ASSIGNMENT No.

02
Teaching Education in Pakistan (829)M.A/M.ED
Autumn, 2020
Explain the purpose of teaching practice in teacher education curriculum. Critically
analyze its current practices. (20)

Understanding the difference between a practicum and an internship can better prepare students for
the curriculum demands of their degree programs.

Essentially, educational practicums and internships are supervised on-site work experiences that allow
students to practice and demonstrate their developing skills and competencies in their chosen career.
While these experiences bear some similarities in design, their purpose and scope are quite different.

The Practicum Experience

Practicums are field experiences that allow a student to observe and document how working
professionals perform their job responsibilities. Students will also participate to a limited extent in
performing tasks under supervision by program professors and on-site staff. Concurrently, students
enroll in a course which outlines the expectations and requirements of the practicum.

The expectations associated with a practicum vary according to the career. For example, a practicum in
teaching may require assisting the teacher with implementing small group instruction, whereas a
practicum in nursing may entail recording vital signs for one or two patients under supervision. General
characteristics of practicums include:

 Shadowing one or more assigned employees who will guide the on-site experience.
 Observing and correlating practices in the field with theories and methods previously studied.
 Recording data or assisting with tasks as directed by on-site personnel.
 Completing practicum course assignments.
 Participation at the practicum site is typically two or three times per week for a few hours per
session. No remuneration is expected for a practicum, but it does qualify for academic credit.

The Internship Experience

As compared to practicums, internships take on the characteristics of a real job focusing on

independent application of skills and knowledge in the workplace setting. Students are placed with on-
site professionals who manage their workload and oversee their performance much as an administrator
in an actual employment setting would. Additionally, program instructors visit the student two to three
times during the internship to evaluate their progress and performance.

A major difference between a practicum and a internship involves the degree of expected involvement
of the student with hands-on work. The expansion of task expectations can be demonstrated using the
previous examples from the education and medical fields. Compared to a practicum student, student
teaching interns would not only assist with lesson planning but collaborate with their supervising
teachers to create and instruct whole-group lessons independently. In a similar fashion, nursing interns
would go beyond mere charting of vital signs. They would be expected to understand and
independently perform evaluation procedures on multiple patients, then accurately record their results
and consult with their nursing supervisor about them.

Internships are usually considered to be full-time experiences, following the work schedule of the
assigned placement. They also receive academic credit, and in some cases, may provide a stipend for
services rendered.

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As an avenue for preparing graduates for careers, academic practicum and internship experiences are
valuable tools for learning. They not only afford students opportunities to demonstrate their knowledge
and practice their skills in real world settings but prepare students for the realities of the workplace. By

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understanding the differences between a practicum and an internship, students have the advantage of
being better prepared to navigate the curriculum of the degree programs they are pursuing.

Benefits from teacher practice

Students benefit from practice because they are able to apply knowledge through interaction. Students
connect with the material when they work with texts and concepts beyond a one-time exposure. When
students practice using the knowledge through application, they connect with information on a deeper
level. For instance, when learning about writing, students have to write. They have to hone the voice,
tone and style of their writing. This cannot happen unless they revise, see examples and learn to
improve their own work. Students cannot transfer a lecture on good essay writing into an actual good
essay without practical application.

The Advantage of Drills

While drills are associated with a regimented style of instruction, they do have a place. Drills are used
successfully when teaching students technique. For instance, when young people are learning their
multiplication tables, they can do drills on each number set to help them memorize; they can then
proceed to more difficult concepts that use the information obtained from drills. In physical education
and music, coaches and teachers use drills as a method to hone skills that need repetition for
improvement. Additionally, students can use this technique with one another for shared learning
opportunities.

The Hurdles with Practice and Drills

There are potential drawbacks to practice and drills. Teachers need to make sure that when having
students practice, there is a clear link between concept and action. Students must be able to relate
what they are doing to what they are learning. Similarly, drills are not effective when students are not
prepared enough; they will not be able to maintain a pace if they are still unclear about a concept.
Furthermore, drills are typically for more basic knowledge or for a more physical understanding. If
teaching about more abstract concepts, a drill methodology would not be appropriate.

Useful Methodologies

Teachers, when planning appropriately, include practice time for students. Students in all grades
benefit from practice because it deepens their understanding and increases familiarity with the
material. Similarly, drills are useful to reinforce and practice more rote knowledge and skills. With both
methods, students are activating knowledge through application.

The core of effective developmentally appropriate teaching practices is centered on making sound
educational decisions based on the developmental level, age and individual experiences of each child.
To make such decisions, teachers consider what research tells them about learning and child
development, about each child as an individual, and about how the cultural and social context in which
each child lives relates to his learning. Thus, developmentally appropriate practice is not based on what
we think, but rather what is known to be true from theory and literature.

Learning Is Interrelated and Sequenced:

All developmental and learning domains and practices are interrelated, and a child's development and
learning in one domain are influenced by what takes place in all of the others. Physical, emotional,
cognitive and social aspects must be considered and fostered as a whole, as the full spectrum of
development and learning is fundamental.

The sequence of learning and development follow a natural sequence that causes abilities and skills to
necessarily scaffold upon each other. This is centered on research on human development that puts
forth the knowledge that children at specific age spans will follow a general framework and that this
framework is used by teachers as they ready the learning environment, select curriculum, design
learning experiences and interact with students. Knowing the sequence is essential. For example, a
student must learn to count before he or she can add.
Developmentally Appropriate Practices Require Careful Planning:

Teaching practices must provide carefully planned sequences of tasks that are based on a child's
cognitive, emotional, social and physical development. They also must be logical and facilitate a
student's inductive constructions of concepts and relationships. Each lesson must be carefully planned
and must build not only upon a student's prior knowledge, but on his social and cultural context as
well.

Developmentally Appropriate Teaching Practices Match Students to Learning:

Developmentally appropriate teaching practices require teachers to know their students and provide
lessons in a way that are challenging, achievable and individualized. All teaching practices must be
attuned to the individuality of each student as well as be responsive to students' social and cultural life
contexts. "Developmentally appropriate" does not mean watering down lessons for students, but rather
ensuring that experiences and goals are suited to learning and development---and that best practices
are used based on actual knowledge, rather than assumptions, of how children learn, grow and
develop.

Teacher education and curriculum:

In contrast, education focuses on more abstract knowledge and open-ended concepts, like the ability
to design factory equipment or write poetry. Open skills rely on abstract understanding and have no
absolute ceiling on performance. Examples from teaching include how to design an original lesson plan
or promote critical thinking. This distinction is subtle since abstract concepts can empower students to
meet real-life goals, similar to training. Furthermore, training in concrete skills can foster
understanding of an underlying concept, similar to education. Some theorists distinguish education
from training based on intention. Education aims to improve the mind while training aims to improve
performance. In many cases, education and training go hand in hand.

Pre-Service Coursework:

Many aspects of teacher education -- as opposed to training -- occur in an academic setting, including
courses on education theory, child development, and curriculum development. However, this is not an
absolute distinction since most programs also require practical courses like classroom management,
and theory courses generally also require field work, such as classroom observations and teaching
practice.

Student Teaching:

After the required coursework, pre-service teachers traditionally complete student teaching or clinical
teaching, working alongside a certified teacher in a classroom. The student teacher gradually
progresses from assisting the certified teacher, to sharing instructional duties, to taking over as the
lead instructor. This experience provides training in concrete skills like speaking and being heard in a
busy classroom, managing student behavior issues, and organizing paperwork. However, education
also occurs as the certified teacher helps the student teacher put conceptual knowledge into practice in
the classroom. Many programs also require reflective logs or journals to help connect theory with
practice.

A major problem afflicting education in Pakistan is the quality of learning and competency level of both
students and teachers. Increases in access and enrollment are unsustainable without
in~provements in the quality of teaching and learning at the classroom level. Current data indicates
that for every 100 students enrolled in government schools at grade one, only 8 go on to complete
grade twelve. There are 203 teacher-training institutions in Pakistan including the University of
Education (Punjab) teacher training facilities in universities, the Bureau of Curricula, Elementary
Training Colleges and designated teacher training outposts in government high schools.

Teachers Resource Centers:

The above number include almost 300 decentralized Teachers Resource Centers that are being
established under the education sector reform program in all four provinces of Pakistan. Teacher
training programs are proliferating, but without standards or quality assurance. There is a pressing
need to build a cadre of resource persons strategically selected from Government and Non-
Governmental Organizations. The resource persons trained under PTEPDP will be available
throughout the country to improve skills of colleagues at training institutions and teachers in
government or non-elite private schools.

Subjects methodology:

They will be trained in the selected core areas of mathematics, science and the teaching of
English as a Second Language, and leadership for managing change, which will make a
difference in the classroom, and improve learning competencies and school effectiveness. Teacher
preparation and institutional development is the centerpiece of objectives that support the Mission's
strategic priorities. Institutional development and management skills are also required to facilitate
application of the newly acquired professional skills. The training will draw upon lessons learned in
other strategically located countries and shall consider the potentials offered through the use of new
learning technologies. Other new areas of emphasis include organizational performance assessment
and post-training program support.

Pakistan Teacher Education and Professional Development Program:

Pakistan Teacher Education and Professional Development Program (PTEPDP) of AED aims at
strengthening the quality of teacher education in the country by developing a group of master trainers
fiom teacher training colleges in the public sector. The document in your hand is a directory complied
by AED, which provides information regarding various governmental and Non Governnlental Teacher
EducationfTraining institutions. Information about contact details, trainingslcourses offered, and data
on enrolled graduates are available in the directory. The directory is an attempt to develop synergies
and strong linkages between governmental and Non-Governmental Organizations in the'area of
Teacher Education and Training.

Explain the uses and the possibilities of computer assisted instruction for teachers
training.(20)

Computer-assisted instruction offers teachers and students another avenue to learn the required
academic material. Educational computer programs are available online, at computer stores or through
textbook companies. Stick with programs that are user-friendly and hold your students' attention.
Make sure the programs are at the correct grade level. Decide if you want the computer program to
supplement your lesson, practice basic skills, or assist in teaching a new concept and make sure it does
just that.

Student Benefits:

Computer-assisted instruction provides differentiated lessons for varied levels of learning, including
students with disabilities and gifted students. Students are able to work at their own pace while
receiving instant feedback which enables them to self correct before moving on to the next skill. If a
student answers incorrectly, the computer programs will provide instructions to assist the student in
correcting their work. The programs are interactive and students can work individually or in groups.
This allows them to compete with their individual scores or the scores of the students within their
group. Students also gain valuable computer skills which will continue to benefit them throughout life.

Teacher Benefits:

Teachers are better able to track their students' strengths and weaknesses through computer-assisted
learning. Computer programs can enhance the lessons and allow teachers to pick different levels of a
program or different programs altogether for students who may be behind or students who are
advanced. When students are learning and actively involved with learning, teachers will have less
behavior problems in the classroom which in turn sets up a cycle for more learning to take place.
Computer-assisted learning benefits teachers by allowing them to work with small groups of children
on a particular skill while the other students in the class are working on their computer program. The
nature of the program allows the students to work independently; minimizing distraction to the teacher
while she works with the other students.
Disadvantages:

Computer programs can evaluate students' progress on many levels although it is the teacher's
responsibility to make sure students develop critical thinking skills which are essential to solve
problems encountered throughout life. Too much time spent learning through computer programs can
also reduce time students spend interacting with each other and their teacher. This can result in less
time for learning appropriate social skills. Computer-assisted learning can be a great asset to the
classroom and curriculum as long as they are not overused. Too much of any mode of teaching can
lead to boredom and frustration in the students. Use good judgment and find computer programs that
enhance the learning process.

Computer-assisted instruction:

Refers to instruction or remediation presented on a computer. Many educational computer programs

are available online and from computer stores and textbook companies. They enhance teacher
instruction in several ways. Computer programs are interactive and can illustrate a concept through
attractive animation, sound, and demonstration. They allow students to progress at their own pace and
work individually or problem solve in a group. Computers provide immediate feedback, letting students
know whether their answer is correct. If the answer is not correct, the program shows students how to
correctly answer the question. Computers offer a different type of activity and a change of pace from
teacher-led or group instruction. Computer-assisted instruction improves instruction for students with
disabilities because students receive immediate feedback and do not continue to practice the wrong
skills. Computers capture the students’ attention because the programs are interactive and engage the
students’ spirit of competitiveness to increase their scores. Also, computer-assisted instruction moves
at the students’ pace and usually does not move ahead until they have mastered the skill. Programs
provide differentiated lessons to challenge students who are at risk, average, or gifted.

Major effects:

Another problem had a deeper and more serious nature. These evaluation studies were never exact
replications of one another. They differed in experimental design and execution, setting, and the type
of computer applications investigated. To confound matters, evaluation findings or results tended to
differ from one investigation to another. Findings from different studies differed from each other, with
some studies producing contradictory results. As well, many of the reviews are typically narrative and
discursive in presentation, resulting in their multiplicity of findings not capable of being absorbed by
the reader without quantitative methods of reviewing

Traditional approach:

Because of the shortcomings of the traditional approach of narrative reviews of research studies,
attempts have been made to identify more promising methods of research investigation and research
evaluation. Glass was the first to deal with the information overload problem by introducing a novel
and comprehensive method that allows one to estimate the average effect of treatments on outcome
variables across numerous studies. He coined the term “meta-analysis,” and distinguished it from
primary analysis and secondary analysis.

Conducts an analysis:
Primary analysis is the original research that includes data collection, data processing, and publication
of results. Secondary analysis requires a different investigator who, following the same research
question, conducts an analysis of the original data from either a different perspective or with different
techniques. Meta-analysis draws upon the summary statistics of a variety of studies without having
access to the original data. According to Glass, the aim of meta-analysis is to integrate a large number
of results, with the focus not on statistical significance but on the size of treatment effects.

How can novice teachers reflect on their teaching practices through Micro-teaching? (20)

Microteaching is a technique of practicing teaching. The lesson given is based on a single teaching skill
observed during a limited time, such as one class session. A video recording of the lesson is analyzed
after the session, and the teaching skill is evaluated.

Teaching method and using place:

Microteaching allows teachers to review video tapes of their teaching methods with other teachers who
take the place of actual students. The purpose of microteaching is to evaluate various approaches used
in the classroom to determine which approaches were successful and which were not. Microteaching
helps instill confidence in a teacher, giving her a better sense of her strengths as well as areas that she
needs to improve on. The focus of micro teaching is to teach within a small group, giving each
individual within the group a chance to practice a concept or skill. The small group size allows for more
one-on-one interaction time between the students and the teacher. Often the students within a micro
teaching environment are required to give presentations or perform tasks in front of the group. After
each student presents or performs a task, he is given feedback on his performance from both the
instructor and his peers.

Six Steps of Microteaching:

Microteaching involves six steps: (1) planning the the lesson's topic, (2) teaching the lesson using the
targeted skill, (3) gathering feedback of the trainee’s performance, (4) re-planning to modify the plan
according to the feedback, (5) re-teaching the lesson and incorporating the changes and (6)
completing re-feedback based on the trainee’s modified behavior.

Positive Features:

Microteaching is an efficient tool for developing and mastering specific teaching skills by modifying
teaching behavior and employing real teaching situations. The complexity of the teaching process is
reduced to observable and controllable teaching contexts that enable trainees to improve their
techniques in a simple sequence of steps.

Drawbacks:

Microteaching doesn't take into consideration the content of the lesson because it is skill-oriented. It is
a time-consuming technique, and many trainees may not have the opportunity to practice the re-plan
and re-teaching steps. It may also raise administrative problems because it requires special setting
conditions and professional equipment.

Use Metaphors
Some concepts students will have a difficult time grasping. Whenever possible, simplify difficult ideas
by using metaphors. This can be especially useful in describing scientific or mathematical concepts. If
you're creating "scenarios," ask teachers to think of a metaphor that would be appropriate for teaching
specific ideas. For example, when explaining to children the need to eat the right things, a teacher
might compare it to making sure a car has gas and oil in it so it can run.

Experiments/Props

By conducting experiments in the classroom, you can engage students in the principles behind the
experiment while at the same time sparking their imagination. For example, when wanting to explain
the properties of liquid nitrogen, an experiment that involves placing a blown-up balloon in the liquid
nitrogen, then watching it shrink and and then quickly expand again once removed is sure to get your
students' attention. Once your practice session is over, try to get a sense of whether your colleagues
found your experiment/prop examples engaging and useful.

Class Participation

Any student can tell you that there are some class lectures that seem to defy time itself, feeling like
they go on forever. What these sessions often have in common is a concept that is being covered that
seems so complex that students' attention wanders while they wait for the bell to ring. One way to
counter this effect is to fashion class sessions that facilitate an active learning environment where there
is a back-and-forth between you and your students. Build on key concepts and reinforce those concepts
through repetition.

Major steps:

Micro teaching is a term used to describe a session of practice teaching that is videotaped for the
teacher to watch following the session. Potential, new, and existing teachers use this method to review
their teaching techniques and receive feedback from fellow teachers and administrators, and make
corrections to their teaching style accordingly. Micro teaching sessions are often held before the school
year starts so teachers are comfortable and confident with their material delivery strategies.

Employ Other Teachers:

Using peer teachers in the place of students during a micro teaching session allows the fellow teachers
to see the teacher through the eyes of the students. Encourage the peer teachers to ask, respond and
react to the teacher's questions and lessons the way they feel a student of that age would respond.
This technique enables the teachers who are sitting in for students to have the opportunity to
experience the teacher in a live situation, which in turn provokes helpful feedback and criticism. During
the videotape review process, the peer teachers can pause certain sections to give pointers on better
response techniques or show examples of a satisfactory behavior.

Select Students:

Selecting students that are close in age to the full time students the teacher instructs provides a real-
life teaching scenario for the micro teaching activity. This technique enables critiquing teachers and
administrators to gauge the teacher's material delivery methods and reactions more accurately than if
the students were represented by fellow teachers. The disadvantage of using students is that they do
not have the appropriate knowledge to provide a large amount of helpful feedback unless they are
asked specific questions by administrators or teachers to which they can then respond with their
thoughts.

Use Various Recording Times:

Using various practice session times, no matter if teachers sit in as students or actual students are
used, helps administrators gain a better understanding of a teacher's skill package. Start with one,
five-minute micro teaching session where the teacher presents and lectures on a single concept, and
conduct one, fifteen-minute practice session where the teacher delivers an entire lesson. The longer
micro teaching approach displays class beginning and ending capabilities, speaking skills, topic
transition abilities, organization, and various learning style competence. This scenario is also beneficial
for the teacher because she can fine-tune the various aspects of an entire lesson to provide optimal
teaching practices and meet the needs of a large student demographic.

Compare the teacher education curriculum of United Kingdom and Pakistan. (20)

Teacher education curriculum of United Kingdom

In Britain compulsory schooling takes place between the ages of five and sixteen. The over riding
objectives of the government's education policies are to raise standards at all levels of ability, increase
parental choice, make further and higher education more widely accessible and more responsive to the
needs of the economy, and to achieve the best possible returns from the resources invested in the
education service. (Britain 1990) Parents are legally bound to ensure that their children aged five to
sixteen regularly receive efficient full time education. Most students receive free education financed
from public funds, and a small proportion attends private schools independent of public financial
support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education
(GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a
number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few schools cater for
the educational needs of the students for additional two years till they sit for the Advanced Level of
General Certificate of Education. (GCE A Levels)

Teacher Education in UK

The essential pre requisite qualifications for primary and secondary school teachers are a first degree
and a PGCE, (Postgraduate Certificate of Education) awarded by a university or college of higher
education, else it is a must to possess a B. Ed Degree and a QTS (Qualified Teacher Status) A QTS is
acquired by successfully completing an approved course of initial teacher training (ITT). The main
types of ITT courses are the one-year Postgraduate Certificate in Education course or the Bachelor of
Education (B.Ed) course which normally lasts for four years. Teachers teaching at higher levels usually
possess higher degrees.
Entry Requirements for an ITT Course

The basic entry requirement is a recognized degree from an institution of United Kingdom or a qualified
teacher status from a country in the European Economic Area (EEA). The degree should have the
certification of the study of the subjects which can provide a sound base for teaching these subjects.
Teachers from other countries have to get their qualifications checked by the Department for Education
and Employment. In order to be legible for teaching at UK they require some additional training
through the GTP and flexible modular courses.

Other Selection Requirements

The other selection requirements for an ITT course include the following important aspects:

* Outstanding personal, intellectual and presentational qualities.

* Proof of appropriate experience with children.

* Suitability for teaching profession.

* Only bright applicants are selected for ITT courses, as the details of applicants are thoroughly
inspected by OFSTED, which makes the providers very careful in the selection of candidates.

All ITT courses cover the study of principles of teaching and on the ground practical experience. The
different ways to complete ITT include, alongside a degree, straight after a degree, as a part-time
course alongside work or as a full-time course. The correct choice will depend upon the needs and
circumstances of the trainee. The prerequisites for all candidates include a grade C, at least in English,
Mathematics and Science GCSE, or evidence of an equivalent standard. Initial Teacher Training (ITT)
combines theoretical learning with at least 18 weeks practicing teaching during school placements. ITT
helps a potential teacher develop the skills s/he needs to become an effective teacher.

All undergraduate and postgraduate courses offered by Colleges and Universities necessarily include 18
weeks placement time spent in schools. With QTS a degree is not required to begin For undergraduate
teacher training, however a degree, such as Bachelor of Education (B.Ed), Bachelor of Arts (BA/B.Sc) is
not essential. Those aspiring teachers who had been educated outside UK, need to apply to Academic
Recognition Information Centre (NARIC) to get the equivalence certificate for the minimum
requirements.

Statement of the Problem

The study would attempt to find out the current status of teacher education programmes in Pakistan
and United Kingdom to compare the commonalities and diversities. The study would focus on two
cities, namely Peshawar in Pakistan and Bradford in UK. The data would be collected at source from the
graduate and under graduate teachers for a period of three years ending 2008, which would facilitate
the study to identify gaps in teacher education in Peshawar based institutions of Pakistan for
implementable solutions.

Delimitation of the Study

The study would be delimited in scope to the pre-service teacher education programmes implemented
at Colleges and Universities at Peshawar, NWFP, Pakistan and Bradford, UK.

Teacher Education Programs at Pakistan

Primary School Teachers

Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education
(RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the
Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector
institutions affiliated or enlisted with universities of public or private sector.
Secondary School Teachers

Government training institutes of education and different affiliated colleges in private sector train
teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year
study after passing the examination of Higher Secondary School Certificate.

Teacher Education at Universities

The prospective teachers aspiring to teach at the higher secondary school level study for one year at
the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelor's of Arts
or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary
school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.

Madrassahs / Madaris: (Religious Schools)

The madaris, operating simultaneously with regular schools are fewer in number as compared to the
public and private schools. These provide Islamic education through Urdu and Arabic as languages of
Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings
of the prophet Muhammad p.b.u.h). Enrollment and boarding & lodging facilities are mostly free of
charge, although in some cases they receive grants from the federal government.

The primary level institutions called maktabs, are usually attachments of mosques, and provide basic
Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school
madrasahs deal with the higher level of Islamic education. For better standards of education and in
order to integrate the Islamic and formal education systems, the formal schools curriculum of English,
mathematics, general science and computer Science are now studied compulsorily at all madaris.
Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads
awarding bodies include ‘Jamea-tus Safiya' ‘Wafaq-ul-Madaris', and ‘Tanzeem-ul-Madaris'. Different
madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya' is equal to primary
schooling, ‘Mutawassita' is at par with Middle level, ‘Saniya Aama' is equated with Secondary School
Certificate, and ‘Saniya Khasa' to the Higher Secondary School Certificate, after which the students are
eligible to continue higher education at Madrasah or at Universities of the formal sector.

Vocational / Technical Secondary Education

Nearly all vocational schools run both certificate and diploma programmes. The duration of certificate
courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades
IX and X) leading to the Secondary School Certificate in technical education; qualifying students to
continue their education at Technical Institutes of higher education.

Higher Education

At the time of partition in 1947 the country had only one University, the Punjab University. Now as of
2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124
recognized Universities in the country, 68 of these universities are public sector universities and 56 are
from the private sector. The guidelines for charter and operations of Universities are issued by the
HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With
English as medium of Instruction the Higher Secondary School Certificate, & a pass in the entry test,
are the essential pre requisites for admission to the study at the university.

University Higher Education

Stage I: A Bachelor's Degree is awarded after two years of formal education and with honours after
three years of fulltime study in humanities, sciences or commerce. Four years of formal education is
required for Bachelor's degrees in engineering, pharmacy & computer science, whereas five years are
needed for Bachelor's in medicine.

Stage II: Two years of study after the bachelor's degree and one year after the honor's bachelor's
degree leads to the acquisition of Master's Degree
Stage III: A minimum of four to five years of study beyond master's degree leads to the doctoral
degree. But the duration of study is five to seven years for programmes like the Doctor of Literature
(DLitt), Doctor of Science (DSc) and Doctor of Law (LLD).

Primary School Teachers

Teacher training at the post secondary level takes place in Regional Institutes of Teacher Education
(RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the
Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector
institutions affiliated or enlisted with universities of public or private sector.

Secondary School Teachers

Government training institutes of education and different affiliated colleges in private sector train
teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year
study after passing the examination of Higher Secondary School Certificate.

Teacher Education at Universities

The prospective teachers aspiring to teach at the higher secondary school level study for one year at
the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelor's of Arts
or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary
school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.

Policy Priorities for Teacher Education

All the National Education Policies of Pakistan have accorded great importance to teacher education.
The 1959 Commission on National Education stressed upon the necessity of adequate pre service
teacher education gave recommendations about functions of teachers in a university and about
selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing
capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan,
to be four thousand which was much less than the estimated demand of three hundred thousand
additionally required teachers. It recommended the introduction of Education subject at Secondary,
Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken
as primary, middle and high level teachers. Relaxation of training requirements for women teachers in
special cases was recommended in order to increase the number of women teachers. An academy for
teachers' and educational Administrators' training was recommended to be set up. The outdated nature
of the teacher training courses was admitted, and their revision was recommended, along with this
preparation of model standard textbooks for teacher trainees were advised.

Discuss the situation of partnerships among the teachers training institutions after the
18th amendment in the country. (20)

Elementary teachers help children aged 5 to 12 learn how to read, spell, and write. They teach them
how to do math, English, social studies and science. They also teach them how to act in society and get
along with others. If you have a natural affinity with children, you might want to become an
elementary school teacher.

They involve the availability of substantial resources, the need for getting together teachers from
different places for extended periods of time, a political decision about the characteristics of the school
system and so on. In many places these conditions are very difficult to meet and a strategy of short
teacher development courses is more feasible. With the aim of contributing to the latter teacher
preparation strategy, the objectives and characteristics of a professional development short course for
in-service primary teachers.

The general approach underlying this course is to consider teacher education in the general context of
constructivist learning, laying the foundations for an action-research oriented teaching practice. In
other words, constructivism is seen not only as a theoretical framework to understand how pupils learn
mathematics, but also how teachers, building on their own experiences as teachers, actively construct
their new knowledge about mathematics teaching. Consequently the central objective of this
professional development course was neither to stress rigorous mathematics treatment nor general
pedagogic approaches, but rather to develop critical teachers who, reflecting on their own teaching and
profiting from the curricular advances provided by MER, are prepared to implement in their courses an
iterative virtuous cycle of planning and executing instruction complemented with the formative
evaluation necessary to provide the positive feedback for the next course implementation

Basic and suitable instructions

 Earn a bachelor's degree at an accredited college. You'll take classes in basic math, social
sciences, physical sciences, literature and music. You will also be required to take classes on the
psychology of learning, classroom control, and methods of teaching. You'll be required to
practice teach in a regular classroom and take a class that accompanies the student teaching.
You can graduate with a bachelor of arts or bachelor of science degree in education. Some
states are beginning to require a master's degree.

 Pass the tests required by your state to make you eligible for a teaching certificate. You will be
tested on basic knowledge and teaching competency.

 Complete an application at your local intermediate school district for a teaching certificate. You'll
have to provide fingerprints and pay for a background check. You'll need your college
transcripts and proof that you passed the exams required by your state. All 50 states require
you to have a teaching certificate, or license, from the state board of education in order to
teach.

 Prepare to continue your education throughout your teaching career. Besides teacher in-service
training, most states require you to complete a planned program with at least 18 credit hours
for every 3 years of teaching in order to keep your teaching certificate current.

 Get letters of reference from college instructors and the teacher you did your student teaching
with. Apply for jobs. Your best bet in finding a permanent teaching job is to volunteer, tutor, of
substitute teach while you're still in college so you can get a foot in the door, or to major in
math or science, where there is usually a shortage of teachers.

Planning and instructive designs for teaching

For the planning of the lesson they were introduced to the “lesson planning template”. The template is
designed to scaffold the thinking, skills and attitudes of in-service teachers and proved to be an
essential tool to train teachers how to think about the relationship between educational theories, lesson
planning, instructional strategies, students and learning. It is at this point when theory intersects with
practice. Using the template, teachers focus on who their students are, consider students with
disabilities, think how this lesson fits into the larger sequence of lessons and the background
knowledge students have on the topic. In this current standards-based era, it is expected that teachers
set objectives for a lesson that are connected to national and local standards, think creatively about
the lesson process and how to differentiate the process to meet individual student needs, consider how
the students will engage in learning and how they as teachers will present information.

The ultimate goal is that, with the assist of the lesson plan template, the process of lesson planning will
become automatic as teachers approach lesson design. At this stage of the INSET training, the
researchers regarded as very important that teachers went through the constructivist approach in the
same way as regular students are supposed to do. This process not only assures teacher knowledge of
the subject matter (Maths) and pedagogical activities, but it also gives them the possibility of
anticipating students’ learning difficulties and preparing questions to guide that learning through an
inquiry process.

The course training strategy

As stated above, a main objective of this course was to introduce in-service teachers to a different
environment of student learning. In general these teachers have experienced as (successful) students
and then practiced as teachers, a traditional model of teaching and learning in which the professor
irradiates knowledge and where the students have a mostly passive role, listening to lectures, solving
numerical, end-of-chapter problems and following a detailed instruction guide in the course curriculum.

Main features
e the main features and objectives of a short professional development course for in-service teachers
working in Greek primary schools. The course has been modeled under the constructivist theory of
active learning and consisted of 3 daily meetings where the participants worked intensively through
three examples of the research-based teaching strategy “in-service training courses in Introductory
Mathematics”. The main objective of this training course was to provide the participants with a first
hand, practical contact with an active learning teaching strategy in order to break the close cycle of
“teaching as taught”. The course was designed to allow the participants to experience active learning as
learners, so they followed the in-service training course materials as if they were regular college or
high school students. This work set their minds for the next step, where they discussed and elaborated
as reflective teachers about the teaching material and about their students’ difficulties in learning the
subject matter.

The preparation of a Strategic Framework for Teacher Education and Professional Development, as
stated below, is an attempt to develop a policy framework that captures the problems at the root and
turn them into policy points for dialogue and action. In turn, the comprehensive review of Pakistan’s
experiences in teacher education reform will hopefully help the Government pave a constructive way
forward. It is hoped that the strategic framework will contribute to the current national education
policy review (2005-Present) that is concerned with paving the way toward a practical and yet
innovative policy for teacher. The noble profession of teaching has turned into an easy-to-abuse, least
attractive profession in today’s Pakistan. Generally, only such individuals like to serve as teachers who
are good for nothing. Individuals with better caliber and skill prefer to drive on other avenues of
economic life. Moreover, teachers are not well-paid, particularly, in the private sector, though the
situation of public sector is not encouraging either. Can such a mindset with inherent drawbacks
introduce healthy trends in Pakistan’s extant education system and can it really cultivate a crop of
inventive and free-thinking minds in such depravity? Certainly not. The whole ingenuity, in fact, gets
badly affected in this type of environment.

Assume in perceptions:

We assume in our illusive perception that, by increasing the study hours and providing tutoring, we are
educating our children in Western lines. However, this erroneous perception is immediately out when
we take even a cursory glance into the Western education model. Schools and colleges have five
working days a week in the West; and students are relieved with two holidays on the weekend.
Furthermore, study hours at primary and secondary education levels hardly match our work routine.
We far surpass them in our study labor, but with extremely poor results. Unfortunately, this notion has
somehow found root in our society that we are doing a great service to our children by overburdening
them with educational stuff and imprisoning them into the systematic clumps of a 10 to 14-hour study
a day. Schools offering morning-till-evening teaching and coaching services are not only doing a
handsome business, but they are also boasting an ever-increasing number of students enrolled every
term.

Objective circumstances:

In such objective circumstances of unhealthy educational atmosphere, the hurdles for Pakistani
students are manifold. Such hurdles can be classed under three broad headings up until the secondary
school. Thus, the problems our students face are: (i) non-native medium of learning, (ii) unskilled
teaching, and (iii) mind-racking study burden of time and labor. Is there a solution to these problems?
Indeed there is a solution to every problem; but, as it is taking us so long to fix the problems, we do
not have it probably. Nay, putting it more appropriately, we do not have a solution, for we do not want
one, and one must not forget in this current scenario that ‘where there is a will, there is a way’.

In eighteen amendments:

Article 25A introduced in the constitution of Pakistan through 18th amendment having direct bearing
on the education sector which makes education of 5-16 years child free and compulsory. As a result of
omission/removal of the concurrent list under the eighteenth amendment has devolved the key roles of
educational policy, planning and curriculum in the exclusive legislative jurisdiction of the provinces. “In
recognition of the importance of a sector plan, the Government of Baluchistan has developed a
‘situation analysis’ in the education sector that eventually leads to development of a sector plan.
Government of Baluchistan with Policy Planning and Implementation Unit (PPIU) through SCSPEB has
initiated to develop Baluchistan Education Sector Plan (BESP), financial & technical assistance provided
by UNICEF.
Early issues before 18th amendment:

Before the 18th Amendment, the Education System in Pakistan was the responsibility of Federal
Government. The Ministry of Education at Federal level was responsible for formulating Policies,
Planning and Promotion of Educational facilities across the country. But, after the passing of 18th
Amendment, the responsibilities of Education System are divided among the Federation and the
Provinces.

the third system responsible for aggravating education system of Pakistan is Madarsah school system.
Such religious schools are being operated by religious scholars on their creative way of teaching having
no interference or directions from government. The current education budget of Pakistanis just 2.5 %
of GDP whilst Nepal 2.7%, Srilanka 3.2%, India 3.5% and Bangladesh is 3.5%. The low education
budget shows the negligence of education. Remember, 95 per cent of education budget is incurred on
salaries and maintenance.

Standard and quality:

Outdated examination system is another point of discussing the standard of education in Pakistan. The
primary to middle examination system is splendid for increasing the role of teacher in its class. Such
school teachers are responsible to seek exam from the course they cover in class. Hence students are
acquainting of how to prepare for exam. Irrespective of primary-middle examination, IV to XII
examination process has been enlarged from class teacher to board’s selective teachers. The Board of
Intermediate and Secondary Education (BISE), a divisional board has a significant role to rule out the
syllabus for IV to Xii respectively; and keep right to form a exam paper in its own supervision. This
rationale of conducting exam is excellent but lack of communication system between school and
college authority and concern officers of board have created uncertainty among students about the
extracting paper for the exam. The following are the flaws in examination system.

Goals and objectives in teacher training:

Therefore, Millennium Goal for 2015 in education policy 2009 seems impracticable. Along with primary
education, technical education of woman vocation and poly technical education has been set aside of no
importance. Basically, technical education play vital role to decrease the rate of unemployment on
immediate basis. There are numbers of technical institutions are in ready position to provide technical
education but due to mismanagement these liable no beneficial since their structural presence. One
side in advanced countries, the respected government has described the system of teachers training as
to equip modern techniques of teaching method to their teachers. Consequently, they are now are the
champions of modern civilization in science, art, philosophy, literature. In contrast, Pakistan too
launched same pattern for training their teachers.

18th amendment and article 25A (Free and Compulsory. Education)

The Constitutions of India and Pakistan guarantee justifiable human rights and incorporate the
Directive Principles of State Policy. Fundamental rights are justifiable through courts, while the
principles of policy enjoy immunity from judicial interference. Right to education was constitutionally
recognized as one of the principles of policy, not as a fundamental right in both countries. Although its
status was earlier elevated from the directive principles of state policy to a fundamental right, owing to
judicial activism, however, it was incorporated by a Constitutional Amendment in the Indian
Constitution under Article 21-A. While in Pakistan, it was the 18th Amendment of the Constitution
which elevated it to the status of a fundamental right. Resultantly , now it is subject to judicial review,
under newly inserted Article 25-A. Now, the governments are obliged for its provision to all children,
aging from five to sixteen years. Learning a lesson from the Indian recognition, Pakistan must cover its
distance more swiftly and smartly, instead of wasting time in litigation or enactment of supportive
legislation.

International institutions

No one else can be expected or obliged to provide elementary education to all children of a nation, not
even international institutions or a private sector, except a State. No doubt, a State has a potential to
take this huge responsibility, owing to its economic and human capabilities to establish and run a viable
universal school system. The Economic, Social and Cultural Rights ‘Committee of the UNO also
recognized it. Emphasizing on the significance of elementary education, enshrined in Article 13 of the
Convention, which stated that “States as having the principal responsibility for the direct provision of
education in most circumstances”. The Committee defined the availability that it meant “educational
institutions and programs have to be available in sufficient quantity”, such as buildings, sanitation
facilities for both sexes, safe drinking water, trained teachers on domestically competitive salaries,
teaching materials, libraries, laboratories and computer facilities. Article 13 of the International
Convention on Economic, Social and Cultural Rights 1966 goes further to expand the availability of
right to education that a state must provide private institutions and persons an opportunity to establish
and run private educational institutions, parallel to the state school system.