COURSE CODE .

829
ASSIGNMENT.1

Q.1,CRITICALLY ANALYZE THE EXTENT TO WHICH THE OBJECTIVE OF

TEACHER EDUCATION AS GIVEN IN THE NATIONAL EDUCATION POLICY 2009
ARE INALIGHMENT EITH THE OBJECTIVE DEFINED BY AGGERWAL’
ANS;. The National Education Policy (NEP) 2009 (“the Policy”) comes 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
document, the White Paper was finalised in March 2007. The White Paper became the basis
for development of the Policy document. The lag in finalisation of the draft owes to lot of
factors including the process of consultations adopted as well as significant political changes
in the country. 2. Two main reasons that prompted the Ministry of Education (MoE) to
launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1
were, firstly, the Policy was not producing the desired educational results and the
performance remained deficient in several key aspects including access, quality and equity of
educational opportunities and secondly, the international challenges like Millennium
Development Goals (MDGs) , Dakar Framework of Action Education for All (EFA) Goals
and the challenges triggered by globalisation and nation’s quest for becoming a knowledge
society in the wake of compelling domestic pressures like devolution and demographic
transformations have necessitated a renewed commitment to proliferate quality education for
all. 3. The document is organized into nine chapters. Chapter 1 describes overarching
challenges, identifies 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. Chapters 4
puts forward the provisions of Islamic Education and transformation of the society on
Islamic and human values. Chapters 5 to 8 outline reforms and policy actions to be taken at
the sub-sector level. Chapter 9 broadly suggests a Framework for Implementation of the
Action Plan of this Policy document. Annex- I lays out the current state of education sector.
Available indicators have been assessed against data in comparable countries. 4. Many of the
areas discussed in this document were present in the previous policy documents prepared in
the country from time to time and apparently many of the problems persist. A new policy
document on its own will not rectify the situation but all the segments of the society will
have to contribute in this endeavour. However, the document does recognise two deficits of
previous documents i.e. governance reform and an implementation roadmap which if
redressed, can alter results for the present Policy. 5. On governance, the policy discusses the
issue of inter-tier responsibilities wherein the respective roles and functions of the federal-
provincial-district governments continue to be not clear. 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. 6. On
implementation, the Policy document includes a chapter that describes the implementation
framework. The framework recognises the centrality of the federating units in
implementation of education. The role of the Federal Ministry of Education will be that of a
1 National Education Policy: 1998-2010, Ministry of Education, Government of Pakistan,
Islamabad, 1998. 8 coordinator and facilitator so as to ensure sectoral and geographic
uniformity in achievement of educational goals nationally. A shift has been made by making
the National Education Policy a truly ‘national’ document and not a federal recipe. For this,
it has been recommended that InterProvincial Education Ministers’ Conference (IPEMC)
with representation of all the federating units, will be the highest body to oversee progress of
education in the country. In this respect the Federal-Provincial collaborative effort remains
the key to success. 7. It has also been proposed to make the document a “living document”
that will remain for an indefinite period and be subjected to improvements whenever any
such requirement is felt. IPEM will consider and approve all such improvements which can
be proposed by any of the federating units. 8. The purpose of the Policy is to chart out a
national strategy for guiding education development in Pakistan. Many of the policy actions
outlined have already been initiated in reforms during the process, most notably in the
domains of curriculum development, textbook/learning materials policy, provision of
missing facilities. A number of initiatives are already being implemented by the provincial
and area governments. The Policy takes account of these ongoing reforms and integrates
them into its recommendations. The Policy is also embedded within the Islamic ethos as
enshrined in the Constitution of the Islamic Republic of Pakistan. 9. The success of the
Policy will depend on the national commitment to the sector. Already there has been a
marked improvement in the area as all provinces and areas as well as the federal government
have raised the priority of education. This will now have to be matched with availability of
resources and capacity enhancement for absorption of these resources to improve education
outcomes for the children of Pakistan. It is a long journey that has already begun. It is hoped
that the policy document will help give a clearer direction to the efforts and help in
institutionalising the effort within a national paradigm.
Q.2,EXPLAIN THE RESPONSIBILITIES OF TEACHER IN ISLAMIC ROSPECTIVE
AND ELUCIDATE THEIR ROLE IN INCLUDING SOCIETAL VALUES IN STUDENTS.
ANS;. Responsibilities of Teachers Although teachers are given high status in the society but
at the same time some responsibilities are also assigned to the teachers, which they are
supposed to consider by performing their duties. The Holy Quran and the Hadiths give
number of instructions to the teachers. “As part of the mercy of God, you deal with them
gently; if you were severed and hardhearted, they would have broken away from you.” (Al-
Imran, 3:159) This verse of the Holy Quran is having guideline or a piece of advice for the
teachers and teachers are asked to deal students gently, they are asked to have kindness for
them because if you will be harsh with them then they will not come to school and will be
fed up. If we see the modern era theories about attitude of teachers for students, it is
recommended that the teachers need to “deal the students with love not punishment”, this
theory is introduced by the West just fifty years back but this was shared in the Holy Quran
centuries back but this the bad luck of our nation that the teachers in Pakistan are not
following the instructions given in the Holy Quran that is why Pakistani children have
interest in studies, they do not want to go to schools just because of the attitude of the
teachers. The Holy Prophet (PBUH) said, "Teach without chiding. Teachers are preferable to
the scolders." He also said, "Use leniency to those whom you teach and those who learn
you." Asian Journal of Management Sciences & Education Vol. 3(3) July 2014 94 The above
comments of our Prophet (PBUH) are providing guideline to teachers that how do they need
to treat their students, it is clear from the statement that teachers should not blame their
students and teachers and are asked to be lenient with their students, means if your students
do mistake then you need not to be harsh with them. He the Prophet (PBUH) is reported to
say, "Teachers who have three students- of different social classes- and do not treat them
equally, will be in the line of the traitors on the Resurrection Day." It is been observed that
sometimes teachers become little unfair with their students, they give favors to those students
who are close to them or who give extra benefit or who are taking tuition from them or who
belongs to same religion. But it quite clear from the above statement that teachers should not
do any kind of discrimination in any of the cases discussed above. But teacher in Pakistan are
indulged in such types of discriminations that is the reasons that our students are not
interested to come to school or having no interest in the studies because of the prevailed
favoritism of the teachers and it has destroyed the whole education system of Pakistan. Ibn
Maskub said, "Pupils should be praised and rewarded for any good manner and favorable act
they show." This is another problem present in our educational system that it has been quoted
by number of writers or complained by the students that the teachers are too much scared in
given marks to the students or giving them appreciation when they display good behavior
and when they show well mannered attitude in the class. If the teachers will start
appreciating students in such case then surely students will attend the school or the class and
will take interest. The teachers’ response to the well mannered students will provide
motivation to the other students present in the class and they will change themselves with the
passage of time. The teacher is given more important than the books. Imam al-Shafi’i, the
famous jurist, said: “Whoever learns from books will miss the required achievement” (lbn
Jumah, p.87). Among the most concise descriptions of the teacher’s role was written by
Imam al-Ghazali (d, 505H/ 1113) in his Ihya Ulum al-Din. (‘The Revival of the Islamic
Sciences’) and his Ayyuha 1-Walad (‘0 Child!’). A text written nearly a hundred years later
and covering similar themes used in present era teachers’ training. Ta’lim al-Muta’allim by
al-Zamuji has also been translated into English. Below we have summarized some of the
main principles of teaching according to al-Ghazali. Imam Al-Ghazzali, one of the most
outstanding Muslim scholars and teachers of all time, regards the first duty of a teacher to
accept the child unconditionally as his own. He quotes the saying of our Nabi Muhammad
(SAWS): "I am to you like a father who desires to save his child from the fires of hell, which
is more important than any of the efforts of parents to save their children from the fires of
earth." If we read the statement of the Holy Prophet (PBUH) and the statement of Imam Al-
Ghazaali, we learn that a teacher needs to consider a student his/her son/daughter. As the
Holy Prophet (PBUH) has given his own example that as I am saving you from the hardships
or fires of Hell as I am your teacher therefore in the same way you (teachers) need to save
your students from the hardships of the world by providing them knowledge to tackle the
problems. But it Asian Journal of Management Sciences & Education leena-luna.co.jp has
been quoted and observed by number of writers that teachers in Pakistan are not equipping
the students with such armors, which could help them to deal with the hardships in lives.
Teachers at Muslim schools must struggle to cultivate God-consciousness in their students as
well as knowledge, understanding and appreciation of the Sunnah of the Prophet Muhammad
(PBUH) said: “And speak nicely to people.” (Qur’an, 2:83) The quote teaches us that
teachers need to be careful while speaking with their students, they need to choose proper,
suitable and respectable words for their students, and they should not use such words which
heart them or which could become the reason of depression or bring lack of confidence in the
students. But this the bad luck of our nation that some teachers also use very rough language
with their students which is ultimately effecting on the learning or confidence of the students,
that could be one of the reason that we are unable to see any kind change in behavior of our
students. It is written in the Holy Quran that “Show forgiveness, enjoin what is good, and
turn away from the foolishness.” (Qur’an, 7:199) It is an advice for the Muslims or the
believers that they need to forgive others. But has been observed that some teachers become
too much harsh with their students when they do any kind of mistake, moreover they do not
forget any wrong action taken by the students and continue to treat them for their wrong
action. It should be their utmost duty to forgive their students if they do any kind of mistake.
At another place in the Holy Quran it is said: “And verily, whosoever shows patience and
forgives that would truly be from the things recommended by Allah” (Qur’an, 42:43) It
means that if we show patience and forgive others that could do the right action being
expected by Almighty Allah. This means teachers need to show patience and they need to
forgive their students in case if they do any kind of mistake they should not give corporal
punishment to their students if their behavior is not up to the mark. “Blessed is He in whose
hands are the Kingdom – who is powerful over everything – who has created death and life,
so that He might test you as to which among you is good in conduct.” (Al-Mulk 67: 1-2) The
above verse of the Holy Quran teaches us that our conduct should be very good, if we want
to get Almighty Allah’s favors or blessings. This verse teaches to the teachers that they have
to show good conduct in the institute premises, because teachers are model for the students.
Students try to copy their teachers. If teachers of any nation will not show good conduct then
surely we cannot expect that nation will develop or get progress in the world. “The true
servants of the Most Merciful are those who behave gently and with humility on earth, and
whenever the foolish quarrel with them, that reply with (words of) peace.” (Al-Furqan) The
above verse of the Holy Quran gives us the message of mercifulness and advises us that we
should not treat foolish in the same way as they treat you. This means that your students
sometimes behave in such a way which is not required then teachers need to teach them in
Asian Journal of Management www.ajmse. leena-luna.co.jp Leena and Luna International,
Oyama, Japan. ( humble manner. Because it has been found by the research scholars that if,
we treat students humbly, and then our response will bring change in their behavior. “My
Lord has commanded justice….” (Surat al This verse of the Holy Quran teaches us that there
should justice in the society; we should not keep any kind of the discrimination in the
society. This verse gives message to the teachers that they should have same measure for all
of their students; they measures for different students, which indicate their discrimination in
the class. That could be one of the reasons for the students’ lack of interest in their schools.
Students will not like to go to that school or class where th “…and be patient. Indeed, Allah
is with the patient.” (Al In this verse of the Holy Quran the Muslims are asked to remain
patient because Allah will help those who will show patience through thick and thin of their
era need to inculcate this attitude in their behavior, when they go to take their class. They
need to keep in their mind that students are children and as children are not grown up people
any mistake could expected from them t their students in case if they do any mistake. “And
seek assistance through patience and prayer…” (Al This verse of the Holy Quran again
teaches us patience and the believers are advised to seek assistance through patience and
prayers. It means that teachers need kind of difficulty in the practical life. They should pray
for those students who are not behaving as per the requirement in their classes; they should
not take the law in their hand. ‫“و آمنوا الذین إال‬By time, indeed, mankind is in loss, Except for those
who have believed and done righteous deeds and advised each other to truth and advised
each other to patience.” (Al The above verse of the Holy Quran has two messages for means
that we need to be truthful in our lives, we should not tell a lie as it is not right in the eyes of
Almighty Allah. The above verse teaches us that those who do wrong in the lives they will
be in loss, means almighty Allah will treat them as per their deeds. “Only those who are
patient shall receive their reward in full, without reckoning (39:10) This verse of the Holy
Quran gives us message of reward which will be awarded to those who will remain patient in
their lives. This means that while teaching in the classes if students responses are not as per
the requirement then teachers needs to remain polite with the students and should show
patience and should let Almighty to do justice, then surely they will get reward as per
promise of Allah with the mankind that reward will be unlimited. Asian Journal of
Management Sciences & Education Vol. 3(3) July 2014, 小 山 市 、 日 本 humble manner.
Because it has been found by the research scholars that if, we treat students humbly, and then
our response will bring change in their behavior. “My Lord has commanded justice….”
(Surat al-A ‘raf, 29) This verse of the Holy Quran teaches us that there should justice in the
society; we should not keep any kind of the discrimination in the society. This verse gives
message to the teachers that they should have same measure for all of their students; they
should not use different measures for different students, which indicate their discrimination
in the class. That could be one of the reasons for the students’ lack of interest in their
schools. Students will not like to go to that school or class where they find injustice. ‫…“ و ا‬and
be patient. Indeed, Allah is with the patient.” (Al-Anfal 8:46) In this verse of the Holy Quran
the Muslims are asked to remain patient because Allah will help those who will show
patience through thick and thin of their life. The teachers of present era need to inculcate this
attitude in their behavior, when they go to take their class. They need to keep in their mind
that students are children and as children are not grown up people any mistake could
expected from them therefore they need to be patient and sympathetic with their students in
case if they do any mistake. And seek assistance through patience and prayer…” (Al-
Baqarah 2:45) This verse of the Holy Quran again teaches us patience and the believers are
advised to seek assistance through patience and prayers. It means that teachers need to pray if
they find any kind of difficulty in the practical life. They should pray for those students who
are not behaving as per the requirement in their classes; they should not take the law in their
hand.“By time, indeed, mankind is in loss, Except for those who have believed and done
righteous deeds and advised each other to truth and advised each other to patience.” (Al-Asr
103:1 The above verse of the Holy Quran has two messages for us, which are patience and
truth. It means that we need to be truthful in our lives, we should not tell a lie as it is not right
in the eyes of Almighty Allah. The above verse teaches us that those who do wrong in the
lives they ghty Allah will treat them as per their deeds. “Only those who are patient shall
receive their reward in full, without reckoning (39:10) This verse of the Holy Quran gives us
message of reward which will be awarded to those ent in their lives. This means that while
teaching in the classes if students responses are not as per the requirement then teachers
needs to remain polite with the students and should show patience and should let Almighty to
do justice, then surely they ill get reward as per promise of Allah with the mankind that
reward will be unlimited. research scholars that if, we treat students This verse of the Holy
Quran teaches us that there should justice in the society; we should not keep any kind of the
discrimination in the society. This verse gives message to the teachers should not use
different measures for different students, which indicate their discrimination in the class.
That could be one of the reasons for the students’ lack of interest in their schools. Students
will not like to Anfal 8:46) In this verse of the Holy Quran the Muslims are asked to remain
patient because Allah will life. The teachers of present era need to inculcate this attitude in
their behavior, when they go to take their class. They need to keep in their mind that students
are children and as children are not grown up people herefore they need to be patient and
sympathetic with Baqarah 2:45) This verse of the Holy Quran again teaches us patience and
the believers are advised to seek to pray if they find any kind of difficulty in the practical
life. They should pray for those students who are not behaving as per the requirement in their
classes; they should not take the law in their hand. “By time, indeed, mankind is in loss,
Except for those who have believed and done righteous -Asr 103:1-3) us, which are patience
and truth. It means that we need to be truthful in our lives, we should not tell a lie as it is not
right in the eyes of Almighty Allah. The above verse teaches us that those who do wrong in
the lives they “Only those who are patient shall receive their reward in full, without
reckoning (39:10) This verse of the Holy Quran gives us message of reward which will be
awarded to those ent in their lives. This means that while teaching in the classes if students
responses are not as per the requirement then teachers needs to remain polite with the
students and should show patience and should let Almighty to do justice, then surely they ill
get reward as per promise of Allah with the mankind that reward will be unlimit
Social values and implementation of them in school setting were discussed in terms of both
global and national perspectives as well as the structural and functional aspects were
elaborated in this study. It was suggested a healthy way to teach of them and it was
elaborated the pattern of relationships between these concepts. Social values show the ideal
way of thinking and acting in a society. Increasing gap between ways of thinking and
behavior of an ideal society and actual world considered to be indicator and ignition for
number of social problems. Therefore, it is important that the values of real world and ideal
world should be overlapped. Understanding and explaining extremely complex nature of the
values at national and global settings and rationale them in a healthy way is the most
important condition to build a peaceful society and the world In fact, when we say we enjoy
similar things and we find the same things beautiful, we refer to shared content of
values. What sociologists call collective consciousness are called by philosophers objective
soul are the domain of
common values (Ülken, 2001). It is clear that without society, there will not be any
biological, psychological, and
sociological value. Only in society, language, religion, morals, arts, and traditions can appear
the result of which is
the accepted core of a society. Coming to the world as an organism, human beings come to
learn societal dreams,
ideals, norms, morals, arts and religion by means of growing into an identity (produce) from
an organism (seed)
(Türkdoğan, 1982). Ethos is what anthropologists and sociologists call when they mean a
society’s profile of values
which comes from a Greek word meaning common behaviors (Doğan, 2011).
Values that inspire and are inspired by a society can function both as a measure as well as
something that are
measured. In essence, values should be regarded as positive entities since “honesty” is a
value; “intricacy” refers to
lacking it. Values guide people as abstract entities that ordain people with ideal thinking and
behavioral aspects such
as being hard-working all the time. Hence, values are belief-based narratives that shape our
approach to stuff and

Q.3,DISCUSS THE PROBLEM FACED BY TEACHER EDUCATION IN PAKISTAN

AND ALSO SUGGEST WAYS TO OVERCOME THESE PROBLEM. .
ANS;. The education system of Pakistan, in terms of quality teaching and learning, stands in
the lowest rank in the world. Numerous reasons can be held responsible for this state of
affairs. Teacher is one of these factors. Teacher is an important part of the teaching and
learning process, who faces various problems due to which they cannot play their roles
effectively in the education process. This paper, based on a thorough review of the existing
literature, critically analyses the problems faced by school teachers in the Khyber-
Pakhtunkhwa province of Pakistan. Findings of the study revealed that teachers are less
motivated towards teaching profession, because their appointments, transfers, placements
and promotions are decided on nepotism, corruption and political affiliations rather than on
merit. In many cases teachers are posted in remote areas, faced with accommodation and
transportation problems. The study further found that teachers are overburdened with more
classes due to shortage of staff in schools, teachers face shortage of teaching and learning
resources in schools, there are fewer professional development opportunities for teachers,
servant-master environment and a culture of leg-pulling and flattering prevails in schools,
and that teachers often rely on other activities such as property business, shop-keeping etc for
living. This has gravely affected the process of teaching and learning in schools. This study
recommends that the problems of teachers could be solved by creating an environment of
trust and strengthening the mechanism of accountability, providing teaching and learning
resources to schools, providing ongoing professional development opportunities and
incentives to teachers, making appointments and promotions on merit, providing enough
staff to schools and eradicating the evil of political interference.
In nearly all countries, courses of the Normal School B, college, and university categories
contain three main elements. The first element is the study of one or more academic, cultural,
or aesthetic subjects for the purpose both of continuing the student’s own education and of
providing him with knowledge to use in his subsequent teaching career. A second element is
the study of educational principles, increasingly organized in terms of social
science disciplines such as psychology, sociology, philosophy, and history. A third element
consists of professional courses and school experience. Primary teachers may also receive
instruction in the content and methods of subjects other than their own specialties that figure
in the primary curriculum. In normal schools and colleges, and some universities, the three
elements run parallel to one another, and the student is professionally committed from the
outset of his course. Elsewhere, the study of educational processes and professional work
(including school experience) may follow the completion of a period of academic study that
the student has begun without any prior commitment to teaching as a career. There are still
advanced countries where the possession of a university degree, without any qualification in
education as such, is sufficient basis for the award of qualified teacher status. In England and
Wales, for example, compulsory training for graduates, generally comprising two terms (six
months) of professional and theoretical studies and a further three-month period of school
experience, was scheduled to come into effect only in 1973.
General education
The sequencing, balance, content, and organization of general and specialist academic work,
courses in education, and professional studies and teaching experience has been a subject of
discussion since the earliest days of organized teacher education. The importance of the
element of general education has been defended on various grounds. Sometimes such
academic work may be highly specialized. Students in many colleges of education in
England study only one principal subject, to which they devote about one-third of their total
time, and teachers who graduate from universities have often pursued three-year courses for
single-subject honours degrees. In the United States and elsewhere the academic element is
broader, and the first two years of college or university work may embody a wide range of
elective subjects from diverse disciplinary fields. Both patterns have their critics, the first
because it produces narrow intellectual specialists, the second because it encourages
dilettantism and inadequate depth. Where a pattern of electives is combined with a
units/credits system, as in some universities in Japan and the United States, it is claimed that
one result is an undesirable fragmentation of study and effort. In his influential Education of
American Teachers (1963), James B. Conant recommended that half the course requirements
of the four-year program of preparation for elementary teachers should be given over to
general courses, a further quarter to an “area of concentration,” and the remaining quarter to
professional studies, including school experience. Prospective secondary teachers would
spend still more time on the subjects they were preparing to teach, with less than 10 percent
of their time devoted to practice teaching and special methods. Such a subject emphasis for
secondary teachers can be found in many countries. In France the École Normale Supérieure
still places freedom of study and the nurture of intellectual curiosity above questions of
professional teacher training. Generally speaking, wherever there is a stress upon academic
excellence and the achievement of high standards of scholarship, there is likely to
be skepticism as to the claims of professional training for teaching. Oxford University had
still not appointed a professor of education by the beginning of the 1970s.
In countries where technical or vocational education forms an important part of secondary
school provision, there have sometimes been specialist institutions for the training of
teachers for this work. Such teachers tend to have lower status than the secondary school
staff who teach academic subjects, and efforts have been made to upgrade the position of the
teacher of agricultural and industrial arts, home economics, and handicrafts. Nearly all the
universities in England and Wales that now offer the bachelor of education degree for college
of education students include technical subjects within their list of approved options.
The element of educational courses in the teacher preparation program has been the object
of criticism from academic specialists, defenders of liberal culture, and practical-minded
professional educators. The growing range of speculation and empirical data generated by
the burgeoning social sciences, philosophy, and history, have provided a rich ore from which
those responsible for teacher preparation mined the materials they needed for the
construction and legitimation of their pedagogic systems and principles. But such borrowing
has done little to establish any very coherent system of educational ideas, or to provide the
basis for a systematic theory of teaching adequate to sustain the variety and complexity of
teacher preparation programs. In his Evolution of American Educational Theory (1964), C.J.
Brauner was forced to conclude that
middleman theorists, inexpert as scholars, had naïvely striven for some impossible synthesis
that would be at once faithful to scholarship, useful to the practitioner, intelligible to the
populace and thus comprehensive as a discipline, workable as a general method, and
defensible as a social institution.

The study of educational principles

There has been much dispute as to whether the study of educational principles is to be seen
as part of the liberal element in the course, contributing to the teacher’s
general education and personal development, or whether it is properly an adjunct to the
professional sequence, serving to illuminate and enrich students’ method courses and
practical work. Where it was well done, the study of the philosophy, sociology, and history
of education and of educational psychology clearly served both ends and also provided an
introduction to a systematic exploration of human conduct and affairs that was both
educationally defensible and important in its own right. But all too often it was not well
done. As the field of the social sciences grew, it became increasingly difficult for those
employed in teacher-preparing institutions to keep pace. In some places, student teachers
could follow courses in psychology, sociology, and so on given by recognized authorities in
their respective disciplines, and in all countries there were some prominent social scientists
who themselves took a close and direct interest in educational matters. But, given the large
number of institutions responsible for teacher preparation and the fact that the majority of
their staff were necessarily recruited for their teaching competence rather than for their high
academic qualifications, much of the teaching of educational principles tended to become
out-of-date and secondhand.

Q.4,HIGHLIGHT THE IMPORTANCE OF IN.SERVICE TRAINING WITH RESPECT

TO CONTINOUS PROFESSIONAL DEVELOPMENT .HOW CAN TEACHER BE
MOTIVATED TO PARTICIPATE IN THESE TRAINING.
ANS;.
Bottom of Form
We are often asked to describe the importance of continuing professional development. Why
is CPD important and why does it matter?

You’ve finished your degree. Check.

You’ve completed all your practical experience requirements so that you can graduate.
Check.
Your new job is all lined up and ready to go. Mission accomplished.
It’s fair to say the first part of your mission is well and truly accomplished.  Sit back and give
yourself a pat on the back. But don’t take too long about it or you’ll be lagging behind your
colleagues. The same is true for professionals with many years experience in the workplace.
Continuing professional development is important because it ensures you continue to be
competent in your profession. It is an ongoing process and continues throughout a
professional’s career.
The ultimate outcome of well planned continuing professional development is that it
safeguards the public, the employer, the professional and the professional’s career.
Well crafted and delivered continuing professional development is important because it
delivers benefits to the individual, their profession and the public.
CPD ensures  your capabilities keep pace with the current standards of others in the same
field.
CPD ensures that you maintain and enhance the knowledge and skills you need to deliver a
professional service to your customers, clients and the community.
CPD ensures that you and your knowledge stay relevant and up to date. You are more aware
of the changing trends and directions in your profession. The pace of change is probably
faster than it’s ever been – and this is a feature of the new normal that we live and work in. If
you stand still you will get left behind, as the currency of your knowledge and skills becomes
out-dated.
CPD helps you continue to make a meaningful contribution to your team. You become more
effective in the workplace. This assists you to advance in your career and move into new
positions where you can lead, manage, influence, coach and mentor others.
CPD helps you to stay interested and interesting.  Experience is a great teacher, but it does
mean that we tend to do what we have done before.  Focused CPD opens you up to new
possibilities, new knowledge and new skill areas.
CPD can deliver a deeper understanding of what it means to be a professional, along with a
greater appreciation of the implications and impacts of your work.
CPD helps advance the body of knowledge and technology within your profession.
CPD can lead to increased public confidence in individual professionals and their profession
as a whole.
Depending on the profession – CPD contributes to  improved protection and quality of life,
the environment, sustainability, property and the economy.  This particularly applies to high
risk areas, or specialised practice areas which often prove impractical to monitor on a case by
case basis.
The importance of continuing professional development should not be underestimated – it is
a career-long obligation for practising professionals.
Sometimes it is mandated by professional organisations or required by codes of conduct or
codes of ethics. But at its core it is a personal responsibility of professionals to keep their
knowledge and skills current so that they can deliver the high quality of service that
safeguards the public and meets the expectations of customers and the requirements of their
profession.
But continuing professional development should be engaging and fun too. Sometimes it’s
difficult to find a relevant course that fits in with your other obligations.  Sometimes, as you
walk out of a course or seminar it’s hard to assess what you have actually learned. Have you
absorbed the necessary skills and will you be able to apply them correctly in your work?  Our
online courses for continuing professional development, written by professionals for
professionals and involving thoughtful online interaction with your peers, go a long way
towards resolving these issues. Try our online courses on Project Management, Risk
Management, Finance and the Environment which are available now.  Online courses
on technical writing, and Sales and Marketing will be coming soon. And if you want to test
the waters before you take the first step, enter our draw to win a free online course.  We run
these offers regularly, and by signing up to our email newsletter at the bottom of the page
you will be notified about new offers.
Q.5,EXPLAIN THE STRUCTURE OF TEACHER EDUCATION IN PAKISTAN .ALSO
CRITICALLY ANALYZE THE EFFECT 18TH AMMENDMENT ON TEACHER
EDUCATION.
ANS;. Teachers’ professional education is viewed as one of the most important factors in
improving students’ learning. Keeping this in view many developed and less developed
countries pay significant attention to improve the practices of teacher education. In order to
develop capable teachers they make conscious efforts to establish and maintain quality
teacher education institutions.
The history of teacher education in Pakistan starts with the establishment of the country.
However, this area has been facing various challenges such as lack of consistent policy,
inconsistency in curriculum, low resources, lack of quality teachers, low quality of teaching
process, lack of standard, etc. Today, a range of public and private institutions are engaged in
preparing school teachers. In Pakistan, like many other countries, public institutions are the
main source for developing teachers through pre-service and in-service programmes.
However, many studies have raised the question on the quality of delivery mechanism of the
institutions while forwarding recommendations for improvement.
Historically, different reforms have been brought to improve the condition of teacher
education in the country. Currently, teacher education in Pakistan is passing through a
transition as an innovation has been initiated by the Government of Pakistan with the support
of USAID through their Pre-Service Teachers Education Programme (STEP) project. This
reform is attempted in order to improve the quality of teacher education by including
different innovations.
In this regard, a new curriculum has been developed for pre-service programmes such as a
two-year Associate Degree in Education (ADE) and a four-year BEd (Hons). Effort has been
made to design the curriculum keeping in view the modern educational principle along with
the contextual relevancy. These programmes are gradually replacing the previous pre-service
and in-service programmes such as Primary Teacher Certificate (PTC), Certificate in
Teaching (CT) and the one-year Ed programme. In addition, an effort is being made for the
accreditation and standardisation of teacher training institutions through this initiative.
ARTICLE CONTINUES AFTER AD
The ADE and BEd programme has been initiated in some colleges and will be gradually
implemented in remaining colleges throughout the country in the coming years. In addition,
to attract the best mind towards the teaching profession a stipend is also offered to student-
teachers for providing them financial support.
The significance of such educational innovation cannot be overlooked for improvement of
teacher education in the country. However, there are areas that need serious considerations
for the effectiveness and sustainability of the new reform initiatives.
Firstly, the new developed curriculum is based on the modern educational principles.
Teachers are provided a course outline with the expectation that they will explore the
teaching learning material for classroom instructions. However, it was observed that some of
the teachers are struggling with identifying teaching resources due to the unavailability of the
reference books and lack of Internet facility in their colleges/institutions. This situation may
affect the teaching-learning process of the ADE courses. Hence there is a need to provide the
reference books and Internet facility to the faculty members in order to make the teaching-
learning process smooth.
Second, Internet is considered as one of the important sources for identifying teaching-
learning material. However, it was observed that some of the faculty members are not literate
in computers and Internet. So they are facing challenges in accessing the teaching-learning
resources that are available on the Internet or in soft version. Therefore, the faculty members
of colleges need to be helped in acquiring workable computer and Internet skills.
Third, the new curriculum demands new teaching strategies such as collaborative, inquiry
and activity-based teaching approach. However, a majority of the faculty in the teacher
institutions are not oriented with the teaching strategies demanded by the ADE and BEd
programme. Therefore, the professional development of the faculty at teacher training
institutions should be given priority along with the curriculum development.
Furthermore, there is a sense of uncertainty about the sustainability of the new initiatives
after completion of the Pre-STEP project. Many educational initiatives in the past died away
with closure of the projects. Therefore there is a dire need to develop a clear road map for the
continuity and sustainability of reforms.
It was also observed that some school teachers are being deputed in teacher education
colleges due to lack of adequate number of teachers in there. Due to the different approach of
pedagogy and andragogy, these teachers treat the prospective teacher like children, which
demotivates them. Thus when the school teachers are deputed in colleges they should be
oriented with the andragogy of teaching an adult.
Finally, a sense of insecurity can be observed among the student-teachers about their job
prospects after the completion of their ADE or BEd honours. How will they stand apart from
the teacher who has done one year BEd and other courses, is a question to ponder upon. A
clear policy is required about job opportunities for the prospective teachers so that they can
focus their studies.
These issues need to be addressed in order to sustain and maintain the quality of the new
reforms. A vigilant plan and sincere implementation will, of course, be helpful in
transforming the teacher education practices in the country.
In short, the importance of quality teacher education cannot be overlooked for improving the
quality of teaching-learning in the school. The new educational innovation will, definitely,
lead to improve teacher education practices in Pakistan. However, there is a dire need to look
reflectively at how to sustain the initiatives and make it productiv

attributed to education (Bregman and Muhammad, 1998).

The standard of education of a country intertwined and
determines its position among other nations of the world.
In this regard countries with high achievements in the
fields of education and research lead the world. Education
influences living standard as it turns the population of
a country into useful human capital and works as an
agent of positive change (Hoodbhoy, 1998). However, it
is
worth noting that teacher(s), as builders of the nation,
holds a pivotal role in the process of education. In this
sense the quality and standards of education are
strongly associated with the quality and effectiveness
of its
teachers. Unfortunately in Pakistan very little attention
has been paid to the education sector in general and the
recruitment of quality teachers in particular. Resultantly,
Pakistan has one of the lowest literacy rate and quality
education (Farooq, 1990). This study attempts to
examine the problems faced by school teachers such
as,
academic, recruitment and promotion procedure,
administrative and power structure, financial, training,
curriculum, parental relations, and examination in
Khyber-Pakhtunkhwa province of Pakistan
Education is development and a key to success. Existing
scientific and technological development can only be
attributed to education (Bregman and Muhammad, 1998).
The standard of education of a country intertwined and
determines its position among other nations of the world.
In this regard countries with high achievements in the
fields of education and research lead the world. Education
influences living standard as it turns the population of
a country into useful human capital and works as an
agent of positive change (Hoodbhoy, 1998). However, it
is
worth noting that teacher(s), as builders of the nation,
holds a pivotal role in the process of education. In this
sense the quality and standards of education are
strongly associated with the quality and effectiveness
of its
teachers. Unfortunately in Pakistan very little attention
has been paid to the education sector in general and the
recruitment of quality teachers in particular. Resultantly,
Pakistan has one of the lowest literacy rate and quality
education (Farooq, 1990). This study attempts to
examine the problems faced by school teachers such
as,
academic, recruitment and promotion procedure,
administrative and power structure, financial, training,
curriculum, parental relations, and examination in
Khyber-Pakhtunkhwa province of Pakistan.
Education is development and a key to success. Existing
scientific and technological development can only be
attributed to education (Bregman and Muhammad, 1998).
The standard of education of a country intertwined and
determines its position among other nations of the world.
In this regard countries with high achievements in the
fields of education and research lead the world. Education
influences living standard as it turns the population of
a country into useful human capital and works as an
agent of positive change (Hoodbhoy, 1998). However, it
is
worth noting that teacher(s), as builders of the nation,
holds a pivotal role in the process of education. In this
sense the quality and standards of education are
strongly associated with the quality and effectiveness
of its
teachers. Unfortunately in Pakistan very little attention
has been paid to the education sector in general and the
recruitment of quality teachers in particular. Resultantly,
Pakistan has one of the lowest literacy rate and quality
education (Farooq, 1990). This study attempts to
examine the problems faced by school teachers such
as,
academic, recruitment and promotion procedure,
administrative and power structure, financial, training,
curriculum, parental relations, and examination in
Khyber-Pakhtunkhwa province of Pakistan.