Course: Teacher Education in Pakistan (8626)

Semester: Spring, 2021

Level: B.Ed (1.5 Years)
Tutor name :
Farhad Muhammad
Student name Fatima Gull
Rollno cb639535
Assignment no: 01
Alama Iqbal Open University

Q.1 critically analyzes the aims and objectives of teacher

education given in the National Education Policy 2009.
How far have the objectives been achieved to date?
Ans.
Aims and Objectives of Teacher Education
These phrases are used in a technical sense, and all
instructional staff should be familiar with their
definitions.
Aims
A goal can be defined as a long-term objective. At times,
an objective gives a goal for the instructor to reach in
relation to the students, and at other times, course aims
clearly grade long-term goals in relation to the student,
and at other times, there is an united goal for the teacher
and the student to achieve together. In Activity-1, the goal
could be expressed as a goal for the teacher Visit a
nearby Teacher education institution and Interview three
teacher educators to explore their perception about the
concept of teacher education and its importance. Analyze
their views to generate conclusions. Philosophy,
Sociology & Psychology 9 range of the course whereas it
can also indicate goals for the learner outside the period
of the course.
Objectives
An aim is a short-term goal that students will achieve
during the course. In course documentation, objectives
are worded in a way that tells students what they should
try to do while they learn.
Learning Outcomes
Because goal and objective are synonymous in common
language, they are equally indicative of a goal-oriented
learning approach. As a result, in certain educational
institutions, the term "learning outcome" is being
substituted by "goal." Some organisations use the phrase
learning outcome in the course description section,
however most organisations use the term goals.
Reasons for Stating Aims and Objectives
The statement of educational aims and objectives has
several benefits:
● To help teachers design the course content, the
methodology, and the assessment procedures
● To express the educational commitments of the
course to the learners and to teachers
● To recognize the material resources required for
teaching learning process
● To make available a foundation for estimating the
course
● To provide a base for excellence
Classification of Educational Objectives
Educational objectives can span a wide range of different
types of intended learning outcomes. Each of these goals
should be maintained in a proper proportion. As a result,
it's critical that the objectives include samples from each
of the four types. Some theoretical and individual talents
may be fundamental, so it is very important to express
them in the literature whether they are for a year or for a
whole degree programme. Objectives should be outlined
clearly and precisely considering the nature of the course
and the outcomes.
Important Objectives of Teacher Education
Some of the most important objectives of teacher
education are as follows:
1. Subject Matter Knowledge:
The most important objective is to cultivate an expertise
of the knowledge of subject matter.
2. Pedagogic Skills:
The primary goal of teacher education is to strengthen
pedagogical abilities in order to motivate students in an
artificially created environment. Teachers should
develop their ability to do, observe, infer, and generalize.
3. Learner Psychology:
It is critical for teachers to understand child psychology
so that they can better grasp the issues that children
confront. New styles and ways of achieving goals will
emerge as a result of a better understanding of child
psychology.
4. Developing attitude towards teaching:
One of the major objectives of teacher education is to
cultivate an appropriate attitude towards teaching so that
maximum achievements from the material and human
resources can be got.
5. Self Confidence in Teaching:
The goal of teacher education is to help teachers gain
confidence in themselves. He should be fully capable of
adjusting to physical situations, as well as to the social
environment and to himself, in order to achieve
emotional fulfilment in his life.
6. Empowering Learners:
The objective of the teacher education is to develop the
proper habits of taking care of their body. Confidence
should be reflected in the behavior of the children not
only at home but also in the school and in the streets.
7. Appropriate use of instructional facilities:
The goal of teacher education is to enhance teachers'
enabling skills. The teacher should develop the ability to
make the most use of the school's resources by using
imaginative learning facilities.
8. Understanding Individual differences:
The goal of teacher education is for him to comprehend
individual differences so that he may take appropriate
steps to develop children's talents and flourish as a fully
formed individual. 11 Long-term goals are crucial for
teachers to focus on in order to prepare students for the
future, preparing them not only to develop their abilities
for applying and generating knowledge, but also
continuously to refresh and upgrade their knowledge.
AIMS AND OBJECTIVES
1. To revitalize the existing education system with a view
to cater to social, political and spiritual needs of
individuals and society.
2. To play a fundamental role in the preservation of the
ideals, which lead to the creation of Pakistan and
strengthen the concept of the basic ideology within the
Islamic ethos enshrined in the 1973 Constitution of
Islamic Republic of Pakistan.
3. To create a sense of unity and nationhood and
promote the desire to create welfare State for the people
of Pakistan
4. To promote national cohesion by respecting each
others faith and religion and cultural and ethnic diversity.
5. To promote social and cultural harmony through the
conscious use of the educational process. 6. To provide
and ensure equal educational opportunities to all the
citizens of Pakistan and to provide minorities with
adequate facilities for their cultural and religious
development, enabling them to participate effectively in
the overall national effort.
7. To develop a self reliant individual, capable of
analytical and original thinking, a responsible member of
society and a global citizen.
8. To aim at nurturing the total personality of the
individual, dynamic, creative and capable of facing the
truth as it emerges from the objective study of reality.
9. To raise individuals committed to democratic and
moral values, aware of fundamental human rights, open
to new ideas, having a sense of personal responsibility
and participation in the productive activities in the
society for the common good.
10. To revive confidence in public sector education
system by raising the quality of education provided in
government owned institutions through setting standards
for educational inputs, processes and outputs and
institutionalizing the process of monitoring and
evaluation from the lowest to the highest levels.
11. To improve service delivery through political
commitment and strengthening education governance and
management.
12. To develop a whole of sector view through
development of a policy and planning process that
captures the linkages across various sub sectors of the
education system.
13. To enable Pakistan to fulfill its commitments to
achieve Dakar Framework of Action EFA Goals and
Millennium Development Goals relating to education.
14. To widen access to education for all and to improve
the quality of education, particularly in its dimension of
being relevant to the needs of the economy.
15. To equalize access to education through provision of
special facilities for girls and boys alike, under-
privileged/marginalized groups and handicapped
children and adults.
16. To eradicate illiteracy within the shortest possible
time through universalizing of quality elementary
education coupled with institutionalized adult literacy
programmes.
17. To enable an individual to earn honestly his/her
livelihood through skills that contribute to the national
economy and enables them to make informed choices in
life.
18. To lay emphasis on diversification from general to
tertiary education so as to transform the education system
from supply-oriented to demand-oriented and preparing
the students for the world of work.
19. To encourage research in higher education
institutions that will contribute to accelerated economic
growth of the country.
20. To organize a national process for educational
development that will reduce disparities across provinces
and areas and support coordination and sharing of
experiences.
Q.2 Explain the responsibilities of teachers in Islamic
perespective, how can teachers help in improving social
values?
Ans.
Teacher Responsibilities in Islamic Education Although
teachers are granted a high social prestige, they are also
given obligations that they must consider when doing
their tasks.
Teachers are given a number of guidelines in the Holy
Quran and Hadiths.
“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 contains a guideline or
piece of advice for teachers, and teachers are instructed
to treat students softly and with kindness, since if they are
treated harshly, they will not attend to school and will
become irritated. If we look at modern-day beliefs about
teachers' attitudes toward students, we can see that, it is
recommended that teachers “deal with students with love
not punishment.” This theory was introduced by the West
only fifty years ago, but it was shared centuries ago in the
Holy Quran. However, it is our nation's bad luck that
Pakistani teachers are not following the instructions
given in the Holy Quran, which is why Pakistani children
are uninterested in studies.It has 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
is quite clear from the above statement that teachers
should not do any kind of discrimination in any of the
cases discussed above. However, teachers in Pakistan
engage in such discrimination, which is one of the
reasons why our children do not want to attend to school
or have no interest in studying because of the prevalent
partiality among teachers, which has damaged Pakistan's
entire educational system.
Ibn Maskub said,
"Pupils should be praised and rewarded for any good
manner and favorable act they show".
Another issue in our educational system that has been
mentioned by a number of writers or raised by students is
that teachers are too afraid of awarding pupils good
grades or showing appreciation when they behave well in
class. It may be deduced from the preceding discussion
that teachers should not solely focus on traditional
teaching approaches. They should combine conventional
and new teaching methods in the classroom. It is neither
right nor proper to use either traditional ways or only
modern methods. The value of both eras' teaching
approaches cannot be overstated. Should be sympathetic
to, according to two well-known Muslim scholars. There
should not be any doubt in our mind that highest rank
teacher is Allah (SWT). He not only taught Adam (RAA)
to upgrade his ranking but also through His Holy book,
the Qu’ran, revealed “We said: Get ye down all from
here; and if, as is sure, there comes to you Guidance from
me, whosoever follows My guidance, on them shall be no
fear, nor shall they grieve.” The teaching profession is
noble and given high status in the society because the
nature of the job is next to that of parents. Qur’an and the
Hadiths of the Prophet (SAW) clearly indicated the
responsibilities as:
“As part of the mercy of God, you deal with them gently;
if you were severed and hard heart, they would have
broken away from you.”
The Holy Prophet (SAW) said,
“Teach without chiding. Teachers are preferable to the
scolders”.
“Use forbearance toward those whom you educate and
those who learn from you,” he added. “Teachers who
have three students of different social groups and do not
treat them equitably would be in the line of the traitors on
the Resurrection Day,” He the Prophet (SAW) is said to
have said. “Pupils should be commended and rewarded
for whatever nice manner and favourable act they show,”
Ibn Maskub added. Imam al-Shafi’i, the famous jurist,
said: “Whoever learns from books will miss the required
achievement.”Imam Al-Ghazzali, regards the first duty of
a teacher to accept the child unconditionally as his own.
He quotes the saying of our Prophet (SAW):
“I am to you like a father who desires to save his child
from the fires of hell.”
In the next few lines we will highlight the teacher’s
responsibilities and qualities. Influential Person in
Student’s Life
A teacher should discover those vast reserves inside the
student, inspire and encourage them to strive for
greatness.
Communication Specialist
A communication specialist should be a teacher. My ideal
teacher once told me that the finest teacher must also be
the best performer. What he wishes to say should be
reflected in his words, body language, and other
behaviours.
Personal Characteristics
Motivation, dedication, encouragement, and a loving
personality are all qualities that a teacher must possess.
To build a solid interaction, he should be fair and respect
his students. He must be enthusiastic and instil confidence
in students so that they can work independently. He
should improve their ability to envision and apply their
abilities both professionally and in everyday life.
Personal guidance can mean a lot to a student if they
have confidence in the material and teaching methods of
their teacher.
Encouragement
Encouragement is a key ingredient in enhancing the
students’ hidden qualities. Just few words like Come on,
you can do it, Hey, I believe you can achieve more; give it
a try” etc. will do the job.
Support The teacher must convince his students that he is
a somebody they can trust and approach personally
during extended office hours, for tutoring or after-hours
assistance, and so on. He should instil in his students a
sense of liking, respect, and a drive to succeed. This
should be done both in and out of class.
Challenge
The teacher should aim for high standards and help them
achieve it.

Resource Provider
Teacher should share instructional resources /materials,
websites and readings. They might also share
professional resources such as journal articles, books,
lesson or unit plans, and assessment tools.
Course/Subject Specialist
The teacher should be well prepared in terms of the
contents of the topics and be able to teach them with
different approaches.
Learning Facilitator
Teachers in the twenty-first century have progressed. In
the classroom, they are no longer the sole source of
information. We should encourage our pupils to take
charge of their own education. Students in our classes are
engaged, led, inspired, and encouraged by us.
Mentor
There are many points of view on whether behaviors can
or cannot be classified as mentoring. We make it far more
complicated than it has to be, in my opinion. Mentoring
is, at its foundation, the act of listening, asking
appropriate questions, and exploring others to help them
explain their thoughts clearly. Mentoring is about
encouragement and inspiration. It is about investing time
and energy in other people, because other people matter
to us. Available for Guidance and Advice because most
universities' communities contain people of many
ethnicities and cultural backgrounds, it is a teacher's role
to break the ice and make them feel at ease as one family.
If a person is truly a murabbi (Patron), he or she can
enlighten the pupil with Islamic references as well as
personal expertise. Consequently, this International
community will be future ambassadors for the University.
Q.3 Explain the existing teacher education system in
Pakistan. Discuss its problems and give suggestions to
overcome them.
Ans.
Education can help to liberalise minds by reducing
prejudices of any kind, whether religious, political,
linguistic, or ethnic. It must allow a person to live a
creative life. This builds a link between the fundamental
goal of education, essential life duties, and fundamental
life skills. Another benefit of education is the individual's
moral and spiritual self-actualization. Education is a
method of passing along traditions and practical
knowledge from one generation to the next. Education is
a societal problem, and a culture's educational system
has a unique link with the nature of that society. Pakistan,
being an ideological state, has unique educational needs.
Teacher Education in Pakistan
"Teacher" is at the heart of Pakistan's quest for high-
quality education. In Pakistan, 1.35 million teachers work
in government schools. There are 275 pre-service teacher
training institutions in all. There are 300 teacher training
resource centres in the districts. In Pakistan, most
elementary and secondary school teachers are educated
according to a set of guidelines. They are recruited on the
bases of Professional Qualifications. In the college
Education & Universities most of the lecturers are
untrained with only academic qualifications. But now
Higher Education academics have been established to
train the in-service teachers with certain modules and
competences courses of Higher Education Commission in
Pakistan.
These responsibilities can only be met if our educational
system is focused and successful. Furthermore, the rapid
rate of technological advancement in recent decades
emphasises the need for an educational system with a
futuristic view rooted in ideological moorings. If we
analyze the existing educational system of Pakistan in the
above mentioned prologue, we realize that problems of
education in Pakistan are many and varied. This study
examines the notion of education and its link to Pakistani
society, religion, culture, and economy. Its goal is to
emphasize the psychosocial and socioeconomic
consequences of Pakistan's current educational system.
According to Ralph Linton, culture is "a configuration of
acquired behaviour whose component aspects are shared
and transmitted by members of a specific society"11. As a
result, a society's goals and ideals are also a component
of its culture. One of the functions of education is often
considered to be the transmission of cultural patterns.
1. Absence of Practical Policy & Standards:
To date, all teacher-training programs are operating
without a viable policy framework. The government is
aware of this vacuum yet it has not taken any concrete
steps to implement a policy to bring all teaching
programs under a single umbrella.
Key aspects of the standards of teacher education being
proposed are:
1. professional knowledge;
2. education system and professional responsibilities;
3. principles and perspectives;
4. professional skills and abilities;
5. classroom organization and management;
6. pupil assessment;
7. professional reflection and communication; and
8. Professional values and personal commitment
(Shami 2006).
Accreditation System in Pakistan
Accreditation is a process that uses specified standards to
assess the quality of an institution or programme. The
Rules for the Pakistan Accreditation Council for Teacher
Education were established by the Higher Education
Commission in 2005.The Rules state that all the existing
teacher education degree and postgraduate diploma
programs shall be within the jurisdiction of the Council.
4. Institutional Clutter:
The mandates of the several government teacher
education institutions at the provincial level are
ambiguous. There is also some overlap in their jobs and
responsibilities. Except in Punjab, where the tasks of
delivering pre-service and in-service training have lately
been split between its two apex organizations: UoE and
DSD.
3. Lack of Linkage between the Institutions:
Between the provincial training institutes, there is a
significant communication and coordination gap. Instead
than collaborating to share best practises, research, and
experiences, they have often operated in isolation.
4. Core Competencies:
Teachers have invariably lagged behind in developing
core competencies fundamental to their profession. These
core competencies are the pillars on which subsequent
knowledge and skills are built upon.
5. Recruitment:
The end goal of providing quality education has been
threatened by not picking instructors on merit, a lack of
thorough screening, and a relaxation of qualification
criteria. There are no job descriptions or performance
evaluations.
6. Curriculum:
The existing curricula do not place a premium on
cultivating a creative and learning environment that
encourages critical thinking and problem solving.
Subject content is not updated on a regular basis to stay
up with latest breakthroughs in the field. There is no
attempt to bring topic knowledge and instructional
abilities together.
7. Pre-Service Programs:
Pre-service and in-service teachers in Pakistan have low
content knowledge, according to two independent
research studies (MSU-SAP 1995; Warwick and Reimers
1991). When content knowledge was tested on teachers
with and without pre-service training, there was no
discernible difference in their performance. In-Service
 Programs: Courses are not designed according to the
requirements of in-service teachers. No effort is made to
modify and tailor the syllabus as per the requirements of
the class/trainees. Subject knowledge is not integrated
with teaching skills. Training programs for various levels
of teachers are not properly assessed and lack adequate
materials and delivery aids.
8. Support System and School Management:
Teachers demand a solid support system in their schools
to meet their requirements and advance their careers.
Encouragement from peers and administration, efficient
internal processes, readily available teaching aids, and
mentoring from senior faculty all contribute to the
teacher's ability to improve and focus on his job.
Q.4 Discuss the nature and scope of In-service Teacher
Education. Highlight its significance.
Ans.
In-service education is designed for the manpower
development of the school system and the educational
enterprise as a whole. If teachers are to perform their
functions effectively and efficiently, it becomes imperative
for them to require training in new skills and modern
methodology. Concept of In-Service Education In-service
education can simply be defined as the relevant courses
and activities in which a serving teacher may participate
to upgrade his professional knowledge, skills, and
competence in the teaching profession.
Skills that were appropriate for a previous generation
may no longer be adequate to prepare students for life
after school, as Fisher (2003) accurately points out.
Students are encouraged to be more innovative and
sophisticated in their daily tasks. In-service education,
also known as continuing education, is designed to help
workers retrain, skill, and update their knowledge.
UNESCO (1985) defines continuing education as "the
complete body of educational processes, regardless of
content level or manner, whether formal or informal,
whether they extend or replace basic education in
schools, colleges, and universities, as well as
apprenticeship”, Whereby adults develop their abilities,
enrich their knowledge, improve their technical or
professional qualifications, or turn them in a new
direction, and bring about changes in their attitudes or
behavior in the two-fold perspective of full personal
development and independent social and cultural
development.
Development and the system must be subject to reforms
and repositioning as static education system does not
transform societies. Kpangbam (1992) pointed out that
rationale for INSET for teachers are as follows:
1. It is acknowledged that, no matter how competent
present pre-service teacher education programmes are,
they cannot provide intending teachers with everything
they require for a lifetime of classroom work.
2. Teachers are becoming more aware of the impact of
social, political, and technical developments, as well as
the necessity to be aware of and sensitive to such
changes.
3. There are significant signs that teachers are members
of a poorly educated profession, with working
arrangements that discourage the kinds of peer contact
that would increase performance.

4. There is growing expectation that teacher should

reform their own practice, as it is only then that
meaningful curriculum development could take place in
the daily routine of classrooms.
5. With each passing year of teaching, instructors are
required to take on a rising number of specialized
administrative duties, such as head of department, head
of blocks, and counselor, and efficient performance of
these tasks necessitates specialized training because they
involve the exercise of leadership skills and judgment of a
high order (Willson, 1977, Bolam 1978). In addition,
Alabi and Ige (2014) highlighted the rationale for in-
service education of teachers as follows:
1. Preponderance of unqualified teachers in the
educational system
2. Improvement of the curriculum
3. Unsatisfied admission demands
4. Issue of unemployment
5. Poor performance of students in examinations
6. Degrading quality of teaching
7. There is a significant educational divide between
Nigeria's southern and northern regions. In view of the
foregoing, it would seem reasonable to anticipate that
teachers in training (both pre-service and in-service)
learn certain competences for professional development.
These abilities were highlighted by Berger and Goldberg
(1974) as follows:
1. Understanding and appreciating the educational
objectives of the curriculum
2. Having an interdisciplinary science and technological
education including history and philosophy of science
rather than being a specialist in only one discipline.
3. Seeking creativity
4. Being technological literate
5. Being capable of divergent thinking i.e. capable of
dealing openly and intelligently with open minded
questions, and at the same time having the capacity to see
new related issues evolved and new questions to be
defined and answered.
6. Extending the capacity and imagination to improvise.
7. Developing self-confidence and independence.
8. Ensuring familiarity with the variety of existing
instructional materials and available resources.
9. Increasing the ability to integrate, or how to put it all
together. Principles of In-Service Education IN-service
education is critical in a fast-changing world like
Nigeria, where science and technology are always
developing. To actualize the set objectives of in-service
education in any organization some basic principles
should be taken into consideration, as enumerated by
Stoops et al (1981) as follows:
1. In-service programme emerges from recognized needs
of the school and community.
2. All school personnel need in-service education
3. Proper supervisor is an effective means of accelerating
the in0-service professional growth.
4. Improving the quality of instruction is the immediate
and long range observes of in-service education.
5. In-service education leads to a continuous process of
re-examination and revision of the educational
programme. Additionally, it encourages participants to
attain self-realization through competence,
accomplishment and security.
6. In-service education has increasingly become the
concern of state agencies, colleges, and universities,
school boards, school administrators and teachers.
7. Supervisors should create an atmosphere that will
stimulate a desire on the part of teachers for inservice
growth.
8. The in-service programme should provide for keeping
abreast with research and advances in education
9. An in-service programme is most effective when
cooperatively initiated and planned.
Types of In-Service Education
In truth, most teachers in today's schools have little
professional training to offer students. In order to keep
their knowledge, abilities, and competence up to date,
such teachers require in-service training. In-service
education programmes can be categorized into different
forms. According to Asaya (1991), there are eight
varieties of in-service education as follows:
● Institutes (a series of lectures designed to give
participants as much information as possible in a
short time, usually two or three days).
● Conferences (give participants an opportunity to
question others and discuss ideas presented)
● Workshops (typically a small group with each
participant having an issue to address that is
connected to his field) (A skilled consultant work
with each group)
● Staff meetings (may perform a useful in-service
function but generally used to acquaint teachers with
administrative proceeds users and policies)
● Committee (five or several members work on a
problem that could be impossible for a whole staff to
tackle).
● Professional reading (with the aid of a professional
 library’ study groups)
● Individual conferences (dependent of feelings of
mutual understanding and support existing between
teacher and supervisor).
● Visits and demonstrations (opportunity to observe
actual teaching techniques). In the same vein,
Maduabum (1992) summarized.
the different forms of in-service education as follows:
1. Regular courses:
These are the full time courses undertaken during the
normal academic session. The period of the programme
depends on the type of course e.g B.A (ed), B.Sc (Ed),
postgraduate Diploma in Education (P.G.D.E.), M.Ed &
Ph.D.
2. Conferences:
These are academic gatherings in which a guest speaker
is invited or paid to initiate a conversation on a topic that
is reasonably intriguing or contentious. In general,
conference attendees attend to listen, question the key
speakers, and prepare for the future or spontaneous
contributions to their own, evaluate opinions and points
of view, and discuss formally and informally among
themselves.
3. Workshops:
Workshops, like conferences, are academic gatherings
with the primary goal of offering selected functional
experiences that will improve participants' performance
on the job within their intellectual frontiers. Individual or
group role assignments distinguish workshops. Resources
persons are usually invited who come prepared and
provide working procedures to participants.
4. Seminars:
A seminar is a type of academic meeting where the main
focus is on problem contemplation or discussion. It is led
by a coordinator who is responsible for writing down a
precise or concise description of each member of the
discussion panel's points of view. At the conclusion of the
meeting, the coordinator presents the highlights of the
views expressed and invites questions, comments,
observations or contributions from the audience to
encourage total participation.
5. Correspondence Courses:
In this type of in-service training, there is no physical
contact between the teacher and the student.
Communication between the teachers and students is
through post, hence the name correspondence education.
6. Exhibitions:
These might be thought of as physical demonstrations of
scientific interest aimed at educating a larger scientific
audience. They could be used in the classroom or in a
larger context to address societal issues, such as creating
soap or dyes from local resources. In-service teacher
education has a lot of advantages. In-service education
will, without a doubt, continue to fill the gaps generated
by changing society between pre-service education and
teacher effectiveness in the workplace. The National
Policy on Education stressed the need of teacher in-
service training so that education can be effectively used
to achieve national goals. As a result, the policy states:
Teacher education will continue to take cognizance of
changes in methodology, and in the curriculum.
Teachers’ will be regularly exposed to innovations in
their profession. In-service training will be developed as
an integral part of continuing teacher education. No
matter the efficiency of the pre-service training we give to
teachers, there will necessarily be areas of inadequacies.
In-service education o teachers will continue to fill these
gaps e.g. for library services education, evaluation
techniques,. Guidance and counseling etc, and will e
systematically planned so that successful attendance at a
number of such courses will attract incremental credits
and/or count towards future advancement.
The benefits of in-service:
Education can, therefore, be summarized below as
highlighted by Imogie (1992) as follows:
i. Providing current professional instructors with
several possibilities to update their knowledge and
abilities in order to improve objective performance
and rise in status without having to resign their
positions.
ii. Providing the schools system the opportunities of
retaining the services of trained and qualified
teachers while in sandwich/in-service education
program.
iii. Increasing the number of qualified and trained
teachers at all levels of schooling iv. Employers of
teachers will have less financial stress since the money
they had to spend as wages and allowances to their full-
time instructors on a full-pay/time in-service education
programme will be saved.
v. Providing additional sources of revenue generation
for teacher education institutions in which the sandwich
programmes are based.
vi. Providing additional source of income to staff
members participating in the programmes.
vii. Providing opportunities for teacher education
institutions to provide service in an essential area of
national development, especially by putting their facilities
and staff into use during the long vacations.
Problems of In-Service Education
● A plethora of problems have been identified to
militate against in0-service education programmes
as follows:
● The in-service education programme is expensive,
and the majority of the participants are self-funded.
As a result, many of them are unable to afford costly
school fees as well as other ancillary costs such as
textbooks and personal maintenance.
● The time factor is a major constraint as contact
hours for lectures and examinations are inadequate.
Therefore, the effectiveness and scope of instruction
is in doubt.
● There are several differences in the methodologies
and procedures used by various institutions involved
in in-service education programmes, implying a lack
of consistency in course content and methodology.
● There is the problem of poor planning and
organization whereby available activities for
participants are impersonal and unrelated to their
job settings in the classroom.
 ● There are the problems of inadequate facilities in
terms of classrooms, laboratories and boarding
facilities to accommodate the size of enrolment.
In the same vein, Imogie (1992) enumerated the
problems of in-service teacher education programme as
follows:
i. The size of the enrollment is often too large to allow
for any meaningful instruction. Enrollments run to
hundreds in most subject areas, while total enrolment
runs into thousands in most institutions.
ii. The massive enrolment creates problems of effective
management of both instruction and students.
iii. The desire to make the programmes self-sustaining
financially, as there are usually no institutional
budgetary provisions, has led to the watering down of
admission requirements into the programmes. Thus, there
can be no doubt that several weak students have been
admitted over the years by several institutions.
iv. The desire to admit as many students due to
budgetary considerations has allowed several
unemployed pre-service teachers to find their way into
the programmes originally designed as in-service for
practicing teachers.
v. The effectiveness of the intensity and scope of
instruction in the various subjects leave much to be
desired as there is always no enough content hours to
cover the syllabus. Thus, the in-service education
programme is characterized by ‘mad’ rush and the
quality of the products is in doubt.
vi. Most lecturers, in an attempt to make more of the extra
money, take on many courses and overload themselves.
Such overloading causes time-tabling problems. The
lecturers can hardly be effective in such circumstances.
vii. The in-service teacher education programmes are
characterized by excessive sales of handouts, some of
which are worthless.
viii. The unpredictable nature of the academic year in the
universities and other teacher education institutions has
made it impossible to keep the long vacation nature of the
sandwich teacher education programmes in most
campuses. For example, in most cases, during long
vacations, when sandwich students are supposed to come
into residence in the campus, the regular students are just
halfway into the second semester. Thus, several sandwich
programmes have been organized in primary or
Seocndary School under terrible hardship.
ix. Under such hardship, students have had to sleep in
classrooms. Classes are held in classrooms without seats,
desks, and chalkboards. Science, language and
geography courses have been held without appropriate
laboratory facilities. These frustrating conditions under
which some of the sandwich programmes are held have
direct influence on the quality of the programmes.
Q.5 Elaborate the structure of Teacher Education in
Pakistan. Critically analyze the quality of teacher
education across the country.
Ans.
The structure of Teacher Education in Pakistan:
Teacher education is a critical component of the
educational system, and it plays a critical role in
improving and increasing the system's quality. Teacher
education, according to Ahmad (2012), is a process of
education and growth that prospective teachers go
through as they prepare to enter the classroom for the
first time. She claimed that teacher education meets both
the academic and practical needs of the classroom.
According to Ali (2011), a teacher's quality is determined
by his or her degree of professional competencies, which
include knowledge, understanding, abilities, and attitudes
brought to the teaching profession. The broken teacher
education system is generally blamed for teachers' lack of
needed professional competence. Teachers play a key
role in the creation of a creative society since their
knowledge and skills not only improve the quality and
efficiency of education, but also provide the means to
establish an environment receptive to research and
invention. Khan (2011) discovered that the teacher holds
the most important position in the entire spectrum of
educational activities; he or she has a significant impact
on people's personal, social, and economic life, and so
must be educated with great care and expertise. Pakistan
gained independence in 1947, and its entire educational
system was designed to generate a class of people who
would serve the bureaucracy in order to maintain the
country's previous socio-economic order. The colonial
powers constructed the socioeconomic framework in
order to exploit the subcontinent's inhabitants. There
were no curriculum, textbooks, or teaching and learning
tools, therefore, devised to serve the cause of the vested
interests and not for creation of a dynamic and
progressive society Farooq (1993). Teacher education in
Pakistan dates back to 1804 when two teacher-training
schools were created in Lahore and Karachi, both of
which offered non-formal teacher education programmes.
The Karachi institution became a regular school in 1854,
and it began offering J.V. (Junior Vernacular)
certificates. The institution at Lahore was made normal
school and offered J.V, certificate in 1856 (Shah et al.,
2011). Pakistan had 22 teacher training colleges when it
gained independence in 1947. Elementary and high
school diplomas were required for admittance to these
institutions. The trainees received certificates as Junior
Vernacular (JV) and Senior Vernacular (SV) after
completing the training (SV). Those with J.V. credentials
were eligible for appointment as JV teachers in primary
schools, while those with S.V. certificates were eligible
for appointment as Siddiqui teachers in elementary
schools (2004).
Main objectives and methodology
The primary goal of this paper was to assess the current
state of teacher education in Pakistan. This report aimed
to provide a concise picture of teacher education in
Pakistan in terms of educational policy and quantitative
expansion, provision of pre and in-service teachers’ 4
education especially by public sector, initiatives
undertaken by public sector for improvement of quality of
teacher education and highlighting issues and problems
of teacher education. Secondary data was the primary
source for this study's production; nonetheless, every
effort was made to ensure that the data sources used in
this paper were valid and authentic. The existing teacher
education literature, which includes education policy,
reports, research projects, and research articles
published in various national and international
periodicals, and education statistics compiled by
Academy of Educational Planning and
Management(AEPAM), Ministry of Federal Education
and Professional Training was reviewed. Furthermore,
essential information and materials were gathered from
the Sindh, Balochistan, and Khyber Pakhtunkhwa
Provincial Institutes of Teacher Education, the Punjab
Directorate of Staff Development, and the Abbottabad
and Khyber Pakhtunkhwa Directorate of Curriculum and
Teacher Education.
Review of education policies
Since independence, the Pakistani government has
recognised the importance of teacher education, and
numerous steps to increase the quality of teacher
education have been presented in each policy statement.
The following is a quick survey of education policy
documents pertaining to teacher education in Pakistan:
In November 1947, shortly after Pakistan gained
independence, the inaugural National Education
Conference was held in Karachi. The main goal of this
conference was to provide direction and advice for the
future development of education in light of the newly
independent state's socioeconomic demands. The Quaid-
i-Azam, Mohammad Ali Jinnah, said in his message to the
conference, "There is no doubt that the sort of education
we offer our children, and the method in which we raise
them up as 5 future citizens of Pakistan, will and must
substantially depend on the type of education we provide
them." Academic education isn't the only type of
education available. In order to develop our future
economic existence, we urgently need to provide our
people with a scientific and technological education...
(Ministry of Interior (MoI), Government of Pakistan
(GoP), 1947, p.5). Furthermore, the conference's Primary
and Secondary Education Committee emphasised the
necessity of a well-trained and well-paid teaching
profession, recommending thorough teacher training and
appropriate wage scales (GoP, MoI, 1947, p.21). Due to
a lack of resources and institutional frameworks for
integrated planning at the national level, the majority of
the conference's proposals were not followed, and the
pre-independent pattern of education was maintained
without any substantial strategic or structural
modifications. Furthermore, until 1951, there was no
national development plan in place to incorporate the
Conference's suggestions into a national development
plan for implementation. The Development Board of
Central Government used to study and approve federal
and provincial government projects; however, these
schemes were not integrated to achieve policy objectives.
In 1959, the Commission on National Education
undertook a comprehensive review of the whole education
system and came up with pragmatic recommendations.
The Commission noted that “no system of education is
better than its teachers”(GoP, MoE, 1959, p.259). The
Commission highlighted the characteristics for a
successful teacher such as “he should be academically
well trained in the subject he teaches; he should have had
sound professional trainin” (GoP, MoE, 1959, p.259).
Moreover, the Commission also recommended minimum
6 qualifications for admission to the training courses for
teachers at various levels of education and duration of
training courses. The key subject of the Commission
report was the understanding that education spending
was an essential national investment that was required
for the country's socioeconomic progress. The concept
was adopted in the national second five-year plan, which
took into account the Commission's critical
recommendations for execution. Teacher training
institutions, according to Shahid (1985), were
strengthened in terms of equipment and manpower, and
refresher courses for teachers were organised. A
programme for the creation of teacher's guides in a
variety of areas. To fulfil the vast requirements of
teachers at all levels, the National Education Policy
(1972-1980) proposed reforming teacher education
programmes, introducing novel methodologies, and
enhancing teacher education facilities. It recommended
the introduction of Education subject at Secondary,
Higher Secondary and Degree levels to prepare teachers
for primary, middle (elementary) and high (secondary)
levels. Moreover, the policy further suggested an increase
in number of female teachers at all levels especially at
primary level by relaxing academic and training
requirements in special cases(GoP, MoE, 1972, p.23). In
1976, the teacher education curriculum was changed and
improved as a result of this policy decision (Khan, 2011,
p.105). According to Shahid (1985, p.41), this strategy
was adopted to a large extent, with two-thirds of its
suggestions being fully or partially implemented. The
National Education Policy (1979) proposed that
provinces strengthen their education extension centres
and in-service training centres so that they can provide at
least one in-service training facility to each teacher every
five years. It also recommended that the Allama Iqbal
Open University's in-service training facilities be
improved (AIOU). All primary teacher training institutes
and normal schools would be upgraded to Colleges of
Elementary Teachers, according to the policy. The
curricula of pre-service teacher education programmes
will be examined, and appropriate changes will be made
in light of the assessment reports' conclusions. (GoP,
MoE, p.63, 1979). Despite the steps recommended for
quality improvement at all levels of education by the
policy, the quality aspects were lagged beyond. National
Education Policy (1992) advocated to equip and
strengthen Teacher Training Institutions and to provide
training to faculty of these institution. It proposed a
regular in-service training program for teachers at all
levels including inter-alia distance education methods.
The NEP (1992) suggested up-gradation of Teacher
training curricula and setting up a national commission
for teachers (GoP, MoE, 1992, p.26). The policy was
interrupted half way due to the change in political scene
of the country Shami (2005). National Education Policy
(1998-2010) proposed strengthening of in-service
institutions of teachers training; establishment of
National Institute of teacher education ,revision of
curriculum and method of instruction in teacher training
institutions, introduction of Bachelor in Education
(BA.Ed.); special incentives for teachers to attract
talented students into teaching profession as well as
special incentives for rural female to join teaching
profession, introduction of new stream of vocational and
technical training and creation of cadre of teacher
educator. It advocated a three-year Diploma in
Education programme for Matriculates (holders of
Secondary School Certificates 8) to allow aspiring
teachers to receive integrated training in both school
subjects and pedagogical abilities. In newly established
primary schools, the policy recommended that 70% of
teachers be female (GoP, MoE, 1998, p.45-47). In 2001,
the Pakistani government launched Education Sector
Reforms (ESRs) as an action plan for implementing the
NEP (1998-2010). Teacher education was taken into
account and included in the quality assurance process.
ESRs focused on teacher education and training,
particularly the upgrading and rehabilitation of teacher
training institutes, rewriting of curricula, examination
reforms, and the construction of a National Education
Assessment System (GoP, MoE, 2001, p.35-36). Under
ESRs, Diploma in Education was launched to upgrade
teacher professional qualification to 12+11/2 years
replacing Primary Teaching Certificate (PTC) and
Certificate in Teaching (CT). A total of 175,000 teachers
and master trainers were taught, with 250 Teacher
Resource Centers constructed around the country (GoP,
MoE, 2003, p.17-18). Curriculum revisions, various
textbooks, and teacher training programmes were among
the many innovative programmes launched. The National
Education Assessment was created to track pupils'
academic progress. Iqbal (2011). However, ESRs were
not fully implemented due to financial crunch. The
current National Education Policy (NEP) was developed
in consultation with all stakeholders including federating
units. National Education Policy (2009) recommended a
Bachelor degree with a Bachelor of Education (B.Ed.)as
a minimum requirement for teaching at the elementary
level and Master degree with B.Ed for teaching at
secondary and higher secondary levels. It was also
proposed that PTC and CT be phased away by pushing
current teachers to improve their qualifications, while
future teacher hiring would be based on advanced
criteria. The strategy also suggested that until B.Ed
teachers are widely available, Diploma Education
(D.Ed.) 9 be utilised as an intermediate certification. The
policy advocated for teachers' education curricula to be
tailored to the needs of school curricula and study plans.
It also suggested that a separate cadre of specialised
teachers and trainers be established. Moreover, teacher
training arrangements, accreditation and certification
procedures will be standardised and institutionalised.
(GoP, MoE, 2009, p.33-35). In the Concurrent List two
entries i.e. 38 & 39 dealt with education. These entries
pertain to Curriculum, Syllabus, Planning, Policy, Center
of Excellence, Standards of Education and Islamic
Education. As a consequence of inclusion of education in
the Concurrent Legislative List, it has remained in the
shared legislative jurisdiction of Federation and
Provinces. Federal Ministry of Education was
responsible for development and coordination of national
education policies, plans and curriculum. In accordance
with national policies and plans, the provinces were to
establish and implement their own programmes. The
Concurrent Legislative List of the 1973 Constitution was
eliminated with the ratification of the 18thConstitutional
Amendment in 2010, and education was shifted to the
provinces' legislative and executive jurisdiction. The
devolution of policy and planning to the provinces has put
the status of National Education Policy (NEP) 2009 in
doubt. Moreover, as a result of 18th Amendment, the
Federal Ministry of Education was abolished and there
was no organization at federal level to coordinate and
monitor the implementation of NEP 2009 (Government of
Punjab, School Education Department & giz,2011;
Institute of Social and Policy Sciences (n.d)). National
Education Conference was held under the chairmanship
of Prime Minister on September 16, 2011 and a ‘Joint
Declaration on Education’ was issued. According to the
Joint Declaration on Education, “National Education
Policy 2009, subject to such adaptations as are 10
necessitated in view of the 18th Constitutional
Amendment, shall continue to be jointly owned national
document” (UNESCO, 2011). All the provincial
governments have adopted the NEP 2009 and they have
not developed their own education policies. They have
developed their education sector plans which were based
on NEP 2009 guidelines. After establishment of Federal
Ministry of Education and Professional Training, Inter
Provincial Education Minister Conference (IPEM) has
been revived in 2014 which provides a coordination
platform with provinces to discuss matters relating to
implementation status of NEP 2009, Article 25-A and
international treaties and conventions signed by the
country. The first meeting of IPEM was conducted in
February 2014 and attended by all provincial and area
governments’ education ministers and secretaries. IPEM
meeting has been held frequently on quarterly basis.