8626 1 Spring 2019

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Course: Teacher Education in Pakistan (8626)

Level: B. Ed
Semester: Spring 2019
Assignment No. 1
Q 1. Compare the aims and objectives of teacher education as given by Aggerwal

and given in the National Education Policy 2009.
Answer:
The National Education Policy (NEP) 2009 (“the Policy”) is the latest in a series of education
policies dating back to the very inception of the country in 1947. The review process for the
National Education Policy 1998-2010 was initiated in 2005 and the first public document,
the White Paper, was finalised in March 2007. The White Paper, as designed, became the
basis for development of the Policy document. Though four years have elapsed between
beginning and finalisation of the exercise, the, lag is due to a number of factors including
the process of consultations adopted and significant political changes that took place in the
country.
Two main reasons prompted the Ministry of Education (MoE) to launch the review in 2005
well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not
produce the desired educational results and performance remained deficient in several key
aspects including access, quality and equity of educational opportunities and, secondly,
Pakistan’s new international commitments to Millennium Development Goals (MDGs) and
Dakar Framework of Action for Education for All (EFA). Also the challenges triggered by
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.
This document is organized into nine chapters. Chapter 1 describes overarching challenges,
identifying two fundamental causes that lie behind the deficiencies in performance (the
commitment gap and the implementation gap), and outlines the way forward. Chapters 2
and 3 articulate the ways of filling the Commitment Gap (system values, priorities and
resources) and Implementation Gap (Ensuring good governance) respectively. Chapter 4
‫۔‬ ‫ ا ر‬ ‫ ا‬ ‫ اور‬ ‫ اس وہ‬، ‫ وا ا ا‬، ‫ ر اى‬، ‫ ا ل او ر ہ ا‬
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puts forward the provisions of Islamic Education and transformation of the society on
Islamic human values. Chapters 5 to 8 outline reforms and policy actions to be taken at the
sub-sector levels. Chapter 9 broadly suggests a Framework for Implementation of the
Action Plan of this Policy document. Annex- I describes the current state of the education
sector. Available indicators have been assessed against data in comparable countries
Most of the issues recognised in this document were also discussed in previous policy
documents. A new policy document on its own will not ameliorate the condition but all
segments of society will have to contribute in this endeavour. However, the document does
recognise two deficits of previous documents i.e. governance reform and an
implementation roadmap, which if redressed, can improve the performance of the present
Policy.
The policy discusses issues of inter-tier responsibilities wherein the respective roles and
functions of the federal-provincial-district governments continue to be unclear. Confusion
has been compounded, especially, at the provincial-district levels after the ‘Devolution Plan’
mainly because the latter was not supported by a clear articulation of strategies. The other
issue identified for governance reforms is the fragmentation of ministries, institutions etc.
for management of various sub-sectors of education and, at times, within each sub-sector.
Problems of management and planning have also been discussed and recommendations
prepared.
This document includes a chapter that describes the implementation framework. The
framework recognises the centrality of the federating units in implementation of education
policy measures. The role of the Federal Ministry of Education will be that of a coordinator
and facilitator so as to ensure sectoral and geographic uniformity in achievement of
educational goals nationally.
Encouraging private investment in education. There shall be regulatory bodies at the
national and provincial levels to regulate activities and smooth functioning of privately-
managed schools and institutions of higher education through proper rules and regulations.
A reasonable tax rebate shall be granted on the expenditure incurred on the setting-up of
educational facilities by the private sector. Matching grants shall be provided for
establishing educational institutions by the private sector in the rural areas or poor urban
areas through Education Foundations. Existing institutions of higher learning shall be
allowed to negotiate for financial assistance with donor agencies in collaboration with the
Ministry of Education. Educational institutions to be set up in the private sector shall be
provided (a) plots in residential schemes on reserve prices, and (b) rebate on income tax,
like industry. Schools running on non-profit basis shall be exempted from all taxes. Curricula
of private institutions must conform to the principles laid down in the Federal Supervision
of curricula, Textbooks and Maintenance of Standards of Education Act, 1976. The fee
structure of the privately managed educational institutions shall be developed in

consultation with the government.
Innovative Programes
The National Education Testing Service will be established to design and administer
standardized tests for admission to professional institutions. Qualifying these tests will
become a compulsory requirement for entry to professional education. This mechanism is
expected to check the incidence of malpractice in examinations. Likewise, standardized tests

shall be introduced for admission to general education in universities.
Implementation Monitoring And Evaluation
A comprehensive monitoring and evaluation system has been envisaged from grass-roots
to the highest level. The District Education Authority will be established in each district to
ensure public participation in monitoring and implementation. The education Ministers at
the Federal and Provincial levels will oversee monitoring committees, responsible for
implementation at their levels. The Prime Minister and Provincial Chief Ministers will be the
Chief of National and Provincial Education Councils respectively which will ensure
achievements of targets. Existing EMIS at Federal and Provincial levels shall be strengthened
to make them responsive to the need of Monitoring and Evaluation System (MES).The
Academy of Educational Planning and Management (AEPAM) shall be strengthened and
tuned up to meet the emerging demands of MES and its obligations at national and
provincial levels. Data collected through Provincial EMISs and collated by AEPAM through
National Education Management Information System (NEMIS) shall be recognized as one
source for planning, management, monitoring, and evaluation purposes to avoid disparities
and confusion. Databases of critical indicators on qualitative aspects of educational growth

shall be developed and maintained by AEPAM for developing sustainable indicators of
progress, based on more reliable and valid data to facilitate planning, implementation and
follow-up. A School Census Day shall be fixed for collecting data from all over the country.
{===============}
Q 2. a) Highlight the responsibilities of a teacher provide reference from Islamce

Sources?
Answer:
A right can be interpreted as an authority or power that ethically one can work, own,
abandon, use or demand something. The right can also mean a calling of the will of others
to the mediator of reason, contrary to the power or physical strength to recognize the
authority that exists on the other. Every human has a right, so the teacher has some rights
too. The teacher is the one who gives knowledge to the learners. Teachers in the community
view are those who carry out education in certain places (not only in formal educational
institutions) teachers have heavy duties and responsibilities. The teacher is a leader figure.
“And among men and moving creatures and the cattle (are) various [their] colors likewise.
Only fear Allah among His slaves those who have knowledge. Indeed, Allah (is) All-Mighty,
Oft-Forgiving.” (Fatir 35:28)
Teachers have spent time with learners in educating the nation’s children so that teachers
have some rights like below.
1. Lead his pupil
The duty of a teacher is to make her pupils become smarter and have a good akhlaq. In this
case, the teacher should lead his pupils to obtain the objectives that they are looking for.
“From Ibnu Umar ra said: The Messenger of Allah said: each of you is a shepherd and each
responsible for the shepherd: the leader is a shepherd, the husband is a shepherd to his family
members, and his wife is a shepherd in the middle of her husband’s household and against
her. Every one of you is a shepherd, and each is responsible for what is the shepherd. “(H.R.
Bukhari – Muslim)
2. Salary/wage
Regarding the receipt of this salary at first, there was a dispute. Regarding this salary, the
pikers and philosophers differ in the opinion of the teacher receiving the salary or rejecting
it. The most famous refused to receive a salary is Socrates, then followed by the Muslim
philosophy of al-Ghazali, concluding forbidden salaries. While Al-Qabisi has different
opinions, he considers receiving the salary may be held. Al-qabisi’s reason, teachers receive
salaries because educators have become professions, of course, they are entitled to get
prosperity in economic life, in the form of salary or honorarium.
Teachers are part of the state apparatus that serves for the benefit of the State through the
education sector, appointed civil servants, given salaries and educational personnel
allowances. But if compared with developed countries, the income is not satisfactory but the
task is noble, not an obstacle for teachers in educating students. For teachers whose status
is non-civil servants then they are on the salary of the foundation, not even a few they do
not get it but they still serve in order to seek Allah SWT pleasure.
“Give a worker his wages before his sweat is dry.” (HR Ibnu Majah)
3. Getting the award and appreciation
The teacher is the spiritual father of the students. He is the one who provides spiritual
nourishment and improves the behavior of learners. That is the profession of teachers must
be honored, given its very significant role in preparing future generations. Respecting
teachers means respect for our children. The nation who wants to advance is a nation that is
able to give awards and respect to the teachers.
4. Give his pupil a lesson
It is the duty of the teacher to give his pupil a lesson. This lesson will make his pupils more
knowledgeable and smarter. There should not be an intervention for the teacher to give the
lesson.
“As We sent among you a Messenger from you (who) recites to you Our verses and purifies
you and teaches you the Book and the wisdom and teaches you what not you were
knowing.” (Al-Baqarah 2:151)
5. Give his pupil a direction
Pupils are like people that don’t know a direction and still not knowing anything. As a
teacher, he should give his pupils a direction and make them have a clear path in the future.
“You will not achieve that science except with six things. I will explain to you broadly:
intelligently, earnestly, patiently, there is provision, there is a guiding teacher and a long time.
” (Burhanuddin al-Zarnuji)
6. Have freedom of expression
The teacher should have freedom of expression because how a teacher can transfer his
knowledge to his pupils without freedom. Obstacles and intervention should be cleared.
“I am the servant of the man who taught me a letter. If he wants to sell me and can also set
me free. “ (Sayyidina Ali r.a.)
7. Judge which is the right and the wrong one
There are some cases that make the teacher should choose between two options. As the
pupils, they need to accept the judgment of the teacher.
“Indeed, Allah orders you to render the trusts to their owners, and when you judge between
the people to judge with justice. Indeed, Allah excellently advises you with it. Indeed, Allah is
All-Hearing, All-Seeing.” (An-Nisa 4:58)
8. Get respect from people
The words of Allah and the words of the Apostle describe the high position of the one who
has knowledge (teacher). It is argued that the knowledge can lead people to always think
and analyze the nature of all phenomena that exist in nature, so as to bring people closer to
Allah. With the ability that exists in humans are born theories for the benefit of human
beings. So, we need to respect the teacher who is willing to give us the knowledge.
“Stand up and respect the teacher and reward him, a teacher is almost as an
Apostle.” (Syauki)
9. Accept or reject gift
Teachers should avoid livelihoods that are contemptible in the view of syara ‘and away from
situations that can bring slander and do not do something that can drop the price in the
eyes of the people. They also need to choose carefully between accept or reject a gift from
the parents or pupils to avoid slander.
“O you who believe[d]! Eat from (the) good (of) what We have provided you and be grateful to
Allah if you alone worship Him.” (Al-Baqarah 2:172)
10. Advise his pupil
The teacher should advise and correct those who do not maintain good manners in class,
such as insulting friends, laughing loudly, sleeping, talking to friends or not accepting the
truth. By doing this, the teacher can create a good behavior and akhlaq to his pupils.
{===============}
Q 2. b) Highlight the teaching methods and techniques recommended by

Muslim scholars. Discuss the usability of these methods in the current teaching
learning environment?
Answer:
The very first teachers were commissioned by the Prophet, and like him they taught for free.
Next to him they were the architects of an educated society whose leaders were truly its
teachers. Members of this society, the teachers and the taught, were collectively and
individually responsible for upholding its moral standards and correcting lapses: `bidding to
honour, forbidding dishonour.' The number of kuttabs (learned) and mu'allams (teachers) in
the Muslim world increased rapidly and on a large scale until almost every village had its
own kuttab if not more than one. In Palermo, for example, Ibn Hawqal on his visit to Sicily
claimed to have counted about 300 elementary teachers. A contemporary of Caliph Umar's,
Jubayr b. Hayya, who was later an official and governor, was a teacher in a school in Taif.
Famous men like al-Hadjadd and the poet's al-Kumayt and al-Tirimmah are said to have
been schoolmasters.
In the search for knowledge, al-Faruqi insists, `everybody felt himself to be a conscript.' In
early times it was thought wrong to take pay for teaching, especially the Qur'an and
religion. This was carried to extremes; a man fell into a well and would not let a pupil pull
him out, lest this should be considered payment for his teaching. A scholar bought some
things at a shop, more than he could comfortably carry, so the shop-keeper offered to carry
some for him. On the way the shop-keeper asked a question. Before he would answer it, the
scholar took from him what he was carrying. The voluntary help would have become
payment. A youth studied the traditions without paying any fee, but when he asked to
read al-Mutanabbi with the commentary of Abu Zakariya, his teacher demanded a fee
because it was poetry; the boy's father paid five dinars in advance. A man took a mithqal of
silver a day for teaching someone the Qur'an; the instruction lasted for five or six months
but at the end the money was returned to the student because the payment had been only
a test of his zeal.
How were these scholars able to devote so much to the performance of such intellectual
feats? According to Pedersen, it was largely because most of them lived a life of 'great
contentment.' Learning, the life of the intellect, was 'intimately bound up with religion, and
to devote oneself to both afforded an inner satisfaction and was [a] service to God [...] it not
only made men of letters willing to accept deprivation; even more, it prompted others to
lend them aid.' The Mosques received a wide variety of aid and grants for scholars from a
number of institutions. `No matter what their social origins, the subsistence of the scholars
was assured, often in ‘liberal measures'.'
Caliph Umar (12-23 A.H./634-644CE) is famed for his saying: `Teach your boys swimming,
archery, horsemanship, famous proverbs; and good of poetry.' Another public curriculum is
ascribed to Ibn al-Tawam who is recorded to have said: `To do their duty towards their sons,
fathers must educate them with writing, arithmetic and swimming.' When those who had
learnt the Qur'an took up the task of educating children, the Qur'an became the centre of
this elementary course. Learning the Qur'an then preceded everything, and next came
religious instruction. With grammar and arithmetic, the primary course was concluded.
Ibn al-Hajj (d. 736H/1336CE) has much to say about the school in general as here summed
up by Tritton:
‘The schools should be the bazar or a busy street, not in a secluded place. The emphasis on
publicity is strong; the master must not send an elder boy to his house with a message lest
rumour should start about the relations of the boy with the women-folk. The Mosque is no
place for a school for some people send little boys to school to get them out of the way and
such children defile their clothes and the place where the Qur'an is taught. The school is a
place for teaching, not an eating house, so the boys should not bring food or money to buy it,
but should go home for meals. A check should be kept on the time taken for the trip to prevent
idleness. One reason for this ruling is respect for the feelings of poor boys who might be
jealous of the food brought by the well-to-do. If food had to be brought, the master might not
share it with the boys nor send any of it to his house. He might take their leavings or, if a boy
ate none of his food, he might have it all but, in either case, he must tell the parents.'
From the early times, renowned scholars taught in schools. Thus Dahak ibn Muzahim, the
exegist, traditionist and grammarian, who died in either 105H/723CE) or 106H/724 CE, had a
school in Kufa, said to have been attended by 3,000 children, where he used to ride up and
down among his pupils on an ass. As language was of the utmost importance, we find a
Bedouin being appointed and paid as a teacher of the youth in Basra [26]. Writers of that
period were not class based, but came from all walks of life. For example, al-Ahmar (d.
194H/810CE), who taught the children of Harun al-Rashid, gave his lectures drenched in
musk and incense and supplied his audience with all necessary writing materials. His
contemporary, al-Farra, however, was modestly dressed and sat on the floor, while his
audience squatted in the dust in front of him. Normally the author would sit cross-legged
with his listeners seated in a circle. Next to him would be his most trusted student who
would faithfully transcribe all that his teacher said.
{===============}
Q 3. a) Highlight the impact of recent changes in the teacher education system of

Pakistan on teacher’s competencies.
Answer:
The rapid changes and increased complexity of today’s world present new challenges and
put new demands on our education system. There has been generally a growing awareness
of the necessity to change and improve the preparation of students for productive
functioning in the continually changing and highly demanding environment. In confronting
this challenge it is necessary to consider the complexity of the education system itself and
the multitude of problems that must be addressed. Clearly, no simple, single uniform
approach can be applied with the expectation that significant improvements of the system
will occur.
Indeed, any strategy for change must contend with the diverse factors affecting the
education system, the interactions of its parts, and the intricate interdependencies within it
and with its environment.
As we consider these problems, we become increasingly cognizant of the various
possibilities of using concepts and methods of the study of complex systems for providing
direction and strategies to facilitate the introduction of viable and successful changes. A key
insight from complex systems is that simple solutions are not likely to be effective in cases
such as the education system, and that providing a balance or coexistence of what seem to
be opposites may provide the greatest opportunities for successful courses of action. In the
following we consider
 Integrating the commonly polarized goals of education; i.e. the goal that focuses on
transmitting knowledge with the goal that emphasizes the development of the
individual student.
 Adapting teaching to different student characteristics by using diverse methods of

teaching. Adaptation to the ability levels, patterns of different abilities, learning
styles, personality characteristics, and cultural backgrounds.
 Integrating the curriculum by developing inter-disciplinary curriculum units that

enable students to acquire knowledge from different disciplines through a unifying
theme while having the opportunity to contribute in different and special ways to the
objectives of the integrated units.
Educational Goals
The approaches to teaching can be categorized according to major educational goals that
affect teaching strategies. On one hand the goal of education is viewed as the transmission
of knowledge by the teachers to the students. On the other hand the goal of education is
viewed as facilitating students’ autonomous learning and self expression. The former
approach which converges toward the teaching of specified subject matter, may be termed
‘convergent’ teaching and the latter approach which stresses open ended self-directed
learning may be termed ‘divergent’ teaching. The convergent approach is highly structured
and teacher-centered; the students are passive recipients of knowledge transmitted to them
and learning achievements are measured by standardized tests. The divergent approach is
flexible, student-centered, where the students are active participants in the learning process
and learning achievements are assessed by a variety of evaluation tools such as self-
evaluation in parallel to teacher evaluation; documentation portfolios; and special projects

(see also Niche Selection (link to be added soon)).
In the highly complex education system there may be various combinations of the different
approaches to teaching and probably no ‘pure’ convergent or divergent teaching. Still, the
tendency in the education system of today is toward the convergent approach. In fact,
among the current suggestions for implementing educational reforms to deal with the
considerable problems of the education system, there has been a strong emphasis on
setting convergent goals, an aspect of which is the use of across-the-board standardized
testing. Testing has been commonly viewed as a prudent way to determine the success or
failure of the teaching and learning process. There has been a relatively limited use of other
means of evaluation which are more complicated and more demanding in terms of
application and interpretation.
As educators seek ways to meet the demands put upon the education system in today’s
world of rapid changes and ever increasing complexity, it may be helpful to recognize that
there is a need for both convergent and divergent approaches to teaching and learning.
Educators who stress the importance of the acquisition of specific knowledge as a useful
way to prepare the students for productive future functioning, must come to realize that
even for the purpose of this goal alone, a divergent approach is needed today. With the
great proliferation of knowledge and rapid changes in most fields as well as the appearance
of many new fields, it is critical to develop students’ capacity for self-directed learning and
self growth. On the other hand, those who emphasize the importance of autonomous
growth and creative self-expression, must realize that the students need academic skills
(such as reading, writing, calculating, etc.) as prerequisites for productive self expression.
Since the creative process involves new ways of using existing knowledge, it is important to
provide opportunities for students to acquire such knowledge (which can be acquired by
convergent teaching). Hence, convergent and divergent teaching strategies are both
needed and the challenging question is how to find the balance between them within the
complexity of the process of teaching and learning. It is likely that the two approaches may
increasingly become not mutually exclusive but interrelated and interdependent.
An important development is the growing awareness that academic achievement could

improve by adapting teaching to students individual differences. This awareness is finding
its most distinct expression in the education system’s attempts to deal with the issues of
students with special needs. However, other aspects of adaptation to students’ individual
differences get far less attention.
In general, adaptation to individual differences under convergent teaching tends to be

limited. The students are all expected to strive toward one goal of learning specified
required knowledge; some may attain it and others may fall by the wayside or be given
some remediation with limited results. Nevertheless, there are various possibilities of
effective adaptation to individual differences under convergent teaching. In addition to
adaptation in the rate of learning, where each student can be allowed to work at his/her
own pace, there are many possibilities of adaptation through the use of diverse methods of
teaching. Even when all the students are taught the same material, teachers can use
different methods, different techniques or different media, to cater to individual differences
in abilities and personality characteristics. Such a ‘multi-convergent’ approach can be more
effective in giving the students opportunities to use their aptitudes and inclinations for
learning and attaining higher achievements. As the students experience success and
consequently a sense of competence, their motivation is enhanced to pursue further

learning. Such an approach has a better potential for success than the common reality of
students with learning difficulties, who often struggle through remediation with a sense of
inadequacy and discouraging experiences of failure.
{===============}
Q 3. b) Discuss the problems of teacher educators also give suggestion to overcome

these problems
Answer:
Problems of government school teachers in Khyber-Pakhtunkhwa, Pakistan
1. Financial problems Due to receiving less financial support, the sector of education has
remained the most under paid and poor in performance. This fact has rendered the
education sector as the most unattractive profession in the country. Teacher community,
being the most finically poor in society, often look for other sources of earning such as
going abroad for working and run their own businesses at the cost of their professional
integrity (Zafar, 2003). In this regard teachers are less motivated towards and take least
interest in their school duties. In many cases teachers get salaries without attending the
schools because of their businesses. This has retarded the process of quality teaching and
learning in schools (Shahzadi and Perveen, 2002).
2. Political interference Education system of Pakistan is highly politicized. In the majority

of cases teachers are inducted on the basis of their political affiliations rather than on merit,
who often serve as political workers instead of performing their professional duties.
Similarly due to political involvement in the education sector, often the established
procedure of appointment is violated. These politically selected incompetent teachers
become a permanent liability on the economy and a reason of the collapse of the
educational system (Shah, 2003). Further, their unlawful promotions and politics in the
schools impede the educational progress in terms of quality teaching and learning as well
as jeopardize the spirit of coordination among the teaching community. It is also important
to mention here that often teachers who do not listen to the dictations of the political
actors are severely punished in social or financial terms and sometimes transferred to
remote areas. This absence of professional freedom of teachers has badly affected the
degree of success of their duties. They work with least interest and motivation (Saleem,
2002).
3. Social recognition According to Rehman (2002) teaching is considered the most
respectful professions in all societies of the world. In some countries teaching is taken as the
most honorable and lucrative profession. In developed nations teachers are adored and
occupy a reverential social position in society. However, in Pakistan teachers, particularly

school teachers, in theory are exalted but the reality is the other way round. In Pakistan,
teaching profession does not enjoy a great social status in the society. Teaching is
considered the most underpaid and less attractive profession. as compared to other
professions like medical or engineering and so on. Malik (1991) discovered that in Pakistan
the social status of teachers is accepted only at the extent of Holy Scripture. For example,
ideologically teaching is deemed as the prophetic profession and teachers as the promoters
of prophetic job. However, in practice this does not exist. Teachers stand at the last edge of
the social ladder in society. This phenomenon has decreased the self-esteem of teachers. In
these conditions the profession of teaching is the most little attractive field of service for the
youth. Normally teaching is the last option in the priority list of different professions.
4. Accommodation and facilities Government does not provide any residential

accommodation to school teachers. Teachers posted in remote areas or outstations face
problem of accommodation and shelter. Teachers cannot afford to rent houses on the
salary which is given to them and hardly make their living. Due to non-availability of official
accommodation teachers do long absentees and are not able to perform their duties with
full attention and satisfaction (Government of Punjab, 2004; Hussain, 2001). It has been
observed that teachers who are posted in remote areas are more interested in return
transfer to their near stations from the time of transfer to the school. This practice
negatively affects the performance of the teachers and leads to disturbance and mental
agonies.
5. Frequent transfers Teachers in Pakistani schools are always at the sweet will of
education officers and school administration. The transfers are usually made on the basis of
favoritism and nepotism. Due to this practice most of the teachers remain in high mental
agony, disturbance and pressures (Khan, 1980). Often transfers to remote areas are made to
teach a lesson to the teachers who are either disobedient or have affiliation with opposing
political party. Sometimes the newly transferred teachers do not find enough time to get
adjusted to the new environment. The practice of frequent transfer of teachers creates not
only disturbances for the teachers, their families and children but also affects the quality of
teaching and learning in the schools (Farooq, 1993).
6. Professional development Teaching is a profession which needs continual updating. In

this regard teachers should be aware of the new changes occurring in the society and
around the world. Likewise they need to be continuously abreast with latest theories,
research and other addition to the pool of knowledge. It has been observed that teachers
who are not professionally sound and upgraded are not able to cope with the different
changes and challenges in the society, country and the world at large. On the contrary
teachers who acquire latest knowledge and develop their skills can effectively manage the
process of teaching and learning. They teach and learn better (Farooq, 1990). Effective
teachers need to be effective learners as well. However, the professional development of
teachers has not been given any proper attention in Pakistan. Resultantly, teachers are
found weak in solving students’ academic and social problems. Further, it is observed that
students graduating from the (government) schools have poor communication skills and
find it difficult to deal with problems of life. As students in Pakistanis schools memorize the
concepts for examination purpose, they lack analytical, reflective and critical skills like their
teachers. This situation has affected the overall degree of quality of education in the country
(British Council, 1988)
{===============}
Q 4. a) Describe the nature, scope and the significance of in-service training teacher
education.
Answer:
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.
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.
{===============}
Q 4. b) Enlist the incentives that may motivate the teachers for in-service training.
Answer:
This week, Education World's "Principal Files" team chats about what they do to keep good
teachers motivated. What special things do they do to inspire teachers to keep learning and
improving their skills? What do they do to keep up staff morale and make their schools fun
places to work? Our principal team shares their best ideas for encouraging teachers to keep
on plugging.
Given the state of school budgets, it is extremely difficult for most principals to do
substantial things to motivate and inspire teachers. But sometimes little things can make an
even bigger difference! That's why Education World recently asked our Principal Files
principals to share with us some of their best ideas for keeping teachers motivated. As
usual, our principals responded with dozens of practical ideas.
This month's P-Files question reminded principal Les Potter about Robert Greenleaf, author
of Servant Leadership. Greenleaf's idea is that "administrators need to serve the worker,"
explained Potter. "At our school we try to do that. We work hard at making things less
difficult and complicated. We try to cut down the amount of paperwork our faculty must do,
limit the number of staff meetings, streamline procedures..."
Administrators at Potter's school try to show teachers every day that they care in many
ways. "We have an open-door policy, they see us picking up trash and cleaning cafeteria
tables, we arrive on campus before they do and we are here when they leave, and we do not
have designated parking or other perks sometimes associated with management," Potter
said.
"Administrators always have to put aside their own issues and do what is best for students
and staff in a caring and sensitive way. We try not to say no to teachers, and we always treat
them as adults."
Principal Tony Pallija agrees. He and the rest of his administrative team try to do lots of
special things for the entire staff -- from special little gifts to Cookie Day. "We try to pretend
we are at IBM -- we treat everyone as a professional and we celebrate whenever we can,"

said Pallija. "The material things are nice, but I have a motto that I try to live by each day:
My job as principal is to make the teacher's job easier, better, so they can teach and
students can learn."
"Developing a positive school climate is critical to an effective school," added Les Potter.
"Morale is a very tentative issue. You can do 99 things right and make one mistake that will
shoot morale forever."
RECOGNIZING THOSE WHO GO ABOVE AND BEYOND!
All teachers yearn for reassurance that they are doing a good job. Most principals recognize
teachers' efforts by offering positive feedback -- both publicly and privately. Weekly memos
or e-mails, and regular staff meetings, are the perfect forums for recognizing special
contributions that teachers or other staff members make.
Principal Jeff Castle includes such recognitions in staff memos and during a special
celebration portion of each month's faculty meeting. He also makes a special point of
spotlighting efforts teachers make to develop projects that involve students across grade
levels or with other schools. Castle hopes those special recognitions encourage others to
consider projects that extend learning outside the walls of individual classrooms.
"With all teachers have to do, motivation is the key to keeping them focused and feeling
worthy," principal Larry Davis told Education World. Davis reports that at each month's staff
meeting at his school two teachers are awarded the "Golden Apple" for their above-and-
beyond efforts. The neat thing about the Golden Apple is that the teachers select its
recipients! Each of the winners of this month's Golden Apples are responsible for passing on
the award to another worthy teacher at next month's meeting.
Many principals try to leave a little extra money in the budget to recognize outstanding
efforts with small personal gifts such as prepaid phone cards or store gift certificates.
Recently, one principal gave a phone card to a teacher who stepped in without being asked
(because the principal was out of the building) and took over an after-school program for a
teacher who was stuck in a dentist's chair having a tooth pulled.
{===============}
Q 5. Elaborate the structure of teaching education in Pakistan. Also critically analyze

the affects of 18th amendment on teacher education program?
Answer:
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.
The National Education Policy 1979 had vividly valued the significant role of teachers in the
effective implementation of the education policies. It was asserted that teacher is the pivot
of the entire educational system. In order to promote pre-service teacher education, all the
Primary Teacher Training Institutions were planned to be upgraded to Colleges of

Elementary Education. An Academy of Higher Education was approved to be established to
provide in-service and pre-service training to the College and University teachers. Another
Academy for Educational Planning and Management was also established to provide
opportunities of training to administrators and supervisors working at different levels of the
educational system. This National Education Policy envisaged that every teacher would be
expected to undergo one in-service course during five-year cycle of his/her service. A
system of National Awards for best teachers was planned to be instituted. Every year ten
teachers of various levels and categories were planned to receive these awards from the
President of Pakistan at national level. Similar awards were planned to be given to selected
teachers by the respective provincial governors.
The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education
programs to establish additional primary and secondary teacher training institutes and to
enhance the training capacity of the existing primary and secondary teacher training
institutions, and departments of Education at the Universities. This plan was unique in the
sense that it allocated special funds categorically for the teacher education programs. Prior
to this the trend of blanket approval was in practice and the badly needed requisite
improvement in the standard of teachers could not be facilitated. The incremental

allocation, as given in the following table reflected the increased importance accorded to
teacher education.
18th amendment on teacher education program:
THE 18th Amendment to the constitution of Pakistan is an important step forward for the
parliamentary system in the country. It promises more autonomy to the provinces — a
popular demand put forward by a number of political parties.
Apart from the political restructuring it mandates, the amendment also holds some major
implications for the country's system of education. Through it a new article, 25A, has been
inserted into the constitution that reads: “Right to education: The state shall provide free
and compulsory education to all children of the age of five to 16 years in such manner as
may be determined by law.” This is an important undertaking by the state since education,
in contemporary times, is considered an important tool for enhancing one's chances for
socioeconomic development.
In Pakistan, a large number of students do not have access to schools or drop out before
they reach the fifth grade. A major reason behind the high dropout rate is poverty, and as a
result a large number of children remain illiterate and cannot become part of the literate
human resource group which is vital for the development of a country. An effective
implementation of this article of the constitution would without doubt pave the way for
enriching the national human capital.
Another major implication of the 18th Amendment for education is that the curriculum,
syllabus, planning, policy, centres of excellence and standards of education will fall under
the purview of the provinces. This is a big step forward for education.The 18th Amendment,
passed unanimously by parliament, was the result of a rare consensus between all the major
political parties. After becoming a part of the constitution, however, some strong voices of
dissent were raised by different quarters, including the Ministry of Education. A campaign
has been initiated to spread the idea that the provinces are not ready to take up the
massive challenge of dealing with the provision of education. This claim is made on the
assumption that the provinces do not have the capacity or the financial resources to cope
with the huge challenge in front of them.
It has been argued that the contents of the curricula should remain with the federation
since the provinces could take liberties which may result in putting the unity and ideology
of the country at risk. Critics have asked how standards would be maintained across the
provinces and how quality would be assured. And what if all the provinces introduced
regional languages in schools? Would this weaken the federation?
Looking at the above points, one can understand the federation's concern regarding the
future of education once it becomes a provincial responsibility. However, this concern

seems to emanate primarily from a lack of trust in the capacity and ability of the provinces.
It is interesting to note, though, that the provinces are already providing for school and
college education and they do have the capacity (in terms of intellectual resources) to
handle the job. As far as funds are concerned, the provinces have been funding education
from their budgets. The federation would give partial grants to the universities only.
{===============}

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Course: Teacher Education in Pakistan (8626)

Q 1. Compare the aims and objectives of teacher education as given by Aggerwal

compelling domestic pressures like devolution and demographic transformations have

resources) and Implementation Gap (Ensuring good governance) respectively. Chapter 4

Encouraging private investment in education. There shall be regulatory bodies at the

structure of the privately managed educational institutions shall be developed in

expected to check the incidence of malpractice in examinations. Likewise, standardized tests

Implementation Monitoring And Evaluation

and confusion. Databases of critical indicators on qualitative aspects of educational growth

Q 2. a) Highlight the responsibilities of a teacher provide reference from Islamce

have some rights like below.

1. Lead his pupil

3. Getting the award and appreciation

able to give awards and respect to the teachers.

4. Give his pupil a lesson

knowing.” (Al-Baqarah 2:151)

5. Give his pupil a direction

6. Have freedom of expression

7. Judge which is the right and the wrong one

pupils, they need to accept the judgment of the teacher.

8. Get respect from people

9. Accept or reject gift

the parents or pupils to avoid slander.

Allah if you alone worship Him.” (Al-Baqarah 2:172)

10. Advise his pupil

Q 2. b) Highlight the teaching methods and techniques recommended by

a test of his zeal.

Q 3. a) Highlight the impact of recent changes in the teacher education system of

and with its environment.

As we consider these problems, we become increasingly cognizant of the various

 Adapting teaching to different student characteristics by using diverse methods of

 Integrating the curriculum by developing inter-disciplinary curriculum units that

evaluation in parallel to teacher evaluation; documentation portfolios; and special projects

increasingly become not mutually exclusive but interrelated and interdependent.

An important development is the growing awareness that academic achievement could

In general, adaptation to individual differences under convergent teaching tends to be

consequently a sense of competence, their motivation is enhanced to pursue further

Q 3. b) Discuss the problems of teacher educators also give suggestion to overcome

Problems of government school teachers in Khyber-Pakhtunkhwa, Pakistan

2. Political interference Education system of Pakistan is highly politicized. In the majority

3. Social recognition According to Rehman (2002) teaching is considered the most

occupy a reverential social position in society. However, in Pakistan teachers, particularly

4. Accommodation and facilities Government does not provide any residential

6. Professional development Teaching is a profession which needs continual updating. In

Teachers’ professional education is viewed as one of the most important factors in

The significance of such educational innovation cannot be overlooked for improvement of

programme. Therefore, the professional development of the faculty at teacher training

usual, our principals responded with dozens of practical ideas.

we are at IBM -- we treat everyone as a professional and we celebrate whenever we can,"

shoot morale forever."

RECOGNIZING THOSE WHO GO ABOVE AND BEYOND!

Q 5. Elaborate the structure of teaching education in Pakistan. Also critically analyze

Primary School Teachers

Secondary School Teachers

Teacher Education at Universities

university education after completion of B.Ed.

Policy Priorities for Teacher Education

the estimated demand of three hundred thousand additionally required teachers. It

Primary Teacher Training Institutions were planned to be upgraded to Colleges of

improvement in the standard of teachers could not be facilitated. The incremental

18th amendment on teacher education program:

future of education once it becomes a provincial responsibility. However, this concern