626 Eta

ELEMENTARY TEACHERS EDUCATION
(626) END TERM ASSESSMENT 2019
A
1. National Educational Policy 2009
2. Introduction • Before the expiration of National Education Policy (NEP) for
the period of 1998 to 2010, the government announced the new National
Education Policy (NEP) for the next decade in 2009, called the "National
Education Policy (2009)".As the Education Policy (1998 - 2010) was not
producing the desired results, the review process for the National Education
Policy 1998-2010 was initiated in 2005 and the White Paper was finalised in
March 2007. The White Paper became the basis for development of the new
Education Policy.
3. Reason behind NEP 2009: There are two main reason that promted Ministry
of education to launch a policy before time horizon of NEP 1998-2010 1.The
previous policy was not producing desied result and performance remained
defecient in several aspects like quality and equity in getting education 2.The
second reason behind the policy is international challenges like Millennium
development goals (MDG’s) and education for all (EFA).
4. CHALLENGES • Poor Quality of Teachers & Managers • Quality of
curriculum, textbooks & exams • Low level of literacy • Out of school children
• Dropouts • Public Private Partnership • In-adequate financing • Gender Equity
• Poor monitoring & evaluation • Imbalance in primary, middle & secondary
schools • Inconvenient school location
5. Focus of NEP 2009 This policy identifies the two fundamental causes that lie
behind defeciencies in educational performance. 1.Commitment Gap
2.Implementation Gap So, the policy focus on filling these gaps
6. Sailient feature of educational policy 2009 • Unformity in education system •
Globalization • Social cohesion • Bridging public private gap • Overcoming
structural divides • Management and planning capacity • Involvement of
communities • Islamic education • Early Childhood education • Elemantary
education
7. • Secondary and higher education • Literacy and formal education •
Emergency education • Improving quality education • Universal and Free
Primary( upto 2015) and Secondary Education (by 2025) • The Literacy rate
will be enhanced to 86% by 2015 • promotion of Equity • Relevance to Labour
Market • Financial allocation of 7% of GDP by 2015 • Encourage Private sector
8. •Career Counselling at higher secondary level •Enhance qualifications for
employment as teachers •Pre-service & in-service teacher training
•Accreditation and certification of teachers •Merit based teacher recruitment,
professional development, promotions & postings •Curriculum development
•Competitive publishing of textbooks and learning materials
9. • Achieve the MDG goals. • All Primary schools shall be upgraded to Middle
level • Well developed plan for expanding school facilities. • High priority to
reducing drop out rates • Improved school environment • Deeni Madarass •
Improved Examination System • Medium of Instruction
10. Criticism • The government has set a target in its education policy to bring
all children from 6 to 10 years in elementary schools by 2015 and to increase
the literacy rate to 85% by 2015,The government has set the target but no plan
has been made to encourage the children as well as adults to take admission in
the schools. The targets are unrealistic. Because due to rising inflation the cost
of living is increasing day by day and most of the population is living by hand
to mouth. The poverty is increasing at a rapid rate therefore, the number of
children going to school is decreasing, and the government cannot achieve this
target unless the poverty is reduced to minimum. In the policy the government
has not been able to justify that how it is going to achieve this target.Therefore,
the target set is not properly planed and it seems that government has set the
target without proper survey, research and planning.
11. Conclusion The government has made a good education policy, and the
aims and objectives of the government are at increasing the literacy rate of the
country and development of education sector within five years. The government
has made targets and defined the policy to be implemented. The policy designed
is good and will only be successful if there are implemented as is desired.
B
1. A COMPARISON BETWEEN EDUCATION IN PAKISTAN AND
UK(ENGLAND)
2. PAKISTAN AREAS INCLUDED : PUNJAB ,SINDH ,NWFP
,BALOCHISTAN RELIGION : ISLAM ANTHEM : PAK SARZAMIN (THE
SACRED LAND) MOTTO : UNITY, FAITH ,DISCIPLINE CAPITAL :
ISLAMABAD TOTAL AREA : 796100 SQ.KM WATER% : 3.10% FOREST
AREA : 18164 SQ.KM OFFICIAL LANGUAGES : ENGLISH ,URDU
REGIONAL LANGUAGES : PUNJABI, PUSHTO, SINDHI, SARAIKI,
BALOCHI, BALTI, BRAHUI ETHNIC GROUP : 44.15%PUNJABI,
15.42%PASHTUNS, 14.1%SINDHIS, 10.53%SERAIKIS, 3.5BALOCHI
POPULATION : 18,490,721 DENSITY : 226.6 SQ.KM CURRENCY :
PAKISTANI RUPEE (RS)
3. GDP ( PPP) : $ 574.068 BILLION , PER CAPITA = $3,144 GDP (
NOMINAL) : $236.518 BILLION , PERCAPITA = $1,295 TIME ZONE :
PKT(UTC+5) DATE FORMATION : DDMMYYYY DERIVE ON THE :
RIGHT INTERNATIONAL CODE : +92 LATITUDE : 37° 06'N DEMONYM
: PAKISTANI TALLEST MOUNTAINS : K-2 NATIONAL SPORTS :
HOCKEY NATIONAL DRESS : SHALWAR KAMEES GOVERNMENT :
FEDERAL PARLIMENTARY REPUBLIC LEGISLATURE : MAJLIS E
SHOORA
4. UPPER HOUSE : SENATE LOWER HOUSE : NATIONAL ASSEMBLY
CONCEPTION OF PAKISTAN : 29-Dec-1930 PAKISTAN DECLARATION
: 28-Jan-1933 PAKISTAN RESOLUTION : 23-Mar-1940 INDEPENDENCE :
14-Aug-1947 ISLAMIC REPUBLIC : 23-Mar-1956 BREAK OF EAST AND
WEST PAKISTAN : 16-Dec-1971 CURRENT CONSTITUTION : 14-Aug-
1973 LITERACY RATE WORLD RANKING : 159th / 177 LITERACY
RATE : 57% NATURAL HAZARDS : EARTH QUACK, FLOODING
AFTER HEAVY RAINS
5. ENGLAND COUNTRIES INCLUDED : NORTHERN IRELAND,
SCOTTLAND, ENGLAND, WALES RELIGION : CHRISTIANITY
ANTHEM : GOD SAVE THE QUEEN MOTTO : GOD AND MY RIGHT(IN
FRENCH : DIEU ET MON DROIT) CAPITAL : LONDON TOTAL AREA :
243,610 Km.Sq (94660 Sq. mi) WATER% : 1.34% FOREST AREA : 28,658
SQ.KM OFFICIAL LANGUAGES : ENGLISH REGIONAL LANGUAGES :
CORNISH, IREISH, SCOTTISH, GAELIC ETHNIC GROUP : 87.1%WHITE,
7.0%ASIAN, 3.0%BLACK, 2.0 % MIXICO, 0.9% OTHER POPULATION :
63.23 MILLION (2012) DENSITY : 255.6 SQ.KM CURRENCY : POUND
STERLING £
6. GDP ( PPP) : $2.379 TRILLION , PER CAPITA = $37,299 GDP (
NOMINAL) : $2.490 TRILLION , PERCAPITA = $39,049 TIME ZONE :
GMT ( UTC0) DATE FORMATION : DD-MM-YYYY DERIVE ON THE :
LEFT INTERNATIONAL CODE : +44 LATITUDE : 60° 51'N DEMONYM :
BRITISH TALLEST MOUNTAINS : BEN NEVIS NATIONAL SPORTS :
FOOT BALL, CRICKET, RUGBY GOVERNMENT : PALLIMENTARY
DEMOCARACY LEGISLATURE : PARLIAMENT
7. UPPER HOUSE : HOUSE OF LORD LOWER HOUSE : HOUSE OF
COMMON ACTS OF UNION 1707 : 01-MAY-1707 ACTS OF UNION 1800 :
01 JAN-1801 ANGLO-IRISH TREATY : 06 DEC, 1922 NATIONA DAY :
01-May-1707 LITERACY RATE WORLD RANKING : 6th LITERACY
RATE : 99% NATURAL HAZARDS : WINTER WIND STROMS, FLOODS
8. PAKISTAN AND U.K. EDUCATION STATUS PARTICULARS
PAKISTANI EDUCATION STATUS BRITISH EDUCATION STATUS
Adjusted savings: education expenditure > % of GNI 1.63 % of GNI 5.33 % of
GNI Average years of schooling of adults 3.9 9.4 Children out of school,
primary 6,781,940 1,069 Duration of compulsory education 5 years 12 years
Duration of education > Primary level 5 6 Duration of education > Secondary
level 7 7
9. Education enrolment by level > Primary level 14,044,719 4,488,162
Education enrolment by level > Tertiary level 401,056 2,287,833 Education
expenditure of government > As percentage of total government 6.40% 12.10%
Education spending (% of GDP) 1.80% 5.30% Education spending (% of total
government expenditure) 7.80% 11.50% Female enrolment share > Primary
level 35.90% 48.80% Female enrolment share > Secondary level 39.50%
52.70%
10. Geographical aptitude results 69.666 66.685 Private school enrolment >
Secondary level 22.4 102.9 Primary school girls out of school 55% 4% Public
spending on education, total > % of GDP 2.00% 5.50% Public spending on
education, total > % of government expenditure 9% 11.93% Pupil-teacher ratio,
primary 37.5 18.09 Scientific and technical journal articles 368 48,288
11. AIMS AND OBJECTIVES OF EDUCATION IN PAKISTAN  To promote
the pleasures and values associated with intellectual curiosity, creativity and
learning.  To develop the highest possible standard of competence in written
and spoken English.  To create, maintain and strengthen knowledge and
understanding of the anglophone culture, past and present.  To ensure
compatibility of the education provided with potential integration of the
students into Anglophone educational systems.  To facilitate the students’
social and moral development, and mutual understanding and tolerance, within
a multicultural framework.
12. AIMS AND OBJECTIVES OF EDUCATION IN PAKISTAN  To
generate, manage and employ financial revenues sufficient to ensure the
optimal development of educational resources.  To devise and put into
application an instructional curriculum based on currently accepted good
educational practice in English-speaking schools.  To strengthen students’
capacity to use spoken English.  To establish a framework for assessing,
monitoring. recording and reporting on students’ attainment.  To organize and
encourage extra-curricular activities for section students.  To provide necessary
information, advice and assistance to section lice students relating to courses of
higher education. To ensure the necessary levels of comprehension of and
collaboration with the French educational system when possible.
13. AIMS AND OBJECTIVES OF EDUCATION IN UK  acquire necessary
knowledge, skills and attitudes for the development of the self and the nation. 
promote love for and loyalty to the nation.  promoter harmonious co-existence
among the peoples of Kenya.  develop mentally, socially, morally, physically
and spiritually.  enhance understanding and respect for own and other people's
cultures and their place in contemporary society.  enhance understanding and
appreciation of interrelationships among nations.  promote positive
environmental and health practices.
14. AIMS AND OBJECTIVES OF EDUCATION IN UK  build a firm
foundation for further education and training.  develop ability for enquiry,
critical thinking and rational judgment.  develop into a responsible and socially
well adjusted person.  promote acceptance and respect for all persons. 
enhance enjoyment in learning.  identify individual talents and develop them. 
build a foundation for technological and industrial development.  develop into
a self-disciplined individual who appreciates work and manages time properly.
15. AIMS AND OBJECTIVES OF EDUCATION IN UK  We can say…aim of
education is to be SMART.  Specific: detail about particular aspects of
expectations.  Meaningful: in language that is understandable to teachers &
students.  Appropriate: 'fit for purpose' - suit learners and satisfy standards. 
Realistic: given time constraints, resources etc.  Testable: some measure of
progress/achievement of them can be made.
16. DIFFERENCES BETWEEN EDUCATIN SYSTEMS IN PAKISTAN
AND UK  In Pakistan, education is a federal as well as provincial function.  In
Pakistan, the education system is three-tier: elementary (grade 1-8), secondary
(grade 9-12), and tertiary or higher education, after 12 years’ schooling. 
Secondary education in Pakistan lasts for four years (grade 9-12). It is catered
in government secondary and higher secondary schools; most of these schools
have middle classes as well  In the UK, education is the responsibility of each
country.  Across the UK there are five stages of education: early years,
primary, secondary, Further Education (FE) and Higher Education (HE).  In the
UK, secondary schools generally cater education of age group 12-16 or
sometimes 12-17 or 18 wherein students join A- Levels. Pakistan ENGLAND
AND UK  Elementary education is split up into primary (grade 1-5) and
elementary/middle (grade 6-8) and is catered in primary and elementary
schools.  In Pakistan, school curricula for grades 1-12 is the responsibility of
the Ministry of Education, Curriculum Wing, Islamabad.  In Pakistan,
assessment and examinations from grades 1 to 12 is the function of the
provincial and/or districts governments.  In some countries of the UK, primary
level is further split up into two stages like in England and Wales, the six years
primary is split up into Key Stage 1 (year 5-6) and Key Stage 2 (year 7-11).  In
the UK, curriculum formulation process varies across the four countries.  In the
UK, national curriculum tests are statutory in England; there are no such
statutory tests in Scotland, rather these are at the discretion of teachers at the
age group of 7 and 11.
AND UK  In Pakistan, the supervision and management of school education is
mainly the responsibility of district governments.  In Pakistan, INSET is the
function of provincial EECs (or DSD in Punjab) and the GCETs running under
their administrative control. INSET is not a compulsory component, but the
provincial and district governments make their efforts to provide in-service
training to every teacher at least after every 3-5 years  In the UK, the system of
school inspection is more structured, especially in England and Wales.  On the
other hand, in England, INSET is statutory for five days in an academic year; in
other three countries, though INSET is not statutory but teachers are
encouraged to attend in-service courses and seminars organized by the schools
and local education authorities (LEAs).
AND UK  There is no compulsory education in the entire Pakistan.  In
Pakistan teachers’ mentoring is almost lacking in both public and private
sectors, with fewer exceptions.  Pakistani educational institutions lack in
trained teachers, and handful teaching and physical resources.  In the UK at
least lower secondary education is compulsory.  Teachers’ mentoring is more
or less structured in the entire UK.  UK educational institutions rich in trained
teachers, and handful teaching and physical resources.
20. SIMILARITIES BETWEEN EDUCATION SYSTEMS OF PAKISTAN
AND UK  Higher education in Pakistan starts after the completion of grade 12.
It is carried out in universities, colleges and other such institutions. In the UK,
like Pakistan students on the completion of secondary education enroll in
universities or other general or professional colleges.  In both Pakistan and the
UK, the duration of PhD is at least three years; and mostly routed through
M.Phil. in the relevant discipline.  In both Pakistan and the UK, the duration of
PhD is at least three years; and mostly routed through M.Phil.  One of a
common feature between Pakistan and the UK especially England and Wales,
that the comparative gap of performance of boys and girls is increasing.  Both
Pakistan and the UK employ formative and summative assessment at all levels
of education, but relatively with more structured form in the UK.  With the
recent changes in regard to duration of first degree and fixing minimum
standards for curriculum of various higher education programmes, the gaps
between Pakistan and the UK education systems are expected to be minimized.
21. CONCLUSION:  The study reveals inter-provincial little differences and
marked similarities in Pakistan, but in the case of the UK, differences across the
four territories are relatively more prominent than similarities.  In Pakistan,
with regard to educational and training responsibility, educational structure and
school curricula, there seems to be similarity as policy and plan rests with the
function of the federal government and hence each provincial government has
to follow the national policies, plans and curricula for grade 1-12 developed or
revised from time to time. In the UK, differences are more prominent across the
four countries..
References:
https://planipolis.iiep.unesco.org/en/2017/national-education-policy-2017-2025-
6414
https://dentisty.org/thesis-comparison-between-pakistan-and-uk-education-
systems.html
A
It is mandated in the Constitution of Pakistan to provide free and compulsory
education to all children between the ages of 5-16 years and enhance adult literacy.
With the 18th constitutional amendment the concurrent list which comprised of 47
subjects was abolished and these subjects, including education, were transferred to
federating units as a move towards provincial autonomy. The year 2015 is
important in the context that it marks the deadline for the participants of Dakar
declaration (Education For All [EFA] commitment) including Pakistan. Education
related statistics coupled with Pakistan’s progress regarding education targets set in
Vision 2030 and Pakistan’s lagging behind in achieving EFA targets and its
Millennium Development Goals(MDGs) for education call for an analysis of the
education system of Pakistan and to look into the issues and problems it is facing
so that workable solutions could be recommended. The uk system of education
includes all institutions that are involved in delivering formal education (public and
private, for-profit and nonprofit, onsite or virtual instruction) and their faculties,
students, physical infrastructure, resources and rules. In a broader definition the
system also includes the institutions that are directly involved in financing,
managing, operating or regulating such institutions (like government ministries and
regulatory bodies, central testing organizations, textbook boards and accreditation
boards). The rules and regulations that guide the individual and institutional
interactions within the set up are also part of the education system. The education
system of Pakistan is comprised of 260,903 institutions and is facilitating
41,018,384 students with the help of 1,535,461 teachers. The system includes
180,846 public institutions and 80,057 private institutions. Hence 31% educational
institutes are run by private sector while 69% are public institutes. Pakistan has
expressed its commitment to promote education and literacy in the country by
education policies at domestic level and getting involved into international
commitments on education. In this regard national education policies are the
visions which suggest strategies to increase literacy rate, capacity building, and
enhance facilities in the schools and educational institutes. MDGs and EFA
programmes are global commitments of Pakistan for the promotion of literacy. A
review of the education system of Pakistan suggests that there has been little
change in Pakistan’s schools since 2010, when the 18th Amendment enshrined
education as a fundamental human right in the constitution. Problems of access,
quality, infrastructure and inequality of opportunity, remain endemic.
B
In April 2010, the eighteenth constitutional amendment committed Pakistan to free
and compulsory education for all children between the ages of five and sixteen.
Yet, millions are still out of school, and the education system remains alarmingly
impoverished. The madrasa (religious school) sector flourishes, with no
meaningful efforts made to regulate the seminaries, many of which propagate
religious and sectarian hatred. Militant violence and natural disasters have
exacerbated the dismal state of education. Earthquakes and floods have destroyed
school buildings in Balochistan, Sindh, Khyber Pakhtunkhwa (KPK) and Punjab,
disrupting the education of hundreds of thousands of children. Militant jihadi
groups have destroyed buildings, closed girls’ schools and terrorised parents into
keeping daughters at home; their attacks made global headlines with the shooting
of schoolgirl and education activist Malala Yousafzai in October 2012. The public
education system needs to foster a tolerant citizenry, capable of competing in the
labour market and supportive of democratic norms within the country and peace
with the outside world.
More than nine million children do not receive primary or secondary education,
and literacy rates are stagnant. Pakistan is far from meeting its Millennium
Development Goal (MDG) of providing universal primary education by 2015. The
net primary school enrolment rate in 2012-2013 is a mere 1 per cent increase from
2010-2011. There are significant gender disparities and differences between rural
and urban areas. The combined federal/provincial budgetary allocation to
education is the lowest in South Asia, at 2 per cent of Gross Domestic Product
(GDP).
If Pakistan is to provide all children between five and sixteen free and compulsory
education, as its law requires, it must reform a system marred by teacher
absenteeism, poorly maintained or “ghost schools” that exist only on paper and a
curriculum that encourages intolerance and fails to produce citizens who are
competitive in the job market. Private schools, increasing largely in response to
these shortcomings, account for 26 per cent of enrolment in rural areas and 59 per
cent in urban centres but vary greatly in methodology, tuition and teacher
qualifications.
The eighteenth constitutional amendment devolved legislative and executive
authority over education to the provinces to make it more responsive to local
needs. Given the scale of those needs, donors and the private sector must be key
partners, but provincial governments need to become the principal drivers of
reform. They should reverse decades of neglect by giving government-run schools
adequate materials and basic facilities such as boundary walls and toilets. They
should also tackle teacher absenteeism and curb nepotism and corruption in
appointments, postings and transfers.
To counter the challenge from the private schools, and madrasas and religious
schools of Islamic parties and foundations that fill the gaps of a dilapidated public
education sector but contribute to religious extremism and sectarian violence, the
state will have to do far more than just increase the numbers of schools and
teachers. Curriculum reform is essential and overdue. Provincial governments must
ensure that textbooks and teachers no longer convey an intolerant religious
discourse and a distorted narrative, based on hatred of imagined enemies, local and
foreign.
References:
https://ipripak.org/education-system-of-pakistan-issues-problems-and-solutions/
https://www.crisisgroup.org/asia/south-asia/pakistan/education-reform-pakistan
A
Elementary schools exist worldwide as the basic foundational institution in the
formal educational structure. Elementary schooling, which prepares children in
fundamental skills and knowledge areas, can be defined as the early stages of
formal, or organized, education that are prior to secondary school. The age range
of pupils who attend elementary schools in the United States is from six to twelve,
thirteen, or fourteen, depending on the organizational pattern of the particular state
or school district. While a few, mainly small rural, districts, retain the traditional
pattern of grades one through eight, a more common pattern is grades one through
six. In most school districts as well as in many teacher preparation programs,
elementary education is organized into the following levels: primary, which
includes kindergarten and grades one, two, and three; intermediate, which includes
grades four, five, and six; and upper, which includes grades seven and eight. A
commonly found organizational pattern places grades seven and eight, and
sometimes grade six and nine, into middle or junior high schools. When the middle
school and junior high school pattern is followed, these institutions are usually
linked into secondary education, encompassing grades six through twelve.
In comparing elementary schools in the United States with those of other countries,
some distinctions in terminology are necessary. In the United
States, elementary education refers to children's first formal schooling prior
to secondary school. (Although kindergartens, enrolling children at age five, are
part of public schools, attendance is not compulsory.) In school systems in many
other countries, the term primary covers what in the United States is designated as
elementary schooling. In American elementary schools, the term primary refers to
the first level, namely kindergarten through grades one, two, and three.
The elementary school curriculum provides work in the educational basics–
reading, writing, arithmetic, an introduction to natural and social sciences,
health, arts and crafts, and physical education. An important part of elementary
schooling is socialization with peers and the creating of an identification of the
child with the community and nation.
The European settlers in the North American colonies, in the sixteenth and
seventeenth centuries, initially recreated the school systems of their homelands.
They established a two-track school system in which the lower socioeconomic
classes attended primary vernacular schools and upper class males attended
separate preparatory schools and colleges. The primary schools–elementary
institutions under church control–offered a basic curriculum of reading, writing,
arithmetic, and religion.
Colonial period. While many similarities existed in the colonial schools, there
were some important differences between New England, the Mid-Atlantic, and the
South. The New England colonies of Massachusetts, Connecticut, and New
Hampshire, which were settled primarily by Puritans, were characterized by a
strong sense of religious and social conformity. Because of their Calvinistic
emphasis on reading the Bible and other religious literature, the Puritans quickly
established elementary schools. In 1642 the Massachusetts General Court, the
colony's legislative body, made parents and guardians responsible for making sure
that children were taught reading and religion. In 1647 the General Court enacted
the Old Deluder Satan Act, which virtually established elementary education by
requiring every town of fifty or more families to appoint a reading and writing
teacher. Massachusetts and the other New England colonies developed the town
school, a locally controlled, usually coeducational elementary school, attended by
pupils ranging in age from six to thirteen or fourteen. The school's curriculum
included reading, writing, arithmetic, catechism, and religious hymns. The model
of the town school, governed by its local trustees or board, became an important
feature of later U.S. elementary schooling.
The Middle Atlantic colonies of New York, New Jersey, Delaware,
and Pennsylvania were settled by diverse ethnic and religious groups. In addition
to English, Scots, and Scotch-Irish, there were Dutch in New York, Swedes in
Delaware, and Germans in Pennsylvania. The Middle Atlantic colonies' religious
and language diversity had important educational implications. Elementary schools
were usually parochial institutions, supported and governed by the various
churches.
Monitorialism, also known as mutual instruction, was a popular method of
elementary education in the early nineteenth century in the United Kingdom, the
United States, and other countries. Two rival English educators, Andrew Bell, an
Anglican churchman, and Joseph Lancaster, a Quaker teacher, promoted
monitorialism independently. The monitorial method relied heavily on monitors –
more advanced pupils, trained by a master teacher–to teach younger children.
Monitors aided teachers in conducting classes, taking attendance, and maintaining
order. In using this method, the master teacher trained a selected group of older
students as monitors in a particular skill, such as adding single-digit numbers or
reading simple words. These monitors then taught that particular skill to subgroups
of less advanced pupils. Since the monitorial method promised to teach large
numbers of pupils basic literacy and numeracy skills, it gained the support of those
who wanted to provide basic elementary education at limited costs.
Initially, monitorial schools were popular in the larger American cities such
as New York and Philadelphia, where they were typically supported by private
philanthropists and occasionally received some public funds. In the early 1840s
monitorial schooling experienced a rapid decline and virtually disappeared. By the
time that the New York Free School Society, which had operated monitorial
schools, turned them over to the public school system in 1853, more than 600,000
children had attended its schools.
The common school. The common school movement refers to the establishment
of state elementary school systems in the first half of the nineteenth century. The
term common meant that these state-supported public elementary schools, exalted
as the school that "educated the children of all the people," were open to children
of all socioeconomic classes and ethnic and racial groups. Nevertheless, many
children, particularly enslaved African Americans, did not attend.
Not a selective academic institution, the common school sought to develop the
literacy and numeracy needed in everyday life and work. Its basic curriculum
stressed reading, writing, spelling, arithmetic, history, and geography.
Emphasizing American patriotism and Christian piety, it was regarded as the
educational agency that would assimilate and Americanize the children of
immigrants.
The common school movement in the United States paralleled some trends taking
place in western Europe in the first half of the nineteenth century. In the 1830s the
British parliament, though not creating a state school system, began to provide
grants to educational societies for primary schooling. In France, under Guizot, a
primary school system, too, was established during the regime of Louis Philippe.
These transnational trends, found in Europe and America, indicated that
governments were beginning to take the responsibility for providing some kind of
elementary schooling. Unlike in France, which was beginning to create a highly
centralized national educational system, U.S. public schools were decentralized.
The U.S. Constitution's Tenth Amendment reserved education to each state. The
states, in turn, delegated considerable responsibility for providing and maintaining
schools to local districts. Even within a particular state, especially on the frontier
where many small school districts were created, resources available for schooling
varied considerably from district to district.
Other northern states emulated New England's common school model. As the
frontier moved westward and new states joined the Union, they, too, followed the
model and passed laws to create public elementary school systems. In the South,
with a few exceptions, common schools were rare until the post–Civil
War Reconstruction.
A unique feature in the United States was the small one-room school, found in
rural areas and small towns across the country. These schools served local school
districts, governed by elected boards. Although small one-room village schools
existed in other countries, the American ones were local creations rather than
impositions of a national government. The American school's immediacy to its
people made the local school a trusted institution rather than an alien intruder into
small town life. In contrast, the teacher in France might be suspected as an
outsider, a representative of the intrusive central government. Similarly, in tsarist
Russia, the zemstvo school, established in the villages, was often extraneous to the
needs of life in the countryside. The zemstvo teachers often were not accepted by
the peasants whose children they tried to teach or were regarded as rivals of the
village priest. In America's one-room schools, the elected school board determined
the tax levy and hired and supervised the teacher. This pattern of local control
contrasted with the visiting school inspectors sent to inspect teachers and schools
in France or even with the royal inspectors in the United Kingdom.
The pupils enrolled in the local one-room schools, often ranging in age from five to
seventeen, studied a basic curriculum of reading, writing, arithmetic, history,
geography, grammar, spelling, and hygiene. They were instructed by the recitation
method in which each pupil stood and recited a previously assigned lesson. Group
work might include writing exercises, arithmetic problems, and grammar lessons
that stressed diagramming sentences. The values of punctuality, honesty, and hard
work were given high priority.
B
The role of teachers in the building of a nation can not be ignored. It is they who
influence the immature minds of the youth and tries to mould the living stuff into
various forms. It is they on who depends the future of the nation. Hence, they are
the most important part of the society.
my teacher also teach me to make websites
In the past, teachers were considered respectable figures even by the kings and the
emperors, because only teachers were there to guide and advice them in hours of
crisis. They were the true benefactors of the society. With the change of time they
lost their dignity to some extent. Still, they are considered the backbone of a
nation, and a society.
Teachers are the real guide of the students. With their deep knowledge of the
subject and teaching technique they can impart valuable information to the
students. They can guide them towards noble deeds, studies, health, and cleanliness
and above ail the moral values of life. All these qualities enable a child to grow
into an ideal citizen of his/her nation.
Teachers are considered the noblest section of the society. This increases their
responsibility towards nation and the students to a great extent; they must be
dedicated to the service of the students. Their own actions and high ideas about life
can easily shape the young minds into good personalities and responsible citizens
of tomorrow. They are a guiding light for students throughout their lives.
The importance of the role of the teachers as an agent of change, promoting
understanding and tolerance has become more obvious today. This places
enormous responsibilites on teachers who participate in the moulding of the
character and minds of the new generation.
Now days, the whole scenario has been changed. Teachers and parents are engaged
in blaming each other. Parents are displeased with them because their sons and
daughters do not do well in the examination. Teachers blame the parents that they
do not pay much attention on their wards due to lack of time. Even we do not find
any accord between the teachers and the students.
The overall result is that the students have become aggressive, bold and daring-
They are less concerned with their studies and think more about other activities.
The teachers become helpless at this juncture. This leads to dissatisfaction and
frustration among them. They do not get proper respect from the students. In
addition to this, the teachers are not paid highly and regularly. This makes their
situation miserable.
References:
http://www.the-education-site.com/why-is-elementary-education-so-important/
https://www.opinionnigeria.com/the-role-of-teachers-in-nationalnigerias-
development/
The curriculum of subject is described as a throbbing pulse of a nation.

By viewing curriculum one can judge the stage of development and its
pace of socio-economic development of a nation. With the advent of
new technology, the world has turned into a global village. In view of
tremendous research taking place world over new ideas and information
pours in like of a stream of fresh water, making it imperative to update
the curricula after regular intervals, for introducing latest development
and innovation in the relevant field of knowledge.
In exercise of the powers conferred under Section 3 Sub-Section 2 (ii) of
Act of Parliament No. X of 1976 titled “Supervision of Curricula and
Textbooks and Maintenance of Standard of Education” the erstwhile
University Grants Commission was designated as competent authority to
develop review and revise curricula beyond Class-XII. With the repeal of
UGC Act, the same function was assigned to the Higher Education
Commission under its Ordinance of 2002 Section 10 Sub-Section 1 (v).
In compliance with the above provisions, the HEC undertakes revamping
and refurbishing of curricula after regular intervals in a democratic
manner involving universities/DAIs, research and development
institutions and local Chamber of Commerce and Industry. The
intellectual inputs by expatriate Pakistanis working in universities and
R&D institutions of technically advanced countries are also invited to
contribute and their views are incorporated where considered
appropriate by the National Curriculum Revision Committee (NCRC).
To bring international compatibility to qualifications held from Pakistani
universities/DAIs for promotion of students mobility and job seekers
around the globe, a Committee comprising of Conveners of the National
Curriculum Revision Committee of HEC met in 2009 and developed a
unified template for standardized 4-years/8-semesters BS degree
programmes. This unified template was aimed to inculcate broader base
of knowledge in the subjects like English, Sociology, Philosophy,
Economics etc in addition to major discipline of study. The Bachelor (BS)
degree course requires to be completed in 4-years/8-semesters, and
shall require qualifying of 130-140 credit hours of which 77% of the
curriculum will constitute discipline specific and remaining 23% will
comprise compulsory and general courses.
In line with above, NCRC comprising senior university faculty and
experts from various stakeholders and the respective accreditation
councils has finalized the curriculum for BS and MS (Education). The Professional
education needs life time commitment and intensive training
of four year‟s education such as the engineering, medical and law
professions in keeping with the tradition of professional education, a new
four year program B.Ed. (Hons) is presented in the following pages.
In order to make teaching a profession of choice through implementing
B.Ed. (12+4) program developed in 2006, it is imperative to revise the
current curriculum to improve the teacher development program further.
A teacher in the classroom needs to be competent in the content areas
as well as in teaching strategies in order to ensure expected student
learning outcomes. As in any profession teachers should be provided the
opportunity to practice teaching through interacting with the school and
community. In the clinical model of developing teachers as professionals,
it is important for that prospective teacher to gain adequate insight into
the ground realities of school and classrooms through their attachments
in schools and communities. This rich experience of practice enables
prospective teachers to bring a positive attitude in classroom teaching
and understanding a plurality of cultures.
Practice teaching is a major and joint responsibility of teacher
training institutions, schools involving teacher educators, prospective
teachers and school teachers. Inclusion of short term training with long
term teaching practice will provide an opportunity to prospective
teachers to extend their role in the school situation other than
classroom teaching. During their short term teaching practice,
prospective teachers can be engaged in administrative activities under
supervision such as maintenance of school records and registers,
management of laboratories and library, preparation of tests and
assignments, admission and selection of students and classroom
management, etc.
Planning and carrying out an action research activity, engaging in
courses like critical thinking and reflective practices, studying
contemporary issues and trends in education and involvement of
prospective teachers in practical/field work would greatly reduce isolation
of the teacher and will develop the habit of inquiry into practice. This
breakthrough is expected to facilitate the process of multiculturalism and
pluralism in our education system to bring about social transformation in
the society.
Hence, a blend of content and pedagogical courses has been provided in
the scheme of studies – the two years of graduate courses and two
years long professional courses to prepare prospective teachers as
professionals in education.
References:
http://journal.aiou.edu.pk/pjeojs/index.php/PJE/article/download/86/41

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ELEMENTARY TEACHERS EDUCATION

(626) END TERM ASSESSMENT 2019

The curriculum of subject is described as a throbbing pulse of a nation.

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