Course: Elementary Teacher Education (626)

Semester: Spring, 2022

ASSIGNMENT No. 2
Q.1 Discuss teacher education in Pakistan in historical perspective.
When Pakistan was established as its own nation in 1947, the country had a weak administrative infrastructure
and meagre financial resources. Free and compulsory education by the government was recommended in 1947
at the first educational conference. In 1971, the country’s constitution affirmed education as a universal right,
with at least 10 years of education to be provided by the government. While there were mass increases in the
provision of schooling, quality was and remains poor, particularly at schools serving rural areas, girls, and
children from poor families.
The federal Ministry of Education in Pakistan is responsible for overall policy-making, advisory, and
coordinating. Provincial departments of education are responsible for provincial policy making, implementation
of both federal and provincial policies, and disbursement of budget. Government schools are managed at the
district level, with Executive District Officers of Education (EDOE) responsible for planning, budgets, and
management of schools. District Officers of Education (DOE) handle different portfolios such as primary
education and teacher training. Assistant District Officers (ADOs) and their teams are responsible for managing
education at a more local level – including inspection and supervision.
National education policy in Pakistan tends to be influenced by both local priorities and the influences of
international donors and international development agencies. Education policies sometimes change in
fundamental ways in a short period of time, according to the government in power as well as external and local
influences. For example, policy around Urdu as the medium of instruction at schools has changed a few times in
a short period of time. Moreover, NGOs often supplement government efforts in education. Thus, funds and
directions are often short-term and inconsistent, resulting in the unsustainability of many reform initiatives.
Education System
In Pakistan today, formal education is partitioned into four levels: primary schools from Grades 1 to 5, middle
schools from Grades 6 to 8, high schools for Grades 9 and 10, and college for two years to reach Intermediate
level. After Intermediate, students can do two or three more years in college to get a Bachelor’s degree or go on
to professional colleges. Bachelor’s degrees can be followed by Master’s degrees and then PhD degrees.
Four major types of schools exist in present-day Pakistan (Ali & Farah, 2007):
 Government schools: These schools are owned and operated by the government, and follow the
national curriculum and examination system. The government is responsible for the school building,
prescribing and providing textbooks, hiring teachers, teacher salaries, and monitoring and supervision. While
there are no or only nominal school fees, families must pay for other expenses such as notebooks, stationary,
and uniforms. In most government schools, Urdu is the medium of instruction, although it is not the home
language for many students. In Sindh, many schools are also Sindhi medium. English is taught as a
compulsory subject. Government schools have limited resources and quality is often inadequate –
particularly in rural areas. These schools mostly serve students from low-income families.

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 Course: Elementary Teacher Education (626)
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 Private schools: These schools are owned and operated privately, and cater mostly to children in urban
areas from higher income families. They charge relatively high school fees, tend to be well-resourced, and
use English as the medium of instruction (and Urdu is taught as a compulsory subject). They follow either
the national curriculum and examination system, or the British curriculum and examination system.
 Community-based schools: These schools are usually established by non-governmental organizations
(NGOs) in collaboration with local communities – sometimes with support from the government or an
international donor. The community generally provides the venue for the school. Teacher salaries are paid
either through external funding or from community resources. Community members form a committee to
manage the school and train and supervise teachers, often with the support of the NGO. The schools are
intended for poor and rural communities. Families pay relatively low school fees and cover other school
expenses.
 Madressas: These schools are generally attached to a mosque, and focus primarily on religious
education. Madressas are usually funded by Pakistani or international donors. They generally do not charge
fees and often provide boarding and lodging for students. Madressas thus are generally accessed by students
from very low-income families who are struggling to meet their basic needs.
At all primary schools in Pakistan, the following subjects are compulsory: Urdu, English, mathematics, science,
social studies, and Islamic studies (Ali & Farah, 2007). Madressas affiliated with the Pakistan Madressa
Education Board are obligated to teach similar subjects, but many madressas are affiliated with their own
boards and teach mostly or only religious subjects. Private and community-based schools often have additional
subjects.
Teaching and Learning
As alluded to throughout this series of posts, the educational content and teaching methods currently used at
schools in Pakistan are shaped by interactions between various historical influences, as well as by current local
and global influences. Some examples are provided below:
 Hindu/Vedic and Islamic value systems both emphasize the importance of pursuing knowledge and
education. In both traditions, religious and worldly knowledge are both considered important. As well,
one’s responsibility (dharma) towards family, community, and society is regarded as fundamental. These
values and beliefs remain strong in varying degrees in present-day Pakistan. Most fundamentally, education
is considered a universal right, and public schooling is available for free to all children.
 Historically, the esteemed role of the teacher included children’s holistic intellectual, spiritual, societal
development. Over time, the teacher’s role has been narrowed to lead students through standardized curricula
and examinations. The status and value accorded to teachers by society has also been greatly reduced.
However, it seems that at least some parents continue to want teachers to provide holistic worldly and
religious education to their children.

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 Course: Elementary Teacher Education (626)
Semester: Spring, 2022
 The effects of the education system established by the British continue to this day. This is seen in the
continued stratification of the school system, where higher quality private schools teach elite students in the
English language using the British curriculum, and lower quality public schools teach poor students in the
Urdu language (or other local languages) using the national curriculum. Remnants of the British system are
also seen in the ways in which students and teachers physically and intellectually interact with each other.
 Teacher-driven teaching methodologies and rote learning approaches were common during Islamic
periods if not earlier. Even today, these approaches are common in classrooms, particularly at government
schools and madressas (Ali & Farah, 2007). This is further reinforced by an examination system that tests
memorization rather than understanding and application. Some private and community-based schools have
begun using more learner-centered approaches with a focus on understanding and engagement with learning.
NGOs have also tried to implement such approaches at government schools.
 The Partition of India resulted in many Urdu-speaking Mohajirs migrating from the Indian side and
resettling in the new nation of Pakistan. Urdu has become the official medium of instruction at most schools
across the country (the province of Sindh has some Sindhi-medium schools), although many families and
children speak other languages at home. As well, the education system, and society in general, sustain the
central importance that was given to the English language during British colonization.
 Globalization and international discourses also influence educational policy and practices in Pakistan.
For example, the global emphasis on early childhood development has led to increased donor funds, NGO
interventions, and academic research focused on pre-primary education as well as infant and toddler care in
the region.
 Ongoing and increasing political insecurity, religious and ethnic conflicts, and socio-economic and
demographic challenges all affect the stability and quality of education provided to young children. For
example, during the 2010 floods in Pakistan, many children missed months of school. Those whose families
were displaced often missed more or dropped out of school altogether.
To summarize, education in Pakistan is shaped by a complex and multidimensional socio-political historical and
current context. While it is impossible to delineate and fully untangle the various interwoven and complex
influences, it is nonetheless important to consider the range of socio-cultural and political factors that have
shaped the system and value base underlying education in Pakistan. This provides context and deeper
understanding towards both how things are, and why things are the way they are.

Q.2 Critically evaluate the “national standards for accreditation of teacher education programs”.
Higher Education Commission has setup an accreditation authority, National Accreditation Council for Teacher
Education(NACTE). NACTE will look after the matter regarding the accreditation of institutions and their
departments, faculties and disciplines by giving them appropriate ratings and define the organization's
objectives, functions and duties to be performed. It will periodically evaluate, scrutinize and monitor the

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 Course: Elementary Teacher Education (626)
Semester: Spring, 2022
standards followed in different Universities, Degree Awarding Institutions and their affiliated colleges offering
education degree programs.
SCOPE
1. All the existing teacher education degree programmes shall be within the jurisdiction of the Council.
Any new programme in teacher education shall also be referred to the Council for the grant of accreditation.
2. The accreditation will be for specific degree programmes and not institutions.
3. Accreditation shall be mandatory for all relevant academic programmes offered by public and private
sector institutions.
4. The Council shall assist and advise teacher education institutions in planning their academic and
professional programmes.
5. The Council shall support the intellectual development of prospective teachers (students) interested in
pursuing the teaching profession and provide professional assistance to the concerned organizations.
6. The Council shall consider the following aspects using set criterion for granting accreditation of degree
programmes in teacher education subjects: -

• Overall scope of the programme.

• Curricula/syllabi matching with the level of degree programme.
• The requisite infrastructure.
• The faculty- number and qualifications.
• Level of compatibility with international standards and trends.
• Level of skills to be developed by the programme.
• Student support services.
• The library facilities.
• Internship/practice teaching facilities.
• Facilitate for student activities and other amenities.
• Financial assistance/loan etc.
• Level of job placement of graduates.
• Level of market needs fulfillment
FUNCTIONS
Following Shall Be The Functions of The Council:
• To study and develop policies and processes for accreditation of teacher education programmes leading to a
degree or a post graduate diploma.
• To lay down criteria on which teacher education degree programmes shall be assessed and equated.
• To inspect teacher education institutions for ascertaining whether those institutions are functioning in

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 Course: Elementary Teacher Education (626)
Semester: Spring, 2022
accordance with the provision of relevant universities’ regulations.
• To approve a list of auditors for different fields to participate in the process of accreditation of teacher
education programmes.
• To constitute an Accreditation Inspection Committee (AIC) to evaluate and audit process from the list of
auditors. The said committee will send its recommendations to the Council for making decision. The selection
criteria for such auditors will be made by the Council.
• To propose, consider and approve the policies and procedures for accreditation.
• To consider and make decision on any appeal with regard to accreditation
• To publish a list of ranking of teacher education programmes.
• To promote intellectual development and understanding of subject areas that impact accreditation related
activities in the teaching profession.
• To collect, collate, index, publish, and disseminate information and research findings on teaching profession
and to support the teacher education institutions for quality assurance.
• To prepare guidelines and procedures to train programme auditors and guide them how to assist the
institutions in planning their academic programmes for accreditation purpose and future progress.
• To prepare annual report on the activities of the Council and submit it to the Chairperson HEC.
PROCESS OF ACCREDITATION
All teacher education programmes being offered or to be initiated in future within the jurisdiction of the Council
will receive accreditation from the Council under the following procedure: -
 Any institution planning to offer a teacher education course/programme may apply to the Chairperson,
NACTE.
 The application must contain/attach following information:
• Title of the course
• Duration of the course
• Level of the training
• Minimum eligibility qualification etc.
• The scheme of studies i.e. course outlines with suggested readings and credit hours for each course.
• Staff with their qualifications (academic and professional)
• Books and journals available in the library
• Other facilities available in the institution i.e. laboratories, playgrounds, equipment, etc.
• Buildings and infrastructure.
• Other programmes being run.

 Accreditation Inspection Committee formed under clause (4) of 11 above may assess each case and
make its recommendations to the Council for further consideration and approval.

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 Course: Elementary Teacher Education (626)
Semester: Spring, 2022
 Principal/Chairman/Head of an institution can lodge a written appeal to the Controlling Authority if
there is a rejection to the grant of accreditation to a programme.
 The Controlling Authority will form an Appeal Committee comprising the following:-
• The Chairman Council
• Dean, Faculty of Education of a university (other than the appellant’s university) to be nominated by the
Chairperson, HEC.
• One member of the Council to be nominated by the Chairperson, HEC from the list of the Council members)
• A senior teacher educator/head of an accredited teacher education institution to be nominated by the
Chairperson, HEC.
 The Committee will review the appeal and send its recommendations/comments to the Controlling
Authority for decision.

Q.3 Dropout is a major constraint in achieving EFA target. Elaborate the major causes od dropout.
Some of the most probable reasons why children drop out of school are as follows:
1. Bad Influence:
Bad influence on children is the most common reason for kids dropping out of school. Early or unlimited
exposure to alcohol, drugs, internet, and television can distract children from pursuing academics and initiate
them into antisocial activities instead.
2. Academic Difficulty:
Inability to cope with the academic pressure is another reason for kids to opt out of school. Studies prove that
kids who do not read proficiently by fourth grade are four times more likely to drop out of school. Studies also
reinstate the fact that students who fail in math and English in the eighth grade are 75% more likely to drop out
of high school.
3. Family And Socio-Economic Needs:
A research reveals that students belonging to low-income groups are more likely to drop out of school. They
may have to work to support their family. Some children may need to stay back at home to take care of their
siblings while the parents go out to work. Divorce or separation of parents also affects the education of
children adversely.
4. Poor Health:
The health of a child greatly affects his learning ability and performance at school. Illnesses that occur during
childhood and continue life long may curb a child’s ability to complete school.
5. Retention:
Retention has a negative impact on the self-esteem of children. They feel bad being older than their classmates
and tend to drop out of school.

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 Course: Elementary Teacher Education (626)
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6. Disengagement:
Many kids find school boring. According to a study, almost 71% students become disinterested in high school
while they are in the 9th and 10th grades. They prefer to go late to school, skip classes and take long lunch
breaks. The lack of interest often leads to dropping out of school. Some students find it difficult to connect with
the teacher. A majority of students did not feel their teachers motivated them enough to work hard.
7. Transition:
Studies indicate that a transition from the cohesive environment of middle school to the anonymity of high
school may take a toll on the academic interest of students. The relationship with the teachers is not as strong as
it was in the middle school. It may demotivate students and make them lose interest in studies.
How To Prevent Your Child From Dropping Out Of School?
You can easily prevent children from dropping out of high school or college by following some simple tips.
1.Get Involved:
As parents, your involvement is a major factor that motivates your child to succeed at school. Keep a track of
how your child is progressing academically, so that you can help him improve his grades.
2. Have Realistic Expectations:
Encourage and motivate your child to perform well in school. However, do not have unrealistic expectations
from your child. It may cause undue stress to your child and lead to a disastrous academic performance.
Academic difficulties and the family’s economic needs are two of the most common reasons kids drop out of
school. In some cases, it might also be due to the company of bad friends. However, not having a basic
education might not have a good impact on a child’s future since it limits their employment opportunities.
Therefore, it is advised that you get involved and support your child to ensure they complete their education.
Eventually, it will help them have adequate opportunities to lead happy and healthy life.

Q.4 Teacher certification in Indonesia is a strategy for teacher quality improvement. Critically evaluate.
All in-service and pre-service teachers must now be certified and this is expected to establish a quality
benchmark for all teachers. The report finds that at the time the law was introduced:
 teachers were poorly paid and the teaching service was ineffectively managed both at the district and
school level
 there was evidence of poor overall student performance, which has implications for the quality of
teaching
Previous attempts to deal with this situation through salary increases, professional development courses,
improvement in training, and promotion possibilities had largely failed partly because they were
conceived and implemented in a piecemeal fashion.The Teacher Law attempts to address these issues
comprehensively by linking a varied range of strategies to improve the quality and welfare of teachers,
including the incentive of a significant salary increase.

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 Course: Elementary Teacher Education (626)
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The upgrading of qualifications is a key strategy as 65% of teachers do not meet the requirement to have
at least four years training. Upgrading training facilities and processes is a critical element of the scheme.
This includes the expanded use of distance learning by the education faculties of the universities; learning
modules for use at the local level through the school cluster teacher working groups; recognition of prior
learning in the Indonesia context; and university accreditation of local cluster-based training.

Funding has been provided to enable revision of university teacher training courses; their expansion to
four-year training courses at the primary level; and adoption of newer, more effective training
methodologies.

A much greater proportion of the national education budget will be expended on teacher remuneration
than previously, and budgetary constraints have required the phasing of strategies and the use of a quota
system over ten years to ensure the financial viability of the system.
Q.5 compare service structure of teacher in UK and China.
Chinese children want to learn practical knowledge in an organized environment, while their American
counterparts prefer a more imaginative school environment, a UF study suggests
The study offers a small glimpse of education in China – a country of strong regional differences, where urban
life is markedly different from rural life – but the results could shed light on China’s increasing competitiveness
in technological fields and the hard sciences, the study’s lead author said.

Thomas Oakland
“If our findings in China are borne out by further study, they could have some interesting implications for
higher education, particularly in the sciences,” said Thomas Oakland, a professor of educational psychology at
UF’s College of Education. “Children who prefer a practical and organized learning style tend to do well in the
sciences, and children generally choose career paths that complement their temperament.”
Oakland is the creator of the Student Style Questionnaire, a psychological test that measures students’ learning
styles and preferred learning environments. His test–loosely based on the Myers-Briggs personality test familiar
to many Americans–has been given to thousands of students in the United States and 24 other countries. While
the primary purpose of the test is to help teachers choose teaching methods, Oakland has used his cross-national
data to analyze the differences between students from different cultures.

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 Course: Elementary Teacher Education (626)
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Oakland’s co-author, Professor Li Lu of Shanxi Medical University, recently tested 400 students of various ages
and income levels in Taiyuan, a large industrial city in northern China. The researchers compared their results
to tests given to nearly 8,000 American students.
Here’s what they found:
 86 percent of Chinese students preferred an “organized” learning style, which means they preferred
orderly classrooms, a set routine and firm standards of behavior – as opposed to a “flexible” style based on
variety and study that feels like play. In most countries, a majority of children prefer the organized style, but
the researchers describe the Chinese preference as “remarkably high.”
 Six out of 10 Chinese children preferred a “practical” learning style, showing more interest in material
that has real-world applications, preferring to learn by experience and seeking hard facts. Of their American
counterparts, six out of 10 preferred an “imaginative” style, which stresses discussion of ideas and
possibilities.
 Chinese girls were evenly split between a “thinking” style — with an emphasis on debate, competition,
and logics – and a “feeling” style, which emphasizes harmony and cooperation in the classroom. In most
countries, girls overwhelmingly prefer the “feeling” style.

Professor Oakland, third from right on top row, poses with a dance team of
Chinese schoolchildren.
The results could have interesting implications in the sciences in both countries, Oakland said.
“The combination of ‘organized’ and ‘thinking’ styles is particularly good for people who hope to become
researchers,” said Oakland. “Compared to Chinese students, American students seem to be much more
interested in the use of imagination and in flexible work routines, traits that are typically conducive to creative
work.”
It is too early to say why these groups show such marked personality differences, Oakland said. The
individualist culture of the United States and the comparatively collectivist culture of China probably influence
learning styles, he said. Chinese classrooms tend to be more structured and authoritarian than classrooms in the
West, while American schools try to encourage critical thinking skills and student interaction with teachers.
Still, Oakland doubts various students’ learning styles are picked up entirely in school.
“Earlier studies seem to indicate that temperament is formed even before a child hits school age, through early
influences and biology,” he said.

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 Course: Elementary Teacher Education (626)
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In his two decades of international research on student temperament, Oakland has usually found only shades of
difference between students in different cultures. “Organized” learners are in the majority almost everywhere,
for instance, and extroverted children outnumber introverts in almost every country. Perhaps not surprisingly,
students from countries with close cultural ties tend to show similar results on tests. The closest match to the
American student population, for instance, came from tests in the Australian school system.

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