DEVELOPMENT OF TEACHER EDUCATION

IN PAKISTAN
(8626)

Maria Bibi
INTRODUCTION

 No system of Education could be better than its teacher. Teachers are essential players in
promoting quality education, whether in schools or in more flexible community based
programmes; they are advocating for change.
 Teacher education refers to the policies and procedure designed to equip teachers with the
knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in
the school and classroom.
 The National Council for Teacher Education has defined teacher education as a programme
that is related to the development of teacher proficiency and competence that would enable
and empower the teacher to meet the requirements of the profession and face the
challenges therein.
Teacher Education in Pakistan

 "Teacher" is the core to achieve quality education Pakistan pursues. The

teaching force in Pakistan is 1.35m working in government schools. Total
teacher training institutions for pre-service training are 275.
 Teacher training resource centers in the districts are 300. In Pakistan
teachers at the elementary and secondary levels are mostly trained under a
prescribed curriculum.
 They are recruited on the bases of Professional Qualifications. In the college
Education & Universities most of the lecturers are untrained with only
academic qualifications.
 But now Higher Education academics have been established to train the in-
service teachers with certain modules and competences courses of Higher
Education Commission in Pakistan.
 Overview of Teacher Education Training
Institutions
 University of Education, Punjab
 Directorate of Staff Development (DSD), Punjab
 Bureau of Curriculum and Extension Wing, Sindh
 Provincial Institute of Teacher Education (PITE), Sindh
 College of Education, Sindh
Cont

 Directorate of Curriculum and Teacher Education (DCTE), KPK

 Regional Institutes of Teacher Education (RITES), KPK
 Provincial Institute of Teacher Education (PITE), KPK
 Institutes of Education and Research (IERs), KPK
 Training Outposts etc.
Teacher Education Programs in Pakistan

Elementary School Teachers

 Elementary School Teachers training have certain levels which correspond
with the general education ability of the teachers.
 Teachers for the primary schools are trained, and must have passed
Secondary School examination.
 They are provided one year training. After completion of this training they
are awarded a certificate called Primary Teacher’s certificate (PTC).
 Those who possess FA/F.Sc certificate are given one year training and
awarded a certificate called Certificate in Education (CT).
 PTC and CT training is provided by the Government Colleges of Elementary
Education (GCEE)
Structure of Teacher Education in
Pakistan
Cont…
Role of AIOU in Teacher Development

 AIOU is an autonomous distance learning university which also offers courses

in education for managers, planners and teachers.
 Education policy 1998-2010 of Pakistan envisaged for the specific role of
AIOU. Total enrollment in AIOU is 10,000 every year. Its courses include pre-
service and in-service programs for teacher certification and other graduate
and post graduate professional qualifications in education.
 There is a wide range of certification options available from Primary Teachers
Certificate (PTC) to PhD in education.
National Professional Standards

 The duration is one & half months, both for short and long practice in the
designated schools of male and female of Education Department, University
Education is Co-Education, but there are separate centers for male and
female at the lower levels
 The policy and planning wing Ministry of Education Government of Pakistan
Islamabad in 2009 framed ten Standards for teacher Education.
 Each Standard has three parts i.e.
 1) Knowledge & Understanding (What Teacher Knows)
 2) Dispositions (Behavior / attitude / value)
 3) Performance (Skills).
Cont…

 Standard 1: Subject matter Knowledge

 Standard 2: Human growth & Development
 Standard 3: Knowledge of Islamic ethical values / Social life Skills
 Standard 4: Instructional planning & Strategies
 Standard 5: Assessment
 Standard 6: Learning environment
Cont…

 Standard 7: Effective communication & Proficient use of Information &

Communication Technologies
 Standard 8: Collaboration and Partnerships
 Standard 9: Continuous Professional Development & Code of Conduct
 Standard 10: Teaching of English as a second language
The Accreditation of Teacher Education
Programs
 Standard 1: Curriculum & Instruction.
 Standard 2: Assessment & Evaluation System.
 Standard 3: Physical Infrastructure / Academic Facilities & learning resource
Standard 4: Human Resources
 Standard 5: Finance and Management.
 Standard 6: Research & Scholarship.
 Standard 7: Community Links & outreach.
Secondary School Teachers

 The institutions preparing secondary school teachers are known as Colleges of

Education. Secondary school teacher education curriculum was revised by the
National Committee of Experts.
 The revised curriculum had been introduced w.e.f. September 1976.
Innovations like the semester system, non-vocational training of teachers,
introduction of agro technical subjects and 3-year B. Ed. training programme
had been recommended in the revised B. Ed. Programme.

One-year B.Ed. Programme (14+1)

2 Years ADE and 4 Years B.Ed. Hons.
Higher Education

 The institutions making, available advanced training by awarding M.A.

Edu./M.Ed. degrees are called Institutes of Education and Research and are
usually affiliated to the universities.
 These institutions, for the professional training of teachers, bear a direct
relation between the educational changes and the role of teachers.
M. Ed. Programme

 The M.Ed. Programme aims at preparing educational planners, managers,

administrators, teacher educators, guidance counselors, researchers and leaders in
specific areas of education.
Following areas of specialization have been recommended by the National
Committee on Teacher Education Curriculum:
 1. Educational Administration 2. Curriculum Development
 3. Primary Education 4. Secondary Education
 5. Teacher Education 6. Science Education
 7. Educational Planning and Development 8. Special Education
 9. Adult Education 10. Instructional Technology
 11. Guidance and Counseling 12. Research and Evaluation
In-Service and Pre-Service Training

 All over the Pakistan, different types of pre-service and in-service training
programmes are in operation.
Teachers can get training from:
 Conventional Teacher Training Programme
 Field-based Teacher Training Programme
 Distance Teacher Training Programme
 Education Extension Centre Programmes
 Learning Modules Training of the Primary and Non-Formal Education (PNE)
In-service Training Programmes

 Education Extension Centres/Directorate of Staff Development

 Refresher Training Course (RTC)
 Primary Teacher Orientation Course (PTOC) of Allama Iqbal Open University
 Primary and Non Formal Education (PNE)
Development and Problems of Teacher
Education
 Institutional and Functional Management of TPD
 Inter-tier Coordination
 Governance and the Institutional Setting
 Donor Coordination Issues
 Governance and Private Sector Involvement
Problems of Teacher Education

 Absence of Practical Policy & Standards

 Accreditation System in Pakistan
 Institutional Clutter:
 Lack of Linkage between the Institutions:
 Core Competencies
 Recruitment
Cont…

 Curriculum
 Teacher Educators
 Pre-Service Programs
 In-Service Programs
 Support System and School Management
 Incentives and Career Path
Cont…

 Cost Effectiveness of Existing Pre-Service TPD Programs

 Low Understanding of Budgeting for TPD
 Allocations and Utilization
 Teacher Quality
 Monitoring and Evaluation
 Donor Supply Driven Initiatives
 High Per Capita Cost for Low Grade Teachers
Recommendations

 Provide a Policy and Framework Cover

 Fixing the Institutional Puzzle
 Developing Teacher Core Competencies
 Proper Recruitment Practices
 Proactive Up-to-Date Curriculum
 In-Service Programs
Cont…

 Pre-Service and In-Service Trainings

 Healthy School Support Structure
 Incentives
 Monitoring and Evaluation
 Infrastructure
 Refrain from Exceeding the Capacity
 Non-Formal Teachers