Training Programme
 Field-based Teacher Training Programme
 Training of Teachers through Distance Education

19. Training of Secondary School Teachers
 B.S. Education (12+3 Model)
 B. Ed. (14+1 Model)
 Training through Distance Education
 Education Foundations and the National Commission for Human Development
(NCHD)

20. Pre-Service Education
 Modern methodology
 History of education
 Philosophy of education
 Guidance and counseling
 Testing and measurement
 Sociology of education
 Educational psychology
 Child development
 Anthropology

21. Primary Teacher Education in Pakistan
 The teacher in the classroom deals with diversity of learners and is
responsible for their physical, intellectual, social, moral and spiritual
development. As we know that the primary education is the foundation and
base for learning.
 The return of primary 115 education is considered higher than that of higher
education. Therefore, primary education needs more attention and inputs to
raise its standards and quality.
 In Pakistan, the educational Conferences formed a number of committees
including for primary education to provide compulsory universal and free
primary education to every child and provide facilities for attainment of
universal enrolment of boys and girls especially in far-flung areas.

22. Primary Education System at District
Level
 The District Education Officers (male) and their staff is in charge of the boy’s
primary schools and the DEO (female) heads each district as in charge of the
girl’s primary schools.
 A District Education Officer has one Dy. District Education Officer, (Dy. DEO),
one or two Sub Divisional District Education Officers (SDEO), three to four
Assistant District Education Officers (ADEO), several Assistant Sub Divisional
Education Officers (ASDEO), and one Learning Coordinator (LC) for
approximately 30 to 80 schools. L.C.s are supposed to reach out their schools
for supervision and guidance.