This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.

1. Presented by:
Syed Ali Roshan
Rida Ikram

2. Introduction
 Development status of every country depends upon the
standard of education.
Teacher is the key player of every educational system.
He bring positive behavioral changes in students.
 He should be adequately equipped with skills and
abilities.

4. Concept of Teacher Education
Teacher education (TE) or teacher training refers to
policies, procedures and provision designed to equip
(prospective) teachers with the
knowledge
Behaviors
skills
.

5. They require to perform their tasks
effectively in the
classroom
school and
wider community

6. Need for Teacher Education
 Teachers’ general education and professional training
both require for multiple effects for learning of their
students.
 Best training is needed for the promotion and
maintenance of good teaching learning standards.
 Teachers are the layers of the foundations of future
citizens, hence need to be educated with futuristic
perspective.

7. Purpose of Teacher Education
The purpose of teacher education primarily is to equip
prospective teachers not only with suitable aptitudes for
teaching but also with appropriate skills and abilities
required to make them effective and efficient
professionals.
To strengthen good habits
 To overcome the pedagogical weaknesses.

8. Phases of Teacher Education in
Developed countries
There are three stages of teacher training which
are followed to educate and train the teachers.
1. Initial Teacher Training/Education
2. Induction
3. Continuing Teacher Education

14. Teacher Education In France
As a rule, in primary schools in France, teachers do not
specialize in a particular subject but are responsible
for teaching all subjects to their class.
83% teachers are women.
Average age is 42.
12% are working part time.

15. Teacher Education in Italy
In Italy a university degree in primary school
education (Scienze della formazione primaria) is a
requirement for obtaining teacher qualification at the
primary and preprimary levels.
The degree may be completed in five years and
includes 600 hours of internship, beginning in the
second year of the course.

16. Italian Teaching Criteria
 Newly employed teachers are required to complete 50
hours of compulsory training, 20 hours of which will be
conducted through an online platform.
 In addition to offering training courses, the online
platform aims to create a digital environment to facilitate
communication, discussion, and exchange of materials
among teachers during their first year of service.

17. Teacher Education in Norway
Average age of Norwegian teachers is 44 years old
(grade 1-13).Teaching experience is 16 years.
 Grade 1-10------60 years old
 Grade 11-13-----17%60 years old and majority is
women.
 Grade 1-7-----80%female
 Grade 8-10-----60%female
 Grade11-13-----52%female

18. Requirements for Teachers in
Norway
Special credit hours are required in Norweigian,Math and
English.
For primary school-------Minimum credits30
For Math teacher in lower level-----60 credit hours
For science teacher-------------30 credit hours
Upper secondary school--------60 credit hours in every
subject they teach.

19. Teacher Education for basic schools in
Norway
 Teachers of both grades of (1-5&6-10) are required
100 days of teaching practice.
 University educated teachers are qualified to
teach(Grades 8 to 10 and 11 to 13, respectively) , as
specialist teachers.
 They need 75-85 days of teaching practice.

20. Entry Qualification For Teachers in
Pakistan
 a) Primary Level (I-V) : Matriculation + one year
teaching certificate (PTC)
 b) Middle Level (VI-VIII) : Intermediate + one year
teaching certificate (CT) and,
 c) Secondary Level (IX-X) : B.A/B.Sc + one year
Bachelor of Edu. degree course/B.Ed

21. Non Formal Teacher Education
Allama Iqbal Open University (AIOU) is offering non
formal teacher training courses for both male and
female students living in the far away areas of the
country.

23. Drawbacks of Teacher Training in Pakistan
i. Short duration of teacher education programs.
ii. Minimum interaction of teachers in school education.
iii. Obsolete teaching and evaluation methods.
iv. Lack of audiovisual aids and other educational equipment in teacher
training institutions.
v. Lack of complementary reading material / specialized magazines /
research magazines
vi. Lack of coordination between training institutions.
vii. No incentives for future teachers.

24.  Despite increased investment in education, Pakistan has not yet
achieved its goal of UPE (Universal Primary Education).
 At that time, not even a million students were studying in
schools, while now more than twelve million children attend
schools.
 But at the same time, due to a very high population growth
rate, over twelve million school-age children do not attend
school, do jobs or simply do nothing.

25. Conclusion
o The major objective of this study is
o to understand the importance of teacher education in
Pakistan as well as other developed countries.
o Recent comparisons with the Teacher Education in
Finland,France,Italy and Norway shows that Pakistan is
still much lower than other developed countries in the
world.