Assignment no: 01

Semester: Spring, 2021

Level: B. Ed (1.5 Years)
Course code: 8626

Tutor Name: Abid Hussain abid

Student Name: Mehak fatima
Roll No. cb645651
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.