Course: Teacher Education in Pakistan (8626) Semester:

Spring, 2021 Level: B.Ed (1.5 Years)

Name: Muhammad Mehran Khan

Father Name: Ayaz Khan

 Roll No : CB648955

Reg. No: 20-ntk00091

Program:B.ed

Semester:Spring 2021

Assignment No. 1

Q.1 Critically analyze the aims and objectives of teacher education given in the National
Education Policy 2009. How far have the objectives been achieved to date?

Pakistan is about to be given yet another Education

Policy to be implemented from 2010. The draft of this forthcoming education policy (2009) has
been available on the Ministry of Education, Government of Pakistan's website since the past
two years. The draft policy evolved this time with the inclusion of civil society who was asked
to prepare a White Paper for policy recommendations.

This process continued post General Musharraf's

Government when elections installed a democratic government at the Centre and in the
provinces. The Pakistan Coalition for Education convened a series of meetings in all the four
provinces to provide advocacy to the latest education policy. A lot of effort by concerned citizens
has gone into making the right policy decisions and outcomes so that the education sector can be
“fixed” once and for all. At present this Education Policy is being reviewed by the Federal
cabinet for final approval.For a policy to start off in the right direction and base its
recommendation on, it must state the “vision” for the coming generation's education or
what outcome it hopes to achieve from its educational provision. This particular policy's
vision formulated by the Ministry of Education is

“Education is a categorical imperative for individual, social and national development

that should enable all individuals to reach their maximum human potential. The system
should produce responsible, enlightened citizens to integrate Pakistan in the global
framework of human-centred economic development.”

No doubt the above vision leaves no stone

unturned to provide the kind of educated individual who will be a model for fellow Pakistanis as
well as one for all countries of the world. The 21st Century skills and fast-paced knowledge
revolution demands such a vision through a national education system. However, to accomplish
the policy's aims, the present Pakistani system requires a high percentage of enrollment,
minimum drop out rate, equity, access and a “qualitative” approach to learning in the classroom.
So far, in the 60 years of its existence, the earlier policy makers have failed miserably in
achieving even a modicum of the requirements stated above.

What makes Education Policy 2009 different in its approach for a workable solution to achieving
the impossible? For one, Chapter Three (3) Understanding System Deficiencies, of the policy
document exhaustively defines and analyses the deficiencies that have plagued the education
sector in the past. It identifies two major reasons and I quote

“There are two fundamental causes for the weak performance of the education sector

(i) a lack of commitment to education — a commitment gap — and

(ii) an implementation gap that has thwarted the application of policies”.

Commitment gap

The Planning Commission's Vision 2030

document says that “We cannot spend only 2.7 per cent of GDP on education and expect to
become a vibrant knowledge economy.” The commitment to educating the whole country for a
viable economic base is reflected totally in the kind of budgetary allocation the education sector
has received over the last three decades. The result has been a low literacy rate and a poorly
educated service and tertiary sector that have made Pakistan lag behind India in its bid for
markets abroad and at home. The elitist education managed to produce top doctors, engineers,
pilots, Chartered Accountants, initial bureaucrats and military personnel but failed to provide an
exemplary secondary support group of nurses, technicians, cabin staff, district officers who were
mostly educated in the public schools. The public sector schools were of a good standard up to
'70s but then the neglect started to eat away at a valuable resource of the country.Lack of
commitment to education may also be attributed to two other reasons. Pakistan's colonial past
played a major role in the way education was managed in the initial years of independence.
Although a break with the colonial past was tried but as the policy comments “The tradition of
British education, which Pakistan inherited, emphasised academic skills (to serve the colonial
administration) rather than skills and competencies for use in the production sector.”

Furthermore, Pakistan's economy was mostly

agrarian and the skill based needs of the economy did not influence the structure of educational
provision. The change to an industrial base in the '60s did not bring the expected change to a
more relevant educational structure. The nationalisation policy of the '70s caused further fall in
standards in colleges and schools across the country. For the present, the Economist
Intelligence Unit in its latest review of Pakistani education says
“Pakistan's Education System is among the most deficient and backward in Asia,
reflecting the traditional determination of the feudal ruling elite to preserve its hegemony.”

Thus, the commitment gap is all too visible in

the successive governments' neglect of the public sector schools which serviced the middle and
lower income groups. These groups were eventually denied the justice to acquire a meaningful
education for social and economic mobility up the ladder of success. In today's Pakistan, the
divide between the rich and the poor is so great that it negates the concept of the welfare state
that the founding fathers had envisioned.

Implementation gap

The policy document looks at a number of reasons that impact on the way previous policies
have failed to deliver. Some of these include

• Almost all aspects of governance in the education sector.

• Mismanagement of allocation and use of resources leading to

• amounts of allocated development funds remaining unutilised.

• Lack of planning (other countries plan years in advance of a reform intervention).
• Capacity building ahead of introduction of reforms.

• Lack of accountability.

• Constant monitoring of reform efforts.

The Policy 2009 has a short chapter on “Implementation Framework” on what has to be done
but nothing concrete in terms of by “whom”, “how” and “when” it is to be carried out. The plans
will, presumably, come later rather than earlier which mistake previous policies have made
already.

However, the crux of the matter in proper implementation of policies is clearly enunciated as
point 3.1.5 of Clause 92 — it is endemic corruption at all levels of the education sector. It is said
in the document that

“Political influence and favoritism are believed to interfere in the allocation of resources to
the districts and schools in recruitment, training and posting of teachers and school
administrators that are not based on merit, in awarding of textbook contracts, and in the
conduct of examinations and assessments.”

With such rampant corruption in a department

where selfless and noble service is required for the future security and wellbeing of the country,
failure should definitely be laid at the non performance of the kind of character building done
through religious teaching in the curriculum.
 It has no doubt been a waste of time and effort to
“rote learn” Islamiyat for examination purposes without application of those pristine moral
principles to every day life. The assessment system should have tapped critical thinking skills to
put value on these moral principles so that it made a meaningful impact on the learner. In the
case of Pakistan Studies, too, students do not find any meaningful satisfaction in learning about
their country as syllabi are rote learned. No effort has been made to access actual “sources” of
history to be critically analysed at various stages of education to leave a lasting impression on the
learner.

Consequently, how learning is effectively done is a

missing element in the policy document as no innovative approach to the education of teachers
is recommended. The teachers will continue to acquire a B.Ed or an M.Ed degree as a training
certification. These two degrees are still based on the syllabus which the colonial masters
instituted pre-Partition. Since the standard of education is below par, the policy recommends that
teachers now must be an MA for secondary school teaching and a BA for primary school
teaching.

Promises of professional development and rewards abound

but the bottom line has not changed. What is needed is a fresh or novel approach to the way
efficient teachers can be educated for the kind of pedagogical needs of the 21st Century. What
is essential is a pre-service certification course with the modern approach to teaching which all
teachers in the country must acquire. This will inculcate a professional outlook to becoming a
teacher negating the attitude that anyone can take up teaching.

The great divide Pakistan's education system

 The national education system set up after Partition in
1947 only lacked uniformity in the media of instruction. The post-Partition public schools had
Urdu as the medium of instruction and the colonial British government and missionary schools
had English as the medium of instruction. However, according to the recent report by the
Planning Commission “Vision 2030” the divide is visible in all areas of the education system

“There is a divide between the prevalent school structure and differences in levels of
infrastructure and facilities, media of instruction, emolument of teachers, and even
examination systems between public and private schools. The rich send their children to
privately-run English medium schools which offer foreign curricula and examination
systems; the public schools enroll those who are too poor to do so.”

Despite the pluralistic nature of society, there has been

a constant refrain for uniformity in educational provision within Pakistan. The new state's
promise of equal opportunity through education has been denied to the disadvantaged in
society. There is no level playing field in the domain of education. Consequently, the poor have
become poorer and the rich, richer. The preamble to the policy paper admits this gap and its
long term consequences when it says in Clause 86

“...There are close links between equity in educational opportunities and equitable
income distribution and income growth. If the education system is constructed on a
divisive basis, the divisions it creates can endanger in the long run economic growth. An
unjust society creates an unstable society and an unstable society cannot sustain stable
long term growth.”

The Quaid's vision for a cohesive Pakistan had made him declare Urdu as the national
language. Urdu without any doubt became the lingua
franca of the country with Baluchis, Sindhis, Punjabis and Pakhtoons communicating with
each other through this common language. This nation building exercise has been eroded by
thoughtless interventions in the education sector.

As English medium schools managed to sustain a level

of quality in their teaching and learning with a transparent foreign examination system, it was
felt that only “English medium” meant a qualitative or better education. It is conveniently
forgotten that almost all who went through the public sector Urdu medium schooling also shone
and were successful in all the careers. Privatisation of education encouraged the new schools to
just opt for an English-medium education which was out of the reach of the less privileged
classes who now demand this as a right to a successful future.

However, in the last 10 years, a solid base in language

acquisition is lacking. The constant matrix of Urdu and English spoken today on media channels
and by the younger generation is a product of the confusion in the education provision. No policy
has taken a firm decision of equalising the opportunities for everyone to acquire proficiency in
both Urdu and English.

The fault lies with the medium of instruction — for

English medium, English has to be learnt first and then the acquisition of knowledge takes place.
With Urdu, this is not the case — a lot of time is not wasted when knowledge is acquired through
this language which also lays the base for Pakistan's religious, social and cultural identity. This
identity is lost when education is in a foreign language and a foreign curriculum meant for the
needs of countries whose society, culture and religion is different to Pakistan. The consequences
of such a policy are explained by the linguist expert Dr Tariq Rehman in “Standard Education
System in Pakistan” a Pakistan Coalition for Education Position Paper Series.
 Dr Rehman says that the purpose of education is to impart
knowledge and information that encourages critical thinking and empowers people. However, he
continues “As regards the medium of instruction, which is the focus of this paper, it would be
fair and justthat most services of the State and the private sector should operate in the local
language and Urdu. It is quite unjust that, in the centuries-old colonial tradition, our people face
an alien State that does not serve them in their languages. This must change so that as far as
possible, the people are able to speak to State officials in their own languages and be responded
to in the same. This will also ensure that in this age of globalisation people will remain in touch
with their identities.”

For the new commercial schools which offer the British system with O/A levels, Dr

Rehman analyses their output as “Typically,

students of these schools show aversion to Urdu and pride themselves on not knowing it,
indicating the degree of alienation from their own culture. While it would not be wrong to call
them 'brown sahibs' or what is now more appropriate 'native Yankees', they generally hold more
tolerant and peaceful views as compared to their counterparts in Urdu medium schools and
madressahs. Thus, this educational apartheid, unjust though it is, is not the end of the story. It
corresponds to an acute polarisation of views, attitudes and thinking in these different kinds of
educational institutions.”

Concluding thoughts ...

The time is now. A new education policy is in the offing as

the review of the 1998- 2010 policy claims that the policy has failed to deliver once again on its
implementation of a uniform curricula for all private and public schools. Where language is
concerned, UNESCO studies on education research recommend that the initial schooling or early
childhood learning should be in the mother tongue. So, let all provinces take that on board
with the decision to do just that.

Dr Tariq Rehman recommends that learning from Class-

III onwards should be in Urdu with English being taught as a subject from Class-I which is
already being done in Urdu medium schools. Learning a language well depends on the quality
of the classroom teaching and, not on whether it is an English medium or Urdu medium school.

Efforts to make learners acquire proficiency in English which

is Pakistan's second language and language of instruction at the university level is solely
dependent on the “quality of learning experiences”. Pakistan will not suddenly become backward
if this (doing away with English as the only medium of instruction for quality education) is
followed — the backwardness of the nation stems from the inequality in and low quality of
educational provision.Education Policy 2009 recommends excellent policy actions on all aspects
of the education service. The question to ask then is when and how will the policy be
implemented.

Since the government has failed at running the public

schools which are a valuable asset of this country, a council of dedicated educationists from the
public sector should take on the task to revive and pull up their standard. New textbooks and
curricula are already at hand - the task is to educate teachers who are capable of taking on the job
of teaching in the new pedagogical requirements. This new, committed force of teachers should
then be inducted into the public schools. An independent monitoring department selected from
the public must be set up to overlook and review the implementation of Policy 2009. When
ownership of reforms by the people and for the people happens, then only can results be
expected.

Q.2 Explain the responsibilities of teachers in Islamic perespective, how can teachers help
in improving social values?
 In Islam, a The fundamental premise of being a teacher is to
add value to the learning of each student in your care. Shah, Saeeda // Studies in Philosophy &
Education;May2014, Vol. Dec 23, 2020. Abstract The need to standardize women Islamic
education cannot be overemphasized. 1. By McKenna Meyers. A man's major responsibilities
lie outside the family. Education means to look after, to nurture, to nourish, to help grow and
flourish. Before the Nigerian civil war in 1967, there was no Parent-Teachers Association in our
schools, at least not as they presently exist. ♥ Status of teachers in Islam ♥ (By: Muhammad
Baqir Qarashi) Islam has paid considerable attention to teachers for their being the first brick in
the structure of social development and perfection and the cause of guiding and developing
behaviors and mentalities of individuals and communities. A woman's major responsibilities lie
within the family.

Because both students and teachers spend as much time

together, the teacher inadvertently becomes an external parent. Honesty ... Nice article
highlighting the role of the teacher. (2015-17) Jamia Millia Islamia 2. It is a much-needed
service, especially in a day when the culture seems to be moving further away from God and
His Word. Prominent figures of the future are among your students. Mullah is a teacher in
regard of being respected as a vicar and guardian of Qur'an and the Islamic traditions. Students
should direct their research to collect information from various sources. Ghulam Ghaus M.Ed.
Supervision, as a field of educational practice with clearly delineated roles and responsibilities,
did not fall from the sky fully formed.

Education is the process by which children are nurtured as they

grow up to develop the Islamic worldview and the Islamic virtues. Islam is from Asslamah,
means “to accept, to surrender, to submit, submission, or “the total surrender of oneself” to
Allah. Islam enjoins man to abide by the principles of belief and righteous conduct. Teaching -
Teaching - Functions and roles of teachers: Broadly speaking, the function of teachers is to help
students learn by imparting knowledge to them and by setting up a situation in which students
can and will learn effectively. It implies certain sensitivity towards the child under your care, …
Even a teacher on the special skills or technical courses is keeping role responsibilities on the
societies. Paul Richard Kuehn (author) ... A Teacher's Perspective. 1. An adherent of Islam is
known as a Muslim, meaning "one who submits … It is their joint role to encourage the student
to become an independent learner and member of … It can also allow a teacher to tailor make
a course to fit specific student needs. Muslims view marriage as the foundation of society and
family life.

Islam is Monotheistic Abrahamic Religion originating with the

teachings of Muhammad (SAW). The historians role in teacher education extends beyond
coursework and professional development, however, into current political debates about
assessment and standards. The teacher is in the guiding role. 33 Issue 3, p233 . The teacher of
Islamic education subject must play the essential role of achieving this objective. This role can
be a great way to pay individual attention to a student. program, and the teacher assistant’s role
to assist teachers in this responsibility . Teacher education programs and history departments
must work together to assert a stronger response to the way that history education has been
politicized at this particular moment. The article will discuss Islamic philosophy of education to
explain the role and aims … As a Teacher, the Prophet (PBUH) himself cultivated his
companions and taught them in a way that the entire Arab peninsula changed over the span of
just twenty three years. Skinner believed that positive reinforcement is more effective in
changing behavior than punishment An Imam's Duties . In general, the purpose of education is
to serve only to God (Abdullah, 1989)1. Email.

Your young students will soon be responsible for the affairs of our
society, no matter at what level they are. Both the teacher and the teacher assistant facilitate the
inclusion of students with special needs . HomeDuties and Responsibilities of a Teacher. Arabic
Teacher. Rather, supervision emerged slowly as a distinct practice, always in relation to the
institutional, academic, cultural, and professional dynamics that have historically generated the
complex agenda of schooling. In this respect, teachers play a vital role … Islamic ethics and
discipline should be incorporated in the policies and governance of the Islamic finance
institution, and Shari’ah advisors should be role-models in ethics and work performance. Duties
and Responsibilities of a Teacher. Islamic Education and the UK Muslims: Options and
Expectations in a Context of Multi-locationality. The most important role a parent can play is
when it comes to the child’s religious and moral education.

Islamic economics is considered in most of today western world as

a part of the Islamic fundamentalist movement gaining ground in large parts of the Muslim
world3 (Kjetil Bjorvatn: 1998). The following are some qualities and attributes of a teacher that
the Prophet (PBUH) practically had and the teachers of the present time can implement in their
educational institutes. The position of Parents-Teachers Association in our present educational
system can only be fully appreciated when viewed from a historical perspective. Responsibilities
included: managing a classroom of students, developing lessons, writing letters to parents,
handling parent teacher conferences, and preparing report cards to communicate improvement of
students. Keywords: Role, Social Status, Social Role, Role Conflict, Inter-role Conflict, Intra-
Role Conflict, Role set. The duties and responsibilities of a teacher are to ensure that all students
develop the following desirable characteristics or moral values: 1. In fact, the word "imam" itself
means "to stand in front of" in Arabic, referring to the placement of the Imam in front of the
worshipers during prayer. The Tutor: The teacher acts as a coach when students are involved in
project work or self-study. The primary role of a teacher is to deliver classroom instruction that
helps students learn.

For this reason, the leader of tomorrow is created by a teacher.

Therefore, Muslim students are expected to show morality and righteousness in their behaviour,
both of which come from Islamic teaching. WOMEN ISLAMIC EDUCATION AS A MEANS
FOR THE PERFECTION OF WOMEN’S ROLES AND RESPONSIBILITIES IN THE
FAMILY Umma Lawan Hamza Department of Islamic Studies, ion, Kano. Share this
topic:00Marriage is a very important institution in Islam. THE HISTORICAL NOTE OF THE
ROLE OF A TEACHER There are so many perceptions about the role that a teacher plays in
society, varying from one Islamic education emphasis the significance of the (purpose) goal of
science or knowledge, because the function of science is to serve the human being. An Islamic
Perspective of Teaching Philosophy: A Personal Justification Dr. Qais Faryadi ... We must
understand the role and responsibility of man in this world. System can only be fully appreciated
when viewed from a historical Perspective fulfilling ministry topic:00Marriage is teacher.
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The citizens of Pakistan must now take part in

the commitment to rectify education in the country. Change comes from the people themselves
who have to let go of their malaise and slumber and put the country's interest first before their
personal gain. Implementation of policies has been blocked by vested interests and through
corruption and inefficiency in the education sector, time and again.

Q.3 Explain the existing teacher education system in Pakistan. Discuss its problems and
give suggtestions to overcome them

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

improving students’ learning. Keeping this in view many developed and less developed
countries pay significant attention to improve the practices of teacher education. In order
to develop capable teachers they make conscious efforts to establish and maintain quality
teacher education institutions.
The history of teacher education in Pakistan starts with the establishment of the country.
However, this area has been facing various challenges such as lack of consistent policy,
inconsistency in curriculum, low resources, lack of quality teachers, low quality of teaching
process, lack of standard, etc. Today, a range of public and private institutions are
engaged in preparing school teachers. In Pakistan, like many other countries, public
institutions are the main source for developing teachers through pre-service and in-service
programmes. However, many studies have raised the question on the quality of delivery
mechanism of the institutions while forwarding recommendations for improvement.

Historically, different reforms have been brought to improve the condition of teacher
education in the country. Currently, teacher education in Pakistan is passing through a
transition as an innovation has been initiated by the Government of Pakistan with the
support of USAID through their Pre-Service Teachers Education Programme (STEP)
project. This reform is attempted in order to improve the quality of teacher education
by including different innovations.

In this regard, a new curriculum has been developed for pre-service programmes such as a
two-year Associate Degree in Education (ADE) and a four-year BEd (Hons). Effort has
been made to design the curriculum keeping in view the modern educational principle
along with the contextual relevancy. These programmes are gradually replacing the
previous pre-service and in-service programmes such as Primary Teacher Certificate
(PTC), Certificate in Teaching (CT) and the one-year Ed programme. In addition, an
effort is being made for the accreditation and standardisation of teacher training
institutions through this initiative.

The ADE and BEd programme has been initiated in some colleges and will be gradually
implemented in remaining colleges throughout the country in the coming years. In
addition, to attract the best mind towards the teaching profession a stipend is also offered
to student-teachers for providing them financial support.
The significance of such educational innovation cannot be overlooked for improvement of
teacher education in the country. However, there are areas that need serious
considerations for the effectiveness and sustainability of the new reform initiatives.

Firstly, the new developed curriculum is based on the modern educational principles.
Teachers are provided a course outline with the expectation that they will explore the
teaching learning material for classroom instructions. However, it was observed that some
of the teachers are struggling with identifying teaching resources due to the unavailability
of the reference books and lack of Internet facility in their colleges/institutions. This
situation may affect the teaching-learning process of the ADE courses. Hence there is a
need to provide the reference books and Internet facility to the faculty members in order
to make the teaching-learning process smooth.

Second, Internet is considered as one of the important sources for identifying teaching-
learning material. However, it was observed that some of the faculty members are not
literate in computers and Internet. So they are facing challenges in accessing the teaching-
learning resources that are available on the Internet or in soft version. Therefore, the
faculty members of colleges need to be helped in acquiring workable computer and
Internet skills.

Third, the new curriculum demands new teaching strategies such as collaborative, inquiry
and activity-based teaching approach. However, a majority of the faculty in the teacher
institutions are not oriented with the teaching strategies demanded by the ADE and BEd
programme. Therefore, the professional development of the faculty at teacher training
institutions should be given priority along with the curriculum development.
Furthermore, there is a sense of uncertainty about the sustainability of the new initiatives
after completion of the Pre-STEP project. Many educational initiatives in the past died
away with closure of the projects. Therefore there is a dire need to develop a clear road
map for the continuity and sustainability of reforms.

It was also observed that some school teachers are being deputed in teacher education
colleges due to lack of adequate number of teachers in there. Due to the different approach
of pedagogy and andragogy, these teachers treat the prospective teacher like children,
which demotivates them. Thus when the school teachers are deputed in colleges they
should be oriented with the andragogy of teaching an adult.

Finally, a sense of insecurity can be observed among the student-teachers about their job
prospects after the completion of their ADE or BEd honours. How will they stand apart
from the teacher who has done one year BEd and other courses, is a question to ponder
upon. A clear policy is required about job opportunities for the prospective teachers so that
they can focus their studies.

These issues need to be addressed in order to sustain and maintain the quality of the
new reforms. A vigilant plan and sincere implementation will, of course, be helpful in
transforming the teacher education practices in the country.

In short, the importance of quality teacher education cannot be overlooked for improving
the quality of teaching-learning in the school. The new educational innovation will,
definitely, lead to improve teacher education practices in Pakistan. However, there is a dire
need to look reflectively at how to sustain the initiatives and make it productive.

Q.4 Discuss the nature and scope of In-service Teacher Education. Highlight its
significance.
Nature of Teacher Education :
1) Teacher education is a continuous process and its pre-service and in-service components
are complimentary to each other. According to the International Encyclopedia of
Teaching and Teacher education (1987), ―Teacher education can be considered in three
phases : Pre-service, Induction and In-service. The three phases are considered as parts
of a continuous process.

2) Teacher education is based on the theory that ―Teachers are made, not born in contrary to the

assumption, ―Teachers are born, not made.Ā 2ince teaching is considered an art and a science,
the teacher has to acquire not only knowledge, but also skills that are called ―tricks of the trade.

3) Teacher education is broad and comprehensive. Besides preservice and in-service

programmes for teachers, it is meant to be involved in various community programmes and
extension activities, viz adult education and non-formal education programmes, literacy and
development activities of the society.

4) It is ever-evolving and dynamic. In order to prepare teachers who are competent to face the
challenges of the dynamic society, Teacher education has to keep abreast of recent developments
and trends.

5) The crux of the entire process of teacher education lies in its curriculum, design,
structure, organization and transaction modes, as well as the extent of its appropriateness.

6) As in other professional education programmes the teacher education curriculum has a

knowledge base which is sensitive to the needs of field applications and comprises
meaningful, conceptual blending of theoretical understanding available in several cognate
disciplines. However the knowledge base in teacher education does not comprise only an
admixture of concepts and principles from other disciplines, but a distinct ‗gestalt‘ emerging
from the ‗conceptual blending‘, making it sufficiently specified.
7) Teacher education has become differentiated into stage-specific programmes. This suggests
that the knowledge base is adequately specialized and diversified across stages, which should be
utilized for developing effective processes of preparing entrant teachers for the functions which a
teacher is expected to perform at each stage.

8) It is a system that involves an interdependence of its Inputs, Processes and Outputs.

NEED, SCOPE AND OBJECTIVES OF TEACHER EDUCATION :

Need of teacher education : The American Commission on
Teacher Education rightly observes, “The quality of a nation depends upon the quality of its
citizens. The quality of its citizens depends not exclusively, but in critical measure upon the
quality of their education, the quality of their education depends more than upon any single
factor, upon the quality of their teacher.” In his Call for Action for American Education in the
21st Century in 1996, Clinton indicated that : ―Every community should have a talented and
dedicated teacher in every classroom. We have enormous opportunity for ensuring teacher
quality well into the 21st century if we recruit promising people into teaching and give them
the highest quality preparation and training”. The need for teacher education is felt due to the
following reasons;

1) It is common knowledge that the academic and professional standards of teachers constitute a
critical component of the essential learning conditions for achieving the educational goals of
a nation. The focus of teacher preparation had to shift from training to education if it had to
make a positive influence on the quality of curriculum transaction in classrooms and thereby
pupil learning and the larger social transformation. The aspects that need greater emphasis
are; the length of academic preparation, the level and quality of subject matter knowledge,
the repertoire of pedagogical skills that teachers possess to meet the needs of diverse learning
situations, the degree of commitment to the profession, sensitivity to contemporary issues
and problems and the level of motivation. This is not possible if teacher preparation focused
only on training. Holistic teacher building is necessary and therefore teacher education
needed more emphasis than mere training.
 2) Educating all children well depends not only on ensuring that teachers have the
necessary knowledge and skills to carry out their work, but also that they take
responsibility for seeing that all children reach high levels of learning and that they act
accordingly.

3) People come to teacher education with beliefs, values, commitments, personalities

and moral codes from their upbringing and schooling which affect who they are as
teachers and what they are able to learn in teacher education and in teaching. Helping
teacher candidates examine critically their beliefs and values as they relate to teaching,
learning and subject matter and form a vision of good teaching to guide and inspire their
learning and their work is a central task of teacher education (Fieman-Nemser, 2001).

4) The National Academy of Education Committee‘s Report (Darling-Hammond and

Bransford, 2005) wrote that : ―On a daily basis, teachers confront complex decisions
that rely on many different kinds of knowledge and judgement and that can involve high
stakes outcomes for students‘ future. To make good decisions, teachers must be aware of
the many ways in which student learning can unfold in the context of development,
learning differences, language and cultural influences, and individual temperaments,
interests and approaches to learning. In addition to foundational knowledge about the
areas of learning and performance listed in the above quotation, teachers need to know
how to take the steps necessary to gather additional information that will allow them to
make more grounded judgements about what is going on and what strategies may be
helpful. More importantly, teachers need to keep what is best for the student at the
centre of their decision making.

5) Teacher education like any other educational intervention, can only work on those
professional commitments or dispositions that are susceptible to modification. While
we can‘t remake someone‘s personality, we can reshape attitudes towards the other and
develop a professional rather than a personal role orientation towards teaching as a
practice.
 6) The Ministry of Education document ―Challenge of Education : A Policy
Perspective (1985) has mentioned, ―Teacher performance is the most crucial input in
the field of education.

7 Whatever policies may be laid down, in the ultimate analysis these have to be
implemented by teachers as much through their personal example as through teaching
learning processes.‖ India has reached the threshold of the development of new
technologies which are likely to revolutionise the classroom teaching. Unless capable and
committed are teachers in service, the education system cannot become a suitable and
potential instrument of national development. The teacher is required to acquire adequate
knowledge, skills, interests and attitudes towards the teaching profession. The teacher‘s
work has become more complicated and technical in view of the new theories of
psychology, philosophy, sociology, modern media and materials. The teacher can be
made proficient with well planned, imaginative pre-service and in-service training
programmes.

Aspects of Teacher Education :

Teacher education is concerned with the aspects such as, who
(Teacher Educator), whom (Student teacher), what (Content) and how (Teaching Strategy).
Teacher education is dependent upon the quality of teacher educators. The quality of
pedagogical inputs in teacher education programmes and their effective utilization for the
purpose of preparing prospective teachers depend largely on the professional competence of
teacher educators and the ways in which it is utilized for strengthening the teacher education
programme. Teacher education, thus, first deals with the preparation of effective teacher
educators. Teacher education reaches out to the student teachers by providing the relevant
knowledge, attitude and skills to function effectively in their teaching profession. It serves to
equip the student teachers with the conceptual and theoretical framework within which they can
understand the intricacies of the profession.

It aims at creating the necessary attitude in student teachers

towards the stakeholders of the profession, so that they approach the challenges posed by the
environment in a very positive manner. It empowers the student teachers with the skills (teaching
and soft skills) that would enable them to carry on the functions in the most efficient and 9
effective manner. Teacher education therefore pays attention to its content matter.

Objectives :

Vision of teacher education : Teacher education has to become

more sensitive to the emerging demands from the school system. For this, it has to prepare
teachers for a dual role of; Encouraging, supportive and humane facilitator in teaching learning
situations who enables learners (students) to discover their talents, to realize their physical and
intellectual potentialities to the fullest, to develop character and desirable social and human
values to function as responsible citizens; and, An active member of the group of persons who
make conscious effort to contribute towards the process of renewal of school curriculum to
maintain its relevance to the changing societal needs and personal needs of learners, keeping in
view the experiences gained in the past and the concerns and imperatives that have emerged in
the light of changing national development goals and educational priorities.

These expectations suggest that teacher operates in a larger

context and its dynamics as well as concerns impinge upon her functioning. That is to say,
teacher has to be responsive and sensitive to the social contexts of education, the various
disparities in the background of learners as well as in the macro national and global contexts,
national concerns for achieving the goals of equity, parity, social justice as also excellence. To
be able to realize such expectations, TE has to comprise such features as would enable the
student teachers to Care for children, and who love to be with them; Understand children within
social, cultural and political contexts; View learning as a search for meaning out of personal
experience; Understand the way learning occurs, possible ways of creating conductive
conditions for learning, differences among students in respect of the kind, pace and styles of
learning. View knowledge generation as a continuously evolving process of reflective learning.
Be receptive and constantly learning. View learning as a search for meaning out of personal
experience, and knowledge generation as a continuously evolving process of reflective learning.
View knowledge not as an external reality embedded in textbooks, but as constructed in the
shared context of teaching learning and personal experience.
 Own responsibility towards society, and work to build a
better world. Appreciate the potential of productive work and hands-on experience as a
pedagogic medium both inside and outside the classroom. Analyze the curricular framework,
policy implications and texts. Have a sound knowledge base and basic proficiency in language.
The objectives of teacher education would therefore be to, Provide opportunities to observe
and engage with children, communicate with and relate to children Provide opportunities for
self-learning, reflection, assimilation and articulation of new ideas; developing capacities for
self directed learning and the ability to think, be self-critical and to work in groups. Provide
opportunities for understanding self and others (including one‘s beliefs, assumptions and
emotions); developing the ability for self analysis, self-evaluation, adaptability, flexibility,
creativity and innovation. Provide opportunities to enhance understanding, knowledge and
examine disciplinary knowledge and social realities, relate subject matter with the social milieu
and develop critical thinking. Provide opportunities to develop professional skills in pedagogy,
observation, documentation, analysis, drama, craft, story-telling and reflective inquiry.

Q.5 Elaborate the structure of Teacher Education in Pakistan. Critically analyze the
quality of teacher education across the country.

The overall development status of every country depends upon

the standard of education prevalent across that country. It is an era of knowledge based
economies, and countries failing in education find it hard to catch up with the developed world.
In other words a country’s economic and cultural future as well as its scientific and technological
growth owe to the academic standards being maintained by the teachers in its educational
institutions. Thus teachers’ contributions are well acknowledged as builders of the nation and
molders of personalities. In fact the key player of every educational system is the teacher, who is
considered the backbone of the entire system all over the world, and a pivot around which the
whole education system revolves. Teacher is the major implementer of all educational reforms at
the grass root level. Teaching without doubt is considered one of the very noble professions. It
offers constant intellectual challenges, acknowledgement, respect in the society and above all the
opportunity to mould the personalities of a big majority of youth. This centrality qualifies
teachers to be the crucial position holders in creating impact on all aspects of students’
personalities. They are the teachers who bring about positive behavioural changes in students by
grooming and developing their personalities. That is why it is necessary that they should be
adequately equipped with skills and abilities that would enable them to play an effective role in
human development both from national and global perspectives.

The Indian Education Commission 1964-66, as observed by

Sheikh M.A (1998)[1] had ranked the quality and competence of the teachers as the most
important factor determining the quality of education significantly contributing to the national
development. Nothing is more important than securing a sufficient supply of high quality
recruits to the teaching profession, providing them with the best possible professional
preparation and creating satisfactory conditions of work in which they can be fully effective.”
However, this central position, demands great care and attention in the education and training of
teachers, who develop and enable students meet effectively the challenges of present and future.
Ascertaining the effectiveness of these trainings asks for the analysis of teacher education
programs in the social context of every country socio economic, cultural and historic factors
substantially influence its nature and value.

Concept of Teacher Education

Teacher education is a discipline and sub sector of education with its

distinct pre service and in service forms. It equips prospective and in service teachers with
information, knowledge and pedagogical skills to help reform their attitudes and behaviour to
the profession of education. The key objective is to facilitate the transfer of knowledge
(cognitive, affective and psychomotor) to students and to build their character and personalities.
In other words teacher education refers to the policies and procedures designed to equip teachers
with the knowledge, attitudes, behaviours and skills they require to perform their tasks
effectively in the school and classroom. (Wikipedia, 09) [2] According to Sheikh M.A (1998),
teacher education encompasses acquiring all that knowledge, skills and abilities which are
relevant to the life of a “teacher as a teacher” It reshapes the attitudes, remodels the habits, and
develops the personalities of teachers.

Need for Teacher Education

 Teachers’ general education and professional training both
require utmost care and attention, as whatever is acquired by them is transferred to their students
with high multiple effects. The present has witnessed and is still experiencing a rapidly but
positively changing scenario of processes and procedures of teacher training. New innovative
methods are continuously being added to the already practiced traditional pedagogical
techniques. Acquainting with these developments to the point of mastery is needed for the
promotion and maintenance of good teaching learning standards. Good quality teacher education
about these key elements paves the way of the development of the education system in the long
run.

Teachers are the layers of the foundations of future citizens,

hence need to be educated with futuristic perspective, so that they can develop the personalities
of their students, not only as per present requirements but also for the years to come,
accommodating the new trends from the global outlook. This is very important as teacher is
one of the key agents of change in all communities and a service provider as per needs of the
future. Changes are taking place not only at national but also at international level. With every
passing day distances are shrinking and communities are coming closer to each other affecting
each other’s practices of life.

purpose of teacher education

The purpose of teacher education primarily is to equip

prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills
and abilities required to make them effective and efficient professionals. Through different
theoretical and practical activities, they are helped to understand not only the philosophical,
psychological, and sociological basis of teaching, but also the relationship of education with the
society and its values through teaching and learning processes.

The process of formal teacher education can help the

prospective teachers minimize the troubles and save the students from the wastages of hit
and trial. Appropriately rendered teacher education, provides ample opportunities to would
be teachers to understand the nature of teaching; to envisage responsibilities of a teacher; to
discover that to be a teacher is much more than learning by heart the philosophies and theories
of learning; and to comprehend the practical implications of the pedagogical strategies. It is
learnt that the profession of teaching is in fact facilitating the acquisition and retention of
knowledge, values, skills and right attitudes for successful life that can initiate and promote
positive changes in the society.

Keeping this in view teacher education, through teacher-

preparatory years focuses on the development of abilities and skills that would not only make
them capable teachers but will enable them to discharge duties effectively, take initiatives,
motivate students and facilitate learning. With the belief that practice makes one perfect, students
during teacher education phase are given the opportunity to teach or instruct and receive constant
guidance and encouragement during practical delivery, in order to strengthen good habits and to
overcome the pedagogical weaknesses.

Phases of Teacher Education

Farrant, J. S. (1990)[3], observed that since the dawn of the twenty first century teacher
education in developed countries remained divided into three phases:

1) Initial Teacher Education

2) Induction

3) Continuing Teacher Education

1) Initial teacher training / education

This education pertains to the training that is undertaken

before formally starting the teaching profession. It is a pre-service course done before entering the
classroom as a fully responsible teacher. It is usually provided in education colleges and education
departments of universities where the student teachers are introduced to the knowledge and skills
needed to be professional teachers. The students are formally taught the important components of
this profession including aims of education, history of education, perspectives of education, modern
approaches to learning, assessment and evaluation of learning and basics of
curriculum development, educational psychology, philosophy and pedagogy. It also provides
first hand experience of the practical aspects of the teaching profession. It usually takes a year
or so and culminates into a certificate or a degree.

2) Induction

This informal phase begins when a student teacher changes from

being a part time, visiting student teacher to a full time adequately responsible professional.
Basically induction refers to the process of providing on the job guidance and support to the
teachers during the first few months of teaching or the first year of the professional career. In
countries like UK, during induction the teacher is on probation, and receives guidance and
supervision formally by the teacher-tutor, and informally from all other colleagues & head
teacher. The work load during this phase of education is reduced in order to provide time and
opportunity for guidance, reflection and grooming. This is a transitional phase from being a
student to being a full time teacher.

3) Teachers’ continuous professional development

It is an in-service process for professional refinement of practicing

teachers. It is a life long process in which efforts are made to improve and polish up the
potentials of the teachers. It includes professional trainings like workshops, short courses and
seminars. This is usually formally arranged by good schools or can be self directed through
reading of professional books, discussions with colleagues, benefiting from on line courses, or
attending training workshops, conferences, and symposiums.

With the passage of time, all institutions have started to value in

service training of teachers more and more; and are regularly arranging training programs of
different durations for their teachers. These trainings are sometimes general in nature for the
improvement of the overall teaching methodologies, and sometimes focused on improving
specific subject-teaching skills, enabling teachers master innovative concepts recently
incorporated in the existing curriculum. Such in service trainings are usually taken up in
anticipation for the expected promotions.
Usefulness of Comparing Teacher Education Systems

Sodhi (1993)[4] documented, “Comparative education is a

popular educational venture and is considered very useful in countries like USA, UK, Russia and
even India. It is considered so, as education has been recognized an investment for development
of human resources, which is in fact the development of human capital formation. All people
engaged in the field of education have much to learn from the policies and educational practices
of other lands. Apparently the educational system of a country grows out of the historical
background, economic and social conditions, geographical features and political systems and no
country is in a position to totally adopt the educational patterns of another country as such. But
lessons can be learnt, and successful practices can be adopted to meet the needs from the angle it
looks upon them.”

With advancement in technology and with communication

explosion, the geographical distances are shrinking and people are coming closer to each other.
The similarities caused by science and technology are overpowering the differences resulting
from cultural diversities. The fact suggested by increasing similarities is that different nations of
the world–which looks like a global village now, can learn a lot from each others’ experiences
and progress to save time, energy and resources required for the ‘try and learn’ activities. The
knowledge about the successes and failures of other systems can be very awakening and
beneficial in comprehending one’s own educational problems. The backwardness or
advancement of one’s own system can be ascertained only through analytical comparison,
particularly with those of the economically and educationally advanced countries.

In spite of increased investment in education sector, Pakistan

has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be
achieved by 1980. Analysis of the educational status of Pakistan reveals that a reasonable
progress has been made by it since independence. At that time not even a million students were
studying in schools, whereas now more than twelve million children are in schools. But at the
same time due to a very high population growth rate, more than twelve million school age
children are out of school, doing jobs or just doing nothing. The recent comparisons with the
educational situation in China and India show that Pakistan is still far behind than the more
thickly populated neighbouring countries, where China with literacy rate of 90% and India with
65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is
further aggravated by an alarmingly high rate of dropouts. Female literacy rate is abysmally
low, and education of females and rural population at all levels is much underrepresented.

As the population is growing at a geometrical rate, the need

for more schools and for more and better teachers has risen substantially. With increased focus
on the quantitative expansion necessitated by substantial raises in population, the qualitative
dimension of teacher education in Pakistan has not received adequate attention, resulting in
passing out of scores of teachers from different teacher education institutions with inadequate
grip over the content and teaching methodologies. This demands special focus to improve the
status of teacher education, by learning through analysis and comparison with education
systems that are progressing and delivering well in other countries of the world.

As the education system has grown over years, the number of teachers has also shown

increases, but it is still far from being adequate, particularly for

subjects like science and mathematics. Along with this teacher education programs in Peshawar
based teacher education institutions like other similar institutions of Pakistan have some critical
deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia
and the Pacific Program of Educational Innovation for Development (APIED)(1987)[5], and are
reproduced hereunder:

i) Short duration of teacher training programs

ii) Minimal interaction of trainee teachers at schools

iii) Outmoded methods of teaching and evaluation

iv) Shortage of audio visual aids and other educational equipment in teacher training institutions.

v) Deficiency of supplementary reading material/professional magazines/ research journals

vi) Lack of co ordination among training institutions.

vii) Absence of incentives for prospective teachers

These and similar other deficiencies ask for keen analysis of the local system and for its
comparison with better performing systems. The best way to analytically compare any two
teacher education systems, as highlighted by Galambos C. Eva, (1986) [6] would be to find out:

1) How the two systems strengthen subject area preparation?

2) How long and adequate is the duration of pre service training of teachers?

3) How theory and practice address better inclusion of the practice of teaching in learning to
teach effectively and efficiently?

4) What level of general education would be necessary for all prospective teachers? and

5) What major and minor subjects would be preferred as most supportive for the profession
of teaching?

In order to survive successfully in the global community, and to bring the indigenous
teacher education at the international level it would seem pertinent to critically analyze the
local prevailing teacher education programs and to compare them with one of the
educationally advanced countries, like that of the United Kingdom, which had laid the
foundation of the existing education system in the sub-continent during the colonial rule.

Education System in Pakistan

Education in Pakistan comes in the domain of the

responsibilities of the provinces. However the Federal government is responsible for over
viewing Pakistan’s entire system of education, and is assisted by the provincal ministries and
departments of education in all the provinces. The Federal Ministry of Education (MOE) deals
with policy-making, curriculum development, accreditation and coordination as an advisory
authority, along with the direct administration of the educational institutions situated in and
around the capital. Education up to Secondary level is provided by public and private schools,
and by Islamic madrasahs, (the faith schools). Education provided at the public/government
schools is free of cost, but in the private sector institutions educational expenses are borne by the
parents for the purpose of good quality of education.

Provincial governments overview and administer all the

Universities which are financed by the Federal government through the Higher Education
Commission (HEC). Both public and private universities and other higher education institutions
are overviewed by HEC for the planning, development and granting of charters. The academic
progress of these institutions is coordinated, reviewed and evaluated by the HEC.

Primary Education

Primary education begins at five years of age and is completed in

five years. The medium of instruction at the government schools is either Urdu or the regional
language and is English at the private educational institutions. The curriculum revolves around
Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical
training.

Secondary Education

Secondary Education comprises of three stages: a three-year stage

of middle level education; other two-year of secondary education; and a further two-year of
higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI
to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and
Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX
and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and
externally examined by the Board of Intermediate and Secondary Education to award Secondary
School Certificate on successful completion of ten years of education. However, Intermediate or
Higher Secondary Education stream involves studies of Grade XI and XII either in Science or

Humanities at the ages of 16 and 17, with external examination and

certification by the Board of Intermediate and Secondary Education. Many students in the private
sector opt for the examination of (GCE) General Certificate of Education.
Madrassahs / Madaris: (Religious Schools)

The madaris, operating simultaneously with regular schools are

fewer in number as compared to the public and private schools. These provide Islamic
education through Urdu and Arabic as languages of Instruction. The key features of the
curriculum are the study of the Holy Quran and Hadith (teachings of the prophet Muhammad
p.b.u.h). Enrollment and boarding & lodging facilities are mostly free of charge, although in
some cases they receive grants from the federal government.

The primary level institutions called maktabs, are usually

attachments of mosques, and provide basic Islamic education focusing on the reading and
learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of
Islamic education. For better standards of education and in order to integrate the Islamic and
formal education systems, the formal schools curriculum of English, mathematics, general
science and computer Science are now studied compulsorily at all madaris. Madrasahs are
largely self-governing and independent. The official regulatory and certificates/Sanads awarding
bodies include ‘Jamea-tus Safiya’ ‘Wafaq-ul-Madaris’, and ‘Tanzeem-ul-Madaris’. Different
madrasah levels correspond to the formal system, like ‘Tajweed wa Qiraat Ibtidaya’ is equal to
primary schooling, ‘Mutawassita’ is at par with Middle level, ‘Saniya Aama’ is equated with
Secondary School Certificate, and ‘Saniya Khasa’ to the Higher Secondary School Certificate,
after which the students are eligible to continue higher education at Madrasah or at Universities
of the formal sector.

Vocational / Technical Secondary Education

Nearly all vocational schools run both certificate and diploma

programmes. The duration of certificate courses is one year and that of diplomas is two years, in
various trades at the secondary level (Grades IX and X) leading to the Secondary School
Certificate in technical education; qualifying students to continue their education at Technical
Institutes of higher education.

Higher Education
 At the time of partition in 1947 the country had only one
University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher
Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country,
68 of these universities are public sector universities and 56 are from the private sector. The
guidelines for charter and operations of Universities are issued by the HEC. For standardization,
all degree-granting higher education programmes are assessed by HEC. With English as medium
of Instruction the Higher Secondary School Certificate, & a pass in the entry test, are the
essential pre requisites for admission to the study at the university.

University Higher Education

Stage I: A Bachelor’s Degree is awarded after two years of formal education and with
honours after three years of fulltime study in humanities, sciences or commerce. Four years of
formal education is required for Bachelor’s degrees in engineering, pharmacy & computer
science, whereas five years are needed for Bachelor’s in medicine.

Stage II: Two years of study after the bachelor’s degree and one year after the honor’s
bachelor’s degree leads to the acquisition of Master’s Degree

Stage III: A minimum of four to five years of study beyond master’s degree leads to the doctoral
degree. But the duration of study is five to seven years for programmes like the Doctor of
Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD).

Higher Education (Non University)

Polytechnics, technical and commercial institutes and colleges provide non-university higher
education comprising programmes of two or three years leading to certificates and diplomas in
commercial and technical fields, awarded by Provincial Boards of Technical Education.

Teacher Education Programs at Pakistan

Primary School Teachers

Teacher training at the post secondary level takes place in Regional Institutes of Teacher
Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program
known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at
the private sector institutions affiliated or enlisted with universities of public or private sector.

Secondary School Teachers

Government training institutes of education and different

affiliated colleges in private sector train teachers for the secondary school level. They are
awarded a Certificate of Teaching (CT) for one year study after passing the examination of
Higher Secondary School Certificate.

Teacher Education at Universities

The prospective teachers aspiring to teach at the higher

secondary school level study for one year at the Education Colleges for the Bachelor of
Education (B.Ed.) degree, after two-year bachelor’s of Arts or Science (BA/BSc) education.
Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of
Education (M.Ed) is a one year university education after completion of B.Ed.

Policy Priorities for Teacher Education

All the National Education Policies of Pakistan have accorded

great importance to teacher education. The 1959 Commission on National Education stressed upon
the necessity of adequate pre service teacher education gave recommendations about functions of
teachers in a university and about selection and promotion of teachers. The Education Policy 1972-
80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55
teacher education institutions in Pakistan, to be four thousand which was much less than the
estimated demand of three hundred thousand additionally required teachers. It recommended the
introduction of Education subject at Secondary, Higher Secondary and Degree level and students
qualifying these subjects were suggested to be taken as primary, middle and high level teachers.
Relaxation of training requirements for women teachers in special cases was recommended in order
to increase the number of women teachers. An academy for teachers’ and
educational Administrators’ training was recommended to be set up. The outdated nature of the
teacher training courses was admitted, and their revision was recommended, along with this
preparation of model standard textbooks for teacher trainees were advised.

The National Education Policy 1979 had vividly valued the

significant role of teachers in the effective implementation of the education policies. It was
asserted that teacher is the pivot of the entire educational system. In order to promote pre-
service teacher education, all the Primary Teacher Training Institutions were planned to be
upgraded to Colleges of Elementary Education. An Academy of Higher Education was approved
to be established to provide in-service and pre-service training to the College and University
teachers. Another Academy for Educational Planning and Management was also established to
provide opportunities of training to administrators and supervisors working at different levels of
the educational system. This National Education Policy envisaged that every teacher would be
expected to undergo one in-service course during five-year cycle of his/her service. A system of
National Awards for best teachers was planned to be instituted. Every year ten teachers of
various levels and categories were planned to receive these awards from the President of
Pakistan at national level. Similar awards were planned to be given to selected teachers by the
respective provincial governors.

The Sixth five Year Plan (1983-88), earmarked sixty million

rupees for the teacher education programs to establish additional primary and secondary teacher
training institutes and to enhance the training capacity of the existing primary and secondary
teacher training institutions, and departments of Education at the Universities. This plan was
unique in the sense that it allocated special funds categorically for the teacher education
programs. Prior to this the trend of blanket approval was in practice and the badly needed
requisite improvement in the standard of teachers could not be facilitated. The incremental
allocation, as given in the following table reflected the increased importance accorded to
teacher education.