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Teacher Education
Course name: Level: MA / MED
in Pakistan
Course Code: 829 Semester: Autumn 2022
Assignment: 1 Due Date: 27-02-2023
Total Assignment: 2 Late Date: 10-04-2023

‫اجنےساتکںیبںیہنآریہںیہ۔وہہبلط مہاریرسوسےکذرےعیااسنمنئاوراحتمناتیکایتریےکیلیک ببرھگےھٹیب‬‫نجہبلطیکویوینریٹسیک ب‬

‫ے‬ ‫ٹٹ‬ ‫ے‬
‫ادارکےکآرڈررکواتکسںیہ۔زیناہھتےسیھکلوہیئاورالیامیاسییک‬200‫رپنتمیقےکالعوہمزیڈڈاکخزہچ‬
‫احلصرکتکسںیہ۔بتکیک ڈ‬
‫ئم ٹ‬
03096696159‫وسٹفااس نٹسآرڈررپدایتسبںیہ۔رصفواسٹانرپراہطبرکی‬

Assignment no. 1
Q. No. 1 a) Discuss the ideological basis of education in the light of past
National Education Policies.

Ans-

IN the recent past, there has been a growing realisation regarding a definite need for
the analysis and understanding of the phenomenon as well as the dynamics of
education from a sociological perspective.

It is through this perspective that we can hope to get a fuller view of education which
is essentially a social phenomenon. It is also important to understand that educational
practices do not take place in isolation but are influenced, shaped and, in some cases,
determined by certain ideologies. Thus, to bring a qualitative change in educational
practices, it is essential to recognise the relationship between ideology and education
and the vital role ideology plays in the conceptualisation and execution of education.

Before we analyse the role of ideology in the construction of social practices it is

pertinent to unravel this term. 'Ideology' is an elusive term which has been used in
different periods with different connotations. In the past, the term had negative
connotations, but in contemporary times it is considered akin to 'philosophy'.

'Ideology', in simple words, can be defined as a set of beliefs, usually entertained at

group levels. Ideology at group levels can be contrasted with individual opinions in a
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society. A useful description is given by Eysenck who refers to three levels — specific
opinion level, habitual opinion level and attitude level.

Ideology constructs the stereotypes that are legitimised and supported by certain social
institutions. Thus, ideology that has the backing of powerful social institutions
becomes dominant in a society and has the potential to capture the minds of
marginalised groups. It is this subtle hegemony of ideas which was first focused and
elaborated on by Italian scholar, Gramsci in Prison Notebooks.

Among other social institutions engaged in the process of socialisation, educational

institutions play an important part in the construction and perpetuation of certain
ideologies which generally serve the interests of the dominant groups of society.

If we look at the history of education in Pakistan we see how education has been used
to propagate certain ideologies favoured by powerful rulers. In Ayub Khan's era, the
whole emphasis was on 'economic development' whereas social development was
undermined. During Zia's regime, educational institutions were used to 'Islamise'
society, whereas Pervez Musharraf's emphasis was on an imported brand of 'moderate
enlightenment'.

No ruler ever asked the masses for their choice or preference. They could make a
decision on the part of others as they enjoyed power. The fact that every powerful ruler
tried to use education to legitimise and promote a certain ideology suggests the
significance of education and its two-way relationship with ideology.

Having deciphered the term 'ideology', let us briefly visit its relationship with
education with special reference to Pakistan. We can do this by looking at ideologies
linked with certain educational notions and practices. Knowledge in most mainstream
educational institutions is viewed as static, predetermined and rigid.

This ideology of knowledge encourages a certain pedagogy the sole objective of which
is to transmit or pass on pre-existing knowledge from one generation to another. This
ideology of pedagogical practices does not encourage any innovation, creativity or
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reflection. The students are considered passive recipients and 'mind-filling jobs' are
left to teachers.

The ideology of learning, encouraged by this kind of pedagogy, is that of cramming

and recalling, which is rightly dubbed by Freire as the banking concept of knowledge.
The ultimate aim of this learning is to cram pre-existing and fixed items of knowledge
and reproduce them in examination papers. This ideology of learning is devoid of any
critical thinking. Thus students find no motivation to reflect and reinterpret a
phenomenon.

This process of dominant teaching and passive learning gets encouragement and
reassurance by the ideology of the existing assessment system. Our prevailing
assessment system is geared towards the piecemeal assessment of disjointed items
where students are not required to understand and apply acquired knowledge. This
prompts us to look at the ideology of a broader aim of the present educational system
that is biased in favour of powerful groups. The kind of education, prevalent in most
educational institutions, not only supports existing power structures but also widens
the gap between the haves and the have-nots.

Recently there have been calls for qualitative improvement in education. The required
improvement cannot come from cosmetic changes. The problem is far deeper. We
need to challenge ideologies associated with notions of education, pedagogy, learning,
assessment and the aim.

Education has to move from transmission to transformation for which we have to

revisit our definitions of knowledge. This would lead to more vibrant and interactive
classroom dynamics where students are engaged in co-construction of knowledge. For
this we need to challenge the ideology of an existing assessment system which is
memory-based and is unable to tap thinking skills of a higher order.

We need to strive for an assessment system which requires students to think critically
and apply knowledge in diverse contexts. For all these changes in learning, pedagogy
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and assessment, it is important that we revisit our ideology about the very aim of
education. We need to challenge the transmission mode of education that supports
existing power structures and move to the transformation mode where the main
objective is to reduce socio-economic gaps in society and empower the
underprivileged by maximising their life chances.

b) How can research help to solve the problems of Teacher Education faced by
Pakistan?

The education system of Pakistan, in terms of quality teaching and learning, stands in
the lowest rank in the world. Numerous reasons can be held responsible for this state
of affairs. Teacher is one of these factors. Teacher is an important part of the teaching
and learning process, who faces various problems due to which they cannot play their
roles effectively in the education process. This paper, based on a thorough review of
the existing literature, critically analyses the problems faced by school teachers in the
Khyber-Pakhtunkhwa province of Pakistan. Findings of the study revealed that
teachers are less motivated towards teaching profession, because their appointments,
transfers, placements and promotions are decided on nepotism, corruption and political
affiliations rather than on merit. In many cases teachers are posted in remote areas,
faced with accommodation and transportation problems. The study further found that
teachers are overburdened with more classes due to shortage of staff in schools,
teachers face shortage of teaching and learning resources in schools, there are fewer
professional development opportunities for teachers, servant-master environment and a
culture of leg-pulling and flattering prevails in schools, and that teachers often rely on
other activities such as property business, shop-keeping etc for living. This has gravely
affected the process of teaching and learning in schools. This study recommends that
the problems of teachers could be solved by creating an environment of trust and
strengthening the mechanism of accountability, providing teaching and learning
resources to schools, providing ongoing professional development opportunities and
incentives to teachers, making appointments and promotions on merit, providing
enough staff to schools and eradicating the evil of political interference
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Q. No. 2 a) Compare the role of a teacher in Islamic education and

contemporary education.

Ans-

This article discusses the dynamics of contemporary Islamic education. The goal of
Islamic education is to provide human resources based on Islamic values and in
accordance with the spirit of Islam. The methods of education and instruction should
also be designed to achieve the goal. Any methodology that is not oriented towards
achieving the goal will certainly be avoided. Thus, Islamic education is not merely
transfer of knowledge, but whether the science given can change attitudes. Within this
framework, intensive monitoring should be done by society, including government
(state), towards learners' behaviors. The next step is realizing it so that necessary
education and curriculum programs are harmonious and sustainable. Islamic higher
education institutions should be self-evident and transform themselves to meet the
challenges of increasingly competitive and complex era. Islamic universities are
considered not marketable anymore in facing global competition. Contemporary
education must adjust with the recent technological developments. For that reason, it is
necessary to develop an education system with global perspective in order to produce
output from higher quality educational institutions, so that they are confident in facing
global competition, and put forward interdisciplinary method interconnectedly

b) Explain with the help of examples how Islamic system to teacher education and
training was well organized from the very beginning.

Ans-

Islam placed a high value on education, and, as the faith spread

among diverse peoples, education became an important channel through which to
create a universal and cohesive social order. By the middle of the 9th century,
knowledge was divided into three categories: the Islamic sciences, the philosophical
and natural sciences (Greek knowledge), and the literary arts. The Islamic sciences,
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which emphasized the study of the Qurʾān (the Islamic scripture) and the Ḥadīth (the
sayings and traditions of the Prophet Muhammad) and their interpretation by leading
scholars and theologians, were valued the most highly, but Greek scholarship was
considered equally important, albeit less virtuous.

Early Muslim education emphasized practical studies, such as the application of

technological expertise to the development of irrigation systems,
architectural innovations, textiles, iron and steel products, earthenware, and leather
products; the manufacture of paper and gunpowder; the advancement of commerce;
and the maintenance of a merchant marine. After the 11th century, however,
denominational interests dominated higher learning, and the Islamic sciences achieved
preeminence. Greek knowledge was studied in private, if at all, and the literary arts
diminished in significance as educational policies encouraging academic freedom and
new learning were replaced by a closed system characterized by an intolerance toward
scientific innovations, secular subjects, and creative scholarship. This denominational
system spread throughout eastern Islam from Transoxania (roughly, modern-day
Tajikistan, Uzbekistan, and southwest Kazakhstan) to Egypt, with some 75 schools in
existence between about 1050 and 1250.

Organization of education

The system of education in the Muslim world was unintegrated and undifferentiated.
Learning took place in a variety of institutions, among them the ḥalqah, or study
circle; the maktab (kuttab), or elementary school; the palace schools; bookshops and
literary salons; and the various types of colleges, the meshed, the masjid, and
the madrasa. All the schools taught essentially the same subjects.

The simplest type of early Muslim education was offered in the mosques, where
scholars who had congregated to discuss the Qurʾān began before long to teach the
religious sciences to interested adults. Mosques increased in number under the caliphs,
particularly the ʿAbbāsids: 3,000 of them were reported in Baghdad alone in the first
decades of the 10th century; as many as 12,000 were reported in Alexandria in the
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14th century, most of them with schools attached. Some mosques—such as that of al-
Manṣūr, built during the reign of Hārūn al-Rashīd in Baghdad, or those in Isfahan,
Mashhad, Ghom, Damascus, Cairo, and the Alhambra (Granada)—became centres of
learning for students from all over the Muslim world. Each mosque usually contained
several study circles (ḥalqah), so named because the teacher was, as a rule, seated on
a dais or cushion with the pupils gathered in a semicircle before him. The more
advanced a student, the closer he was seated to the teacher. The mosque circles varied
in approach, course content, size, and quality of teaching, but the method of instruction
usually emphasized lectures and memorization. Teachers were, as a rule, looked upon
as masters of scholarship, and their lectures were meticulously recorded in notebooks.
Students often made long journeys to join the circle of a great teacher. Some circles,
especially those in which the Ḥadīth was studied, were so large that it was necessary
for assistants to repeat the lecture so that every student could hear and record it.

Elementary schools (maktab, or kuttab), in which pupils learned to read and write, date
to the pre-Islamic period in the Arab world. After the advent of Islam, these schools
developed into centres for instruction in elementary Islamic subjects. Students were
expected to memorize the Qurʾān as perfectly as possible. Some schools also included
in their curriculum the study of poetry, elementary arithmetic,
penmanship, ethics (manners), and elementary grammar. Maktabs were quite common
in almost every town or village in the Middle East, Africa, Sicily, and Spain.

Schools conducted in royal palaces taught not only the curriculum of the maktabs but
also social and cultural studies designed to prepare the pupil for higher education, for
service in the government of the caliphs, or for polite society. The instructors were
called muʾaddibs, or instructors in good manners. The exact content of the curriculum
was specified by the ruler, but oratory, history, tradition, formal ethics, poetry, and the
art of good conversation were often included. Instruction usually continued long after
the pupils had passed elementary age.
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The high degree of learning and scholarship in Islam, particularly during the ʿAbbāsid
period in eastern Islam and the later Umayyads in western Islam, encouraged the
development of bookshops, copyists, and book dealers in large, important Islamic
cities such as Damascus, Baghdad, and Córdoba. Scholars and students spent many
hours in these bookshop schools browsing, examining, and studying available books or
purchasing favourite selections for their private libraries. Book dealers traveled to
famous bookstores in search of rare manuscripts for purchase and resale to collectors
and scholars and thus contributed to the spread of learning. Many such manuscripts
found their way to private libraries of famous Muslim scholars such as Avicenna, al-
Ghazālī, and al-Fārābī, who in turn made their homes centres of scholarly pursuits for
their favourite students.

Fundamental to Muslim education though the circle schools, the maktabs, and the
palace schools were, they embodied definite educational limitations. Their curricula
were limited; they could not always attract well-trained teachers; physical facilities
were not always conducive to a congenial educational environment; and conflicts
between religious and secular aims in these schools were almost irreconcilable. Most
importantly, these schools could not meet the growing need for trained personnel or
provide sufficient educational opportunities for those who wished to continue their
studies. These pressures led to the creation of a new type of school, the madrasa,
which became the crown and glory of medieval Muslim education. The madrasa was
an outgrowth of the masjid, a type of mosque college dating to the 8th century. The
differences between these two institutions are still being studied, but most scholars
believe that the masjid was also a place of worship and that, unlike the madrasa, its
endowment supported only the faculty and not the students as well. A third type of
college, the meshed (shrine college), was usually a madrasa built next to a pilgrimage
centre. Whatever their particularities, all three types of college specialized in legal
instruction, each turning out experts in one of the four schools of Sunni, or
orthodox, Islamic law.
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Madrasas may have existed as early as the 9th century, but the most famous one was
founded in 1057 by the vizier Niẓām al-Mulk in Baghdad. The Niẓāmīyah, devoted to
Sunni learning, served as a model for the establishment of an extensive network of
such institutions throughout the eastern Islamic world, especially in Cairo, which had
75 madrasas; in Damascus, which had 51; and in Aleppo, where the number of
madrasas rose from 6 to 44 between 1155 and 1260.

Important institutions also developed in western Islam, under the Umayyads, in the
Spanish cities of Córdoba, Sevilla (Seville), Toledo, Granada, Murcia, Almería,
Valencia, and Cádiz. The madrasas had no standard curriculum; the founder of each
school determined the specific courses that would be taught, but they generally offered
instruction in both the religious sciences and the physical sciences.

The contribution of these institutions to the advancement of knowledge was vast.

Muslim scholars calculated the angle of the ecliptic; measured the size of the Earth;
calculated the precession of the equinoxes; explained, in the field
of optics and physics, such phenomena as refraction of light, gravity, capillary
attraction, and twilight; and developed observatories for the empirical study of
heavenly bodies. They made advances in the uses of drugs, herbs, and foods
for medication; established hospitals with a system of interns and externs; discovered
causes of certain diseases and developed correct diagnoses of them; proposed new
concepts of hygiene; made use of anesthetics in surgery with newly innovated surgical
tools; and introduced the science of dissection in anatomy. They furthered the
scientific breeding of horses and cattle; found new ways of grafting to produce new
types of flowers and fruits; introduced new concepts of irrigation, fertilization, and soil
cultivation; and improved upon the science of navigation. In the area of chemistry,
Muslim scholarship led to the discovery of such substances as potash, alcohol, nitrate
of silver, nitric acid, sulfuric acid, and mercury chloride. It also developed to a high
degree of perfection the arts of textiles, ceramics, and metallurgy.
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Major periods of Muslim education and learning

The renaissance of Islamic culture and scholarship developed largely under the
ʿAbbāsid administration in eastern Islam and later under the Umayyads in western
Islam, mainly in Spain, between 800 and 1000. This latter period, the golden age of
Islamic scholarship, was largely a period of translation and interpretation of Classical
thoughts and their adaptation to Islamic theology and philosophy. The period also
witnessed the introduction and assimilation of Hellenistic, Persian, and
Hindu mathematics, astronomy, algebra, trigonometry, and medicine into
Muslim culture.

Q. No. 3 Critically analyse the structure of teacher education prevalent in the sub-
continent before partition and how much does it still reflect in our systems.

Ans-

Education in the Indian subcontinent began with teaching of traditional elements such
as Indian religions, Indian mathematics, Indian logic at
early Hindu and Buddhist centres of learning such as ancient Takshashila (in modern-
day Pakistan) and Nalanda (in India). Islamic education became ingrained with the
establishment of Islamic empires in the Indian subcontinent in the Middle Ages while
the coming of the Europeans later brought western education to colonial India.

Several Western-style universities were established during the period of British rule in
the 19th century. A series of measures continuing throughout the early half of the 20th
century ultimately laid the foundation of the educational system of the Republic of
India, Pakistan and much of the Indian subcontinent.

Early history

Early education in India commenced under the supervision of

a guru or prabhu.[1] Initially, education was open to all and seen as one of the methods
to achieve Moksha in those days, or enlightenment. As time progressed, due to a
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decentralised social structure, the education was imparted on the basis of varna and the
related duties that one had to perform as a member of a specific
caste.] The Brahmans learned about scriptures and religion while the Kshatriya were
educated in the various aspects of warfare.[1] The Vaishya caste learned commerce and
other specific vocational courses. The other caste Shudras, were men of working class
and they were trained on skills to carry out these jobs.] The earliest venues of
education in India were often secluded from the main populati Students were expected
to follow strict monastic guidelines prescribed by the guru and stay away from cities
in ashrams.[2] However, as population increased under the Gupta empire centres of
urban learning became increasingly common and Cities such as Varanasi and
the Buddhist centre at Nalanda became increasingly visible.

Education in India is a piece of education traditional form was closely related to

religion.[3] Among the Heterodox schools of belief were the Jain and Buddhist
schools. Heterodox Buddhist education was more inclusive and aside of the monastic
orders the Buddhist education centres were urban institutes of learning such as Taxila
and Nalanda where grammar, medicine, philosophy, logic, metaphysics, arts and crafts
etc. were also taught. Early secular Buddhist institutions of higher learning like Taxila
and Nalanda continued to function well into the common era and were attended by
students from China and Central Asia.

On the subject of education for the nobility Joseph Prabhu writes: "Outside the
religious framework, kings and princes were educated in the arts and sciences related
to government: politics (danda-nıti), economics (vartta), philosophy (anvıksiki), and
historical traditions (itihasa). Here the authoritative source
was Kautilya’s Arthashastra, often compared to Niccolò Machiavelli’s The Prince for
its worldly outlook and political scheming."[1] The Rigveda (1700-1500 BCE)
mentions female poets called brahmavadinis,
specifically Lopamudra and Ghosha.[5] By 800 BCE women such
as Gargi and Maitreyi were mentioned as scholars in the religious Upnishads.[5] Maya,
mother of the historic Buddha, was an educated queen while other women in India
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contributed to writing of the Pali canon.[5] Out of the composers of the Sangam
literature 154 were women.[6] However, the education and society of the era continued
to be dominated by educated male population.[7]

Early Common Era—High Middle Ages

Chinese scholars such as Xuanzang and Yi Jing arrived on Indian institutions of

learning to survey Buddhist texts. Yi Jing additionally noted the arrival of 56 scholars
from India, Japan, and Korea.[9] However, the Buddhist institutions of learning were
slowly giving way to a resurgent tradition of Brahmanism during that era. Scholars
from India also journeyed to China to translate Buddhist texts.[] During the 10th
century a monk named Dharmadeva from Nalanda journeyed to China and translated a
number of texts. Another centre at Vikramshila maintained close relations
with Tibet.[10] The Buddhist teacher Atisa was the head monk in Vikramshila before
his journey to Tibet.

Examples of royal patronage include construction of buildings under the Rastrakuta

dynasty in 945 CE.[11] The institutions arranged for multiple residences for educators
as well as state sponsored education and arrangements for students and
scholars.[11] Similar arrangements were made by the Chola dynasty in 1024 CE, which
provided state support to selected students in educational establishments. [12] Temple
schools from 12–13th centuries included the school at the Nataraja temple situated
at Chidambaram which employed 20 librarians, out of whom 8 were copiers of
manuscripts and 2 were employed for verification of the copied manuscripts.[13] The
remaining staff conducted other duties, including preservation and maintained of
reference material.[13]

Another establishment during this period is the Uddandapura institute established

during the 8th century under the patronage of the Pala dynasty. The institution
developed ties with Tibet and became a centre of Tantric Buddhism.] During the 10–
11th centuries the number of monks reached a thousand, equaling the strength of
monks at the sacred Mahabodhi complex.[14] By the time of the arrival of the Islamic
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scholar Al Biruni India already had an established system of science and technology in
place.] Also by the 12th century, invasions from India's northern borders disrupted
traditional education systems as foreign armies raided educational institutes, among
other establishments.

Late Middle Ages—Early Modern Er

With the advent of Islam in India the traditional methods of education increasingly
came under Islamic influence.[16] Pre-Mughal rulers such as Qutb-ud-din Aybak and
other Muslim rulers initiated institutions which imparted religious
knowledge.[16] Scholars such as Nizamuddin Auliya and Moinuddin Chishti became
prominent educators and established Islamic monasteries. Students
from Bukhara and Afghanistan visited India to study humanities and science.

Islamic institution of education in India included

traditional madrassas and maktabs which taught grammar, philosophy, mathematics,
and law influenced by the Greek traditions inherited by Persia and the Middle
East before Islam spread from these regions into India.[17] A feature of this traditional
Islamic education was its emphasis on the connection between science and
humanities.[17] Among the centres of education in India was 18th century Delhi was
the Madrasah-i Rahimiyah under the supervision of Shah Waliullah, an educator who
favored an approach balancing the Islamic scriptures and science. The course at the
Madrasa Rahimiya prescribed two books on grammar, one on philosophy, two on
logic, two on astronomy and mathematics, and five on mysticism. Another centre of
prominence arose in Lucknow under Mulla Nizamuddin Sahlawi, who educated at the
Firangi Mahal and prescribed a course called the Dars-i-Nizami which combined
traditional studies with modern and laid emphasis on logic.

The education system under the rule of Akbar adopted an inclusive approach with the
monarch favoring additional courses: medicine, agriculture, geography, and texts from
other languages and religions, such as Patanjali's work in Sanskrit.[19] The traditional
science in this period was influenced by the ideas of Aristotle, Bhāskara
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II, Charaka and Ibn Sina.[20] This inclusive approach was not uncommon in Mughal
India.[18] The more conservative monarch Aurangzeb also favored teaching of subjects
which could be applied to administration.[18] The Mughals, in fact, adopted a liberal
approach to sciences and as contact with Persia increased the more
intolerant Ottoman school of manqul education came to be gradually substituted by the
more relaxed maqul school.

The Middle Ages also saw the rise of private tuition in India as state failed to invest in
public education system.] A tutor, or riyazi, was an educated professional who could
earn a suitable living by performing tasks such as creating calendars or generating
revenue estimates for nobility. Another trend in this era is the mobility among
professions, exemplified by Qaim Khan, a prince famous for his mastery in crafting
leather shoes and forging cannons

Q. No. 4 Keeping in view different induction training models; highlight the scope
and significance of induction training. How does it contribute towards resolving the
problems of teacher training?

Ans-

Starting at a new school can be just as overwhelming for new teachers as it is for new
students. While it's exciting for new staff to envision the year, it can also be
overwhelming. The new things they need to learn range from information systems to
HR to curriculum. Developing a solid teacher induction program can ease the
transition for new staff, giving them the time, support and relationships they need to
thrive.

Induction is an umbrella term for the supports put in place to assist teachers in
adapting to a new workplace culture. A stand-alone program before the school year
should be a priority to support most immediate needs, followed by continued work
throughout the first year. Induction goes beyond understanding students, classes and
curriculum. Information about the systems and processes that guide the workplace, as
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well as school norms, are integral for teachers to settle in and feel confident; however,
it's important to keep in mind the pace at which this is done.

Introduce new ideas over time, and when it's most appropriate

A well-planned induction program takes into account the school environment and the
highest priority needs of new teachers. It's impossible to learn all the particulars at
once, so spacing out conversations around systems, collaborative planning,
curriculum, teaching and learning, and assessment over the year is prudent. With more
time to absorb and process information, new teachers can begin to understand how the
pieces of the whole fit together. When conversations are planned around a coinciding
event or issue, understanding deepens.

While understanding of a curriculum's core beliefs and grounding is certainly

important, teachers often feel more immediate needs. This may mean skipping
philosophy for a moment and getting right into teaching and learning or
assessment. Organizing induction sessions that are timely, and providing a chance for
teachers to apply what they are learning, supports them in making
connections between all the moving parts. Once teachers develop some confidence in
their new classrooms and with the school culture, they will have more mental space
and energy to discuss theory. Building flexibility into the plan is important; asking
teachers what issues are weighing on them, and planning sessions around those ideas
as they arise is supportive of this new collegiality.

Provide a safe environment to ask questions

Relationships are crucial to a supportive induction program. There is no way to know

what will be the most pressing issues for teachers without getting to know them and
their experiences. Getting to know new teachers outside of induction meetings is
important; check-ins are a great way to take the temperature and quick classroom
observations provide opportunities to celebrate. By the time each induction meeting
rolls around, teachers should feel safe to share what they are going through and what's
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coming up in their classroom. A trust between the person running the meetings and
new staff members is key.

Build a network of others experiencing the same things

Providing opportunities for new staff members to learn from returning colleagues is a
wonderful support system; building in opportunities for the the new staff to connect as
a cohort is just as important. As they often have similar experiences, questions and
worries, new teachers can provide each other a sounding board. Providing time for
new staff to get to know one another gives them an opportunity to form relationships
and come into the year knowing someone on equal footing. These relationships offer a
built-in support system for new teachers throughout the year.

Starting over at a new school is exciting, yet daunting. When planning an induction
program, careful consideration of the way information is distilled is key, as is the
creation of a safe environment built on trust and relationships. By supporting new
teachers, you support students and their learning.

Q. No. 5 In the light of National Education Policy 1998-2010 discuss the structure
and future of teacher education.

Ans-

Aims and objectives of Education and Islamic Education

Education and training should enable the citizens of Pakistan to lead their lives
according to the teachings of Islam as laid down in the Qur'an and Sunnah and to
educate and train them as a true practicing Muslim. To evolve an integrated system of
national education by bringing Deeni Madaris and modern schools closer to each
stream in curriculum and the contents of education. Nazira Qur'an will be introduced
as a compulsory component from grade I-VIII while at secondary level translation of
the selected verses from the Holy Qur'an will be offered.
Literacy and Non-Formal Education
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Eradication of illiteracy through formal and informal means for expansion of basic
education through involvement of community. The current literacy rate of about 39%
will be raised to 55% during the first five years of the policy and 70% by the year 2010
Functional literacy and income generation skills will be provided to rural women of 15
to 25 age group and basic educational facilities will be provided to working children.
Functional literacy will be imparted to adolescents (10-14) who missed out the chance
of primary education. The existing disparities in basic education will be reduced to
half by year 2010.
Elementary Education

About 90% of the children in the age group (5-9) will be enrolled in schools by year
2002-03. Gross enrolment ratio at primary level will be increased to 105% by year
2010 and Compulsory Primary Education Act will be promulgated and enforced in a
phased manner. Full utilization of existing capacity at the basic level has been ensured
by providing for introduction of double shift in existing school of basics education.
Quality of primary education will be improved through revising curricula, imparting
in-service training to the teachers, raising entry qualifications for teachers from
matriculation to intermediate, revising teacher training curricula, improving
management and supervision system and reforming the existing examination and
assessment system.
Integration of primary and middle level education in to elementary education (I-VIII).
Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle
level. At the elementary level, a system of continuous evaluation will be adopted to
ensure attainment of minimum learning competencies for improving quality of
education.
Secondary Education

One model secondary school will be set up at each district level. A definite vocation or
a career will be introduced at secondary level. It would be ensured that all the boys and
girls, desirous of entering secondary education, become enrolled in secondary schools.
Curriculum for secondary and higher secondary will be revised and multiple textbooks
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will be introduced. The participation rate will be increased from 31% to 48% by 2002-
03. The base for technical and vocational education shall be broadened through
introduction of a stream of matriculation (Technical) on pilot basis and establishment
of vocational high schools. Multiple textbooks shall be introduced at secondary school
level.
Teacher Education

To increase the effectiveness of the system by institutionalizing in-service training of

teachers, teacher trainers and educational administrators through school clustering and
other techniques. To upgrade the quality of pre-service teacher training programmes
by introducing parallel programmes of longer duration at post-secondary and post-
degree levels i.e. introduction of programs of FA/FSc education and BA/BSc
education . The contents and methodology parts of teacher education curricula will be
revised. Both formal and non-formal means shall be used to provide increased
opportunities of in-service training to the working teachers, preferably at least once in
five years. A special package of incentives package shall be provided to rural females
to join the teaching profession. A new cadre of teacher educators shall be created.
Technical and Vocational Education

To develop opportunities for technical and vocational education in the country for
producing trained manpower, commensurate with the needs of industry and economic
development goals. To improve the quality of technical education so as to enhance the
chances of employment of Technical and vocational Education (TVE) graduates by
moving from a static, supply-based system to a demand-driven system. Revision and
updating of curricula shall be made a continuing activity to keep pace with changing
needs of the job market and for accommodating the new developments. Development
of technical competence, communication skills, safety and health measures and
entrepreneurial skills etc. shall be reflected in the curricula. Institution-industry
linkages shall be strengthened to enhance the relevance of training to the requirements
of the job market. Emerging technologies e.g. telecommunication, computer,
electronics, automation, petroleum, garments, food preservation, printing and graphics,
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textile, mining, sugar technology, etc. greatly in demand in the job market shall be
introduced in selected polytechnics. A National Council for Technical Education shall
be established to regulate technical education.
Higher Education

Access to higher education shall be expanded to at least 5% of the age group 17-23 by
the year 2010. Merit shall be the only criterion for entry into higher education. Access
to higher education, therefore, shall be based on entrance tests. Reputed degree
colleges shall be given autonomy and degree awarding status. Degree colleges shall
have the option to affiliate with any recognized Pakistani university or degree
awarding institution for examination and award of degrees. To attract highly talented
qualified teachers, the university staff will be paid at higher rates than usual grades.
Local M.Phil. and Ph.D programs shall be launched and laboratory and library
facilities will be strengthened. Split Ph.D programs shall be launched in collaboration
with reputed foreign universities and at the minimum, 100 scholars shall be annually
trained under this arrangement. All quota/reserve seats shall be eliminated. Students
from backward areas, who clear entry tests, would compete amongst themselves. In
order to eliminate violence, all political activities on the campus shall be banned.
Information Technology

Computers shall be introduced in secondary schools in a phased manner. School

curricula shall be revised to include recent developments in information technology,
such as software development, the Information Super Highway designing Web Pages,
etc
Library and Documentation Services
School, college and university libraries shall be equipped with the latest reading
materials/services. Internet connection with computer shall be given to each library.
Mobile library services for semi-urban and remote rural areas shall be introduced.