Course: Teacher Education (829)

Level: M A (T. Education) Semester Autumn 2, 2020

Roll No: CB574009

Name: Muhammad Shahid:

Assignment No 1:

Compare the aims and objectives of

Question No 1?

teacher education as given by Aggerwal and given in the

National Education Policy 2009 .
Answer : The National Education Policy (NEP) 2009 (“the Policy”) is
the latest in a series of education policies dating back to the very inception of the
country in 1947. The review process for the National Education Policy 1998-2010
was initiated in 2005 and the first public document, the White Paper, was
finalized in March 2007. The White Paper, as designed, became the basis for
development of the Policy document. Though four years have elapsed between
beginning and finalization of the exercise, the, lag is due to a number of factors
including the process of consultations adopted and significant political changes
that took place in the country. Two main reasons prompted the Ministry of
Education (MoE) to launch the review in 2005 well before the time horizon of the
existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired
educational results and performance remained deficient in several key aspects
including access, quality and equity of educational opportunities and, secondly,
Pakistan’s new international commitments to Millennium Development Goals
(MDGs) and Dakar Framework of Action for Education for All (EFA). Also the
challenges triggered by globalization and nation’s quest for becoming a
knowledge society in the wake of compelling domestic pressures like devolution
and demographic transformations .

This document is organized into nine chapters. Chapter 1 describes overarching

challenges, identifying two fundamental causes that lie behind the deficiencies in
performance (the commitment gap and the implementation gap), and outlines
the way forward. Chapters 2 and 3 articulate the ways of filling the Commitment
Gap (system values, priorities and resources) and Implementation Gap (Ensuring
good governance) respectively. Chapter puts forward the provisions of Islamic
Education and transformation of the society on Islamic human values. Chapters 5
to 8 outline reforms and policy actions to be taken at the sub-sector levels.
Chapter 9 broadly suggests a Framework for Implementation of the Action Plan of
this Policy document. Annex- I describes the current state of the education sector.
Available indicators have been assessed against data in comparable countries
Most of the issues recognized in this document were also discussed in previous
policy documents. A new policy document on its own will not ameliorate the
condition but all segments of society will have to contribute in this endeavor.
However, the document does recognize two deficits of previous documents i.e.
governance reform and an implementation roadmap, which if redressed, can
improve the performance of the present Policy. The policy discusses issues of
inter-tier responsibilities wherein the respective roles and functions of the
federal-provincial-district governments continue to be unclear. Confusion has
been compounded, especially, at the provincial-district levels after the
‘Devolution Plan’ mainly because the latter was not supported by a clear
articulation of strategies. The other issue identified for governance reforms is the
fragmentation of ministries, institutions etc. for management of various sub-
sectors of education and, at times, within each sub-sector. Problems of
management and planning have also been discussed and recommendations
prepared. This document includes a chapter that describes the implementation
framework. The framework recognizes the centrality of the federating units in
implementation of education policy measures. The role of the Federal Ministry of
Education will be that of a coordinator and facilitator so as to ensure sectored and
geographic uniformity in achievement of educational goals nationally.
Encouraging private investment in education. There shall be regulatory bodies at
the national and provincial levels to regulate activities and smooth functioning of
privately- managed schools and institutions of higher education through proper
rules and regulations. educational facilities by the private sector. Matching grants
shall be provided for establishing educational institutions by the private sector in
the rural areas or poor urban areas through Education Foundations. Existing
institutions of higher learning shall be allowed to negotiate for financial assistance
with donor agencies in collaboration with the Ministry of Education. Educational
institutions to be set up in the private sector shall be provided (a) plots in
residential schemes on reserve prices, and (b) rebate on income tax, like industry.
Schools running on non-profit basis shall be exempted from all taxes. Curricula of
private institutions must conform to the principles laid down in the Federal
Supervision of curricula, Textbooks and Maintenance of Standards of Education
Act, 1976. The fee structure of the privately managed educational institutions
shall be developed in consultation with the government. Innovative Programes
The National Education Testing Service will be established to design and
administer standardized tests for admission to professional institutions.
Qualifying these tests will become a compulsory requirement for entry to
professional education. This mechanism is expected to check the incidence of
malpractice in examinations. Likewise, standardized tests shall be introduced for
admission to general education in universities. Implementation Monitoring And
Evaluation A comprehensive monitoring and evaluation system has been
envisaged from grass-roots to the highest level. The District Education Authority
will be established in each district to ensure public participation in monitoring and
implementation. The education Ministers at the Federal and Provincial levels will
oversee monitoring committees, responsible for implementation at their levels.
The Prime Minister and Provincial Chief Ministers will be the Chief of National and
Provincial Education Councils respectively which will ensure achievements of
targets. Existing EMIS at Federal and Provincial levels shall be strengthened to
make them responsive to the need of Monitoring and Evaluation System (MES)

Question No 2 ? Discuss the usability of teaching

methods recommended by Muslims Scholar in the
current teaching learning environment .
All the teaching of (Part
B)Discuss the usability o teacher
methods recommended by Muslim scholars in the
current teaching learning environment.The ancient
Muslim educationists adopted a special method of
teaching that promotes the recipients of knowledge.
The following are some articles of the teaching
methods:Forsaking TensionTeachers ought to treat
their pupils leniently and kindly and avoid any tension
and cruelty since these two things impede the mental
growth and author serious psychological complexes.
Ibn Khuldun says, “Tensional teaching injures the
pupils, especially the children and the harshly
educated.”Physical DisciplinePupils of irregular
behavior and negligence should be disciplined if they
ignore the advice. The ancient Muslimteachers used to
beat and detain even the kings’ sons. Abu Merriam,
the educator of Al-Amin and Al-Mamun*, caned them
so harshly that one’s arm was injured. Before his
father, the boy showed his hand, and the teacher was
summoned. “What for did Mohammed –al-Amin-
complain you?” asked Ar-Rashid. “He is full of
naiveté and slyness,” answered the teacher. The caliph
then said, “You may kill him! His death is better than
being dull.”In his instructions to Al-Ahmer, one of his
sons’ educators, Ar-Rashid said, “You should first
reform him by means of kindness and lenience. If he
refuses, then you should use tension and course.”
Fathers used to say to the educators of their sons,
“Your share is the flesh while ours is the bones.”
Beating and tormenting were the most important
means of education. This is incorrect indeed since it is
undecided to Islam that regards mercy, kindness, and
lenience as the most matters on which education
should settle. All of the crooked ways should be
avoided in the educational processes. Teachers should
not exceed in disciplining the irregular and deviant
pupils since it creates mental complexes and impedes
the maturity and prosperity of education and
personality. Ibn Khuldoun says, “If the educator uses
coercion, this will distress the pupil and confine his
delighted spirit and urge on indolence and lead to lie
and malignancy for avoiding more coercion. In
addition, this coercion will teach the pupil trickery and
fraud, and the pupil may take them as customs and
qualities forever. The educator whether teacher or
father, should not exaggerate in disciplining the sons.”
The Prophet (s) said, “Teach without chiding.
Teachers are preferable to the scolders.” Ibn Quteibat
said, “Teachers are recommended not to use tension or
pride.”Teachers are compared .
Question No 3 ? Explain the existing teacher
education system in Pakistan .
Answer : Teacher education is an essential and critical part of every
educational system and therefore plays a key and fundamental role in improving
quality and enhancing the educational system. The goal of the study was to
present an overall picture of teacher education in Pakistan in the context of
education policies, quantitative expansion, provision of education for pre- and in-
service teachers, particularly by the public sector, initiatives undertaken by the
public sector to improve the quality of teacher education and to highlight the
issues and problems of teacher training. Since, 1947 Pakistan has grown
tremendously in the number of teacher training institutions. Teacher education is
an important area of concern in the education system in Pakistan, so every
educational policy paper has discussed teacher education and suggested various
measures to improve teacher education. These measures, however, were
implemented in parts and pieces, hence, could not bring the desired results. The
quality of public-sector education declined over a given period of time thus
provided the space for private sector which emerged as a strong competitor in
the education sector by enrolling one-third of students at all educational levels.
Introduction Teacher education is crucial component of education system and it
plays a pivotal role in the quality improvement and strengthening of education
system. Ahmad (2012) stated that teacher education refers to a process of
education and development prospective teachers go through as they prepare to
enter the classroom for the first time in their role as teachers. She argued that
teacher training satisfies both the theoretical and practical needs of teaching
environment. Ali (2011) contended that teacher‘s quality is determined by the
level of professional competencies which is inclusive of knowledge,
understanding, skills, and attitudes he or she brings to the teaching profession.
Teachers’ lacking required level of professional competence is usually attributed
to the dysfunctional teacher education system. The role of teachers for
formulating of an innovative society is very critical because teachers’ knowledge
and skills not only enhance the quality and efficiency of education but also
facilities to create an environment conducive for research and innovation. Khan
(2011) found that the teacher occupies the most crucial position in the entire
spectrum of educational activities; he/she influence.

personal, social and economic lives of people, and he / she needs to be educated
with great care and expertise. Pakistan became an independent state in 1947 and
its entire educational system was geared to produce a class of people who were
supposed to serve the bureaucracy to perpetuate the old socio-economic order in
the country. The socio-economic structure was created by the colonial powers to
exploit the masses of the sub-continent. All curricula, textbooks and teaching and
learning materials were, therefore, devised to serve the cause of the vested
interests and not for creation of a dynamic and progressive society Farooq (1993).
Historically teacher training in Pakistan can be traced back to 1804 when two
teacher-training institutions were established at Lahore and Karachi and these
institutions provided non-formal teacher training programs. In 1854 the
institution at Karachi was made a normal school and it began to offer J.V. (Junior
Vernacular) certificate. The institution at Lahore was made normal school and
offered J.V, certificate in 1856 (Shah et al., 2011). At the time of independence in
1947, there were 22 teacher training institutions in Pakistan. For admission in
these institutions, the pre scribed qualifications were Elementary and High school.
After the completion of training, the trainees were awarded certificates as Junior
Vernacular (JV) and Senior Vernacular (SV). Those having J.V certificates were
eligible for appointment as a teacher in primary schools called JV teacher and
those having S.V. were eligible for appointment as a teacher of elementary
education level Siddiqui (2004). Main objectives and methodology The main
objective of this paper was to review the existing situation of teacher education in
Pakistan. This paper has tried to present summarized picture of teacher education
in Pakistan .

education especially by public sector, initiatives undertaken by public sector for

improvement of quality of teacher education and highlighting issues and
problems of teacher education. The main sources for development of this paper
was secondary data, however, efforts were made that the sources of data used in
this paper should be valid and authentic. The available literature on teacher
education i.e. education policies, reports, research studies, research articles
published in various national and journals, and education statistics compiled by
Academy of Educational Planning and Management(AEPAM), Ministry of Federal
Education and Professional Training was reviewed. Moreover, relevant
information and materials were also obtained from Provincial Institute of Teacher
Education of Sindh, Balochistan and Khyber Pakhtunkhwa, Directorate of Staff
Development, Punjab and Directorate of Curriculum and Teacher Education,
Abbottabad and Khyber Pakhtunkhwa. Review of education policies Since
independence, the government of Pakistan is cognizant about the importance of
teacher education; therefore, in each policy document various measures have
been proposed to improve the quality of teacher education. A brief review of
education policy documents regarding teacher education in Pakistan is presented
below: The first National Education Conference was convened in Karachi on
November 1947 soon after emerging Pakistan as an independent country. The
main purpose this conference was to provide directions and guidance for future
development of education in view of socioeconomic needs of newly independent
state. In his message to this conference the Quaid-i-Azam, Mohammad Ali Jinnah
noted: There is no doubt that the future of our State will and must greatly depend
upon the type of education we give to our children, and the way in which we
bring them up .

Most of the recommendations of conference were not implemented due to lack

of resources and lack of institutional arrangements for integrated planning at
national level as a result pre-independent pattern of education was continued
without any major strategic and structural changes.Moreover, there was no
national development plan till 1951 to incorporate the recommendations of the
Conference in to national development plan for implementation. The schemes of
federal and provincial governments used to examined and approved by
Development Board of Central Government; however, these schemes were not
integrated towards achieving policy objectives. In 1959, the Commission on
National Education undertook a comprehensive review of the whole education
system and came up with pragmatic recommendations. The Commission noted
that “no system of education is better than its teachers”(GoP, MoE, 1959, p.259).
The Commission highlighted the characteristics for a successful teacher such as
“he should be academically well trained in the subject he teaches; he should have
had sound profession.

Question No 4 ? Describe the scope and significance

of in service Teacher education currently prevailing in
the country . is it provided according to the specific
professional needs of the teachers .
Answer : The need for in-service education of teachers cannot be
underestimated. It is a necessity in enhancing work performance and motivation
of teachers in the field. Absence of in-service training of teachers will retard
professional growth of teachers as well as “missing gaps” between demands and
actual achievement levels. Inservice education allows for such activities that may
include seminars, workshops, conferences, classes, exhibitions etc that are
designed to develop and improve employees in an organization from the initial
employment stage to retirement. From the foregoing, it becomes imperative that
every attention should be devoted to the inservice education of teachers to
promote their professional growth and development. Therefore, the focus of this
paper is to have an overview and problems of in-service education of teachers in
Nigeria. Finally, relevant suggestions were put forward to achieve a better staff
development programme aimed at helping teachers to update their knowledge,
expertise, skills and competence in the teaching profession. Keywords: Overview,
In-service, Education, In-service Education and Way Forward Introduction In-
service education is designed for the manpower development of the school
system and the educational enterprise as a whole. If teachers are to perform their
functions effectively and efficiently, it becomes imperative for them to require
training in new skills and modern methodology. The higher the elvel of
educational attainment by teachers, the higher the level of educational standard
in the country. No wonder the national Policy on Education (2014) asserted that
no level of education can rise above the quality of its teachers. To meet the
growing needs of education in a global economy it becomes imperative to provide
sound in-service education for teachers to update their skills, knowledge and
experience. Concept of In-Service Education In-service education can simply be
defined as the relevant courses and activities in which a serving teacher may
participate to upgrade his professional knowledge, skills, and competence in the
teaching profession. Therefore, it encompasses all forms of education and
training given to a teacher who is already on the job of teaching and learning.
According to billing (1976) in-service education is staff development which is a
deliberate and continuous process involving the identification and discussion of
present and anticipated needs of individual staff for furthering their job
satisfaction and career prospects and of the institution for supporting its
academic work and plans, and implementation of programmes of staff activities
designed for the harmonious satisfaction of these needs. Generally, the teachers
are regarded as the hub of educational development. Therefore, in-service
education is concerned with the activities and courses in which a serving teacher
may participate for the purpose of upgrading his professional skills, knowledge
and interest, subsequent to initial training. In this case, in-service education is
designed to fill the gap of professional inadequacies of a serving teacher. As
Fisher (2003) has rightly pointed out the skill appropriate for generation ago
might no longer prepare students for the world beyond school. Students are
being tasked to be more creative and thoughtful in their daily activities. In-service
education is also referred to as continuing education that is designed for the
retraining, reskilling and updating the knowledge of manpower. According to
UNESCO (1985) continuing education can be regarded as the entire body of
educational processes whatever the content level and method, whether formal or
otherwise, whether they prolong or replace initial education in schools, colleges
and universities as well as in apprenticeship, whereby persons regarded as adults
by the society to which they belong develop their abilities, enrich their
knowledge, improve their technical or professional qualifications or turn them in
a new direction and bring about changes in their attitudes or behaviour in the two
fold perspective of full personal development and participation on balance and
independent social, economic and cultural development. Rationale for In-Service
Education of Teachers The rationale for in-service education of teachers cannot
be overemphasized. There is no doubt that the National Policy on Education
(2014) prescribed NCE as the minimum teaching qualification in Nigeria.
Consequently, teachers now engage in one form of in-service training or the other
to cater for their inadequacies and extent.

1. it is recognized that however good existing pre-service teacher education

programmes are, they by their very nature cannot equip intending teachers
with all they need for a life-time of work in the classroom. 2. there is
increasing awareness of the impact of social, political and technological
changes and of the need for teachers to be conscious of and responsive to
such changes. 3. there are clear indications that teachers are members of
an under-educated profession, whose working conditions do not encourage
the kinds of peer interaction which would improve performance. 4. there is
growing expectation that teacher should reform their own practice, as it is
only then that meaningful curriculum development could take place in the
daily routine of classrooms. 5. there is a growing number of specialized
administrative roles that teachers have to take up with passing years in
teaching, for example, head of department, head of blocks and counsellor
and effective performance of the tasks requires specialized training
because they involve the exercise of leadership skills and judgement of a
high order (Willson, 1977, Bolam 1978). In addition, Alabi and Ige (2014)
highlighted the rationale for in-service education of teachers as follows: 1.
preponderance of unqualified teachers in the educational system 2.
improvement of the curriculum 3. unsatisfied admission demands 4. issue
of unemployment 5. poor performance of students in examinations 6.
degrading quality of teaching 7. education gap between the southern and
northern parts of Nigeria. In the light of the above, one would expect that
the teacher-training (pre-service and in-service) should acquire certain
competencies for professional enhancement. Berger and Goldberg (1974)
highlighted these competencies as follows: 1. Understanding and
 appreciating the educational objectives of the curriculum 2. Having an
interdisciplinary science and technological education including history and
philosophy of science rather than being a specialist in only one discipline. 3.
Seeking creativity 4. Being technological literate 5. Being capable of
divergent thinking i.e. capable of dealing openly and intelligently with open
minded questions, and at the same time having the capacity to see new
related issues evolved and new questions to be defined and answered. 6.
Extending the capacity and imagination to improvise. 7. Developing self-
confidence and independence. 8. Ensuring familiarity with the variety of
existing instructional materials and available resources.

Question No 5 ? Discuss how teacher education has

evolved in the last two decades with evidence from
National policy documents .
Answer : It is a fact that teacher occupies the most crucial position in
the entire spectrum of educational activities. He influences the future personnel
and economic lives of the people. The availability of trained teachers’ particularly
from the Islamic perspective is great challenge to policy makers and planners of
education. In this unit teacher education from Islamic perspective has been
discussed. We have tried to indicate the modes of teaching determined during
early period of Islam. These were and are still exemplary. Organized and
institutionalized system of teaching, particularly the education of teacher in
Islamic era has been explored. Main points relevant to specialization are
summarised and cluster of the subjects, for detail study references are available
in the allied material, enclosed with this study guide for the help. The unit is
spread over the parts with topics and sub-topics. Activities and the self-
assessment questions are also given to grade your level of understanding.

During the period when education was not institutionalized, the appointment of
teacher was not governed by any set of strict regulations. The determination of
the selection was the opinion of the class as presented by its important and
influential member and public opinion. The ruling princes did not interfere in the
appointments. The best method of appointments was through the training for
apprenticeship.

The teacher who is keen to make easy for his student to arouse their interest will
not achieve this by merely having feeling of this kind. In order to achieve the aim,
he will have to consider the methods which will employ, such as choosing the
proper timing. When the educator fails to choose the light time, negative results
are likely to come. This principle is in accordance with a Hadith, attributed to Ibn
Masud. In addition to his progression from the simple to complex is a sound
educational procedure which is also commenced in the Quran. The Rabbani (PI
Rabbaniyyun, who referred to in the Quran with approbation on three occasions)
explained in Bukhari. “The good instructor who starts teaching people simple
subjects or knowledge before teaching ones”. The fact that this term is derived
from the same route from which Rabb is derived indicates the importance of the
method adopted in teaching. Variation in the method employed in order to
achieve the same goal is another way of approaching learner. Teaching pupil how
to write a sentence correctly may be achieved by asking to write it on the writing
board or in the notebook or by asking to watch a skillful pupil. Many other
methods of teaching were used by the Prophet: Some of them are telling stories,
asking questions, dedication and giving metaphase etc. It was common among the
Arabs and other nations who came under cultural and social influence to have
more then one name of the individual, the proper name and the Kniat. The
teacher was expected to call his pupil and especially those who are distinguished
from others by their scholarship by his Kunia or another name with which beloved
by style. In this case the servants act on according to the traditions of the
Prophet. According to Ibne Abbas, “Most dear to me is the person who make his
way to me by crossing over others head in order to be close to me (for listening
my speech.

The Field-based Teacher Training Programmes exists in experimental form in the

Northern Areas. The major problems of schools in the Northern areas were to
train a large number of matriculate teachers. Authorities in Northern areas felt
that teacher training would be more effective and meaningful if the teachers are
ready to make practical use of the new ideas. The objectives of this perogramme
were innoative in nature, that is to modify some of the traditional practices
prevalent in rural primary schools and to adopt new approach in teaching and to
shift the emphasis of teaching learning process from teacher to student. The
courses of FBT programme were started in 1984 around the areas of Gilgit. It was
technically instructed and the school teacher training course was based on the
conventional PTC syllabus. The FBT conforms to the conventional PTC syllabus and
includes training in theory courses, similar to those in the regular PTC
programmes. For the teachers, essential element was to spend a lot of time in the
classroom to observe the student performance. Apart from on job training, a very
important and innovative feature of the programme is the provision of teaching
manuals for all school subjects of the primary teaching certiticate (PTC) training
courses. The most distinctive feature of this training programme was the
relationship, which establishes real life teaching condition .

The present structure of teacher education can be explained by the concepts of

training on which it is based. The present structure revolves around the concept
of common courses, the completion of which offers 'qualified teacher' status.
Most of the developed countries are now focusing upon certification and licensing
of teachers, the need of the teacher education accreditation has been focused
also. Experts in many countrie repeatedly emphasis the major changes in the
work of teacher – they range from clearly visible features such as teacher's style
of teaching and his personal relationship in the classroom, fundamental matters
concerning his relationship with the community outside the school and his
colleagues within its increasing involvement in such matters as the determination
and evaluation of knowledge itself. The technology integration is the key area to
be considered. A teacher trained through technology may use it effectively in
his/her own classroom. In this unit, keeping in view the past and present structure
of teacher education with its qualitative and quantitative aspects is indicated to
determine the future of teacher education in Pakistan. The unit is spread over
topics and sub topics. At the end of main parts, activities and self-assessment
questions .
Education is a powerful catalysing agent, which provides mental, physical,
ideological and moral training to individuals, so as to enable them to have full
consciousness of their purpose in life and enable them to achieve that purpose. It
is an instrument for the spiritual development as well as the material fulfillment
of human needs. Within the contact of Islamic perception, education is an
instrument for developing the attitudes of individuals in accordance with the
value of righteousness to help build sound Islamic Society