3. CHAPTER; 7
ELEMENTARY TEACHER EDUCATION PROGRAMS IN COMPARATIVE
PERSPECTIVE
After reading the unit, it is hoped that you will be able to:
1. Explain the elementary teacher education programs
2. Outline the elementary teacher education programs in comparative
perspective
3.Compare and contrast the elementary teacher education programs of:
(a) USA
(b) UK
(c) Indonesia
4. ELEMENTARY TEACHER EDUCATION
PROGRAMS
Introduction
Pre-partition elementary Teacher Education programme.
Post partition programmes
Role of specific institutions.
Curriculum and syllabus
Training process
Controlling Authorities.
Innovation in NEW EDUCATION POLICY(2009)
5. ELEMENTARY TEACHER EDUCATION
PROGRAMS IN USA
Teacher’s instigation programs for new teachers in the United States are
divided because of wide variety in enactment, approach, and kind of support
accessible.
Professional advancement for instructors/ teachers is common and shifted
crosswise over U.S. school regions.
The United States has a decentralized system of instructor training and
confirmation, in that every state is in charge of initial qualification
achievements of its educators.
Accreditation necessities fluctuate significantly over the states, depending
upon neighborhood needs and accessible assets.
National accreditation bodies like NCATE that have set up models for educator
training and confirmation programs.
6. Continued
NCATE's expert principles for passage into the system incorporate exhibiting
content information, pedagogical substance learning, and an emphasis on
students learning.
Over the states, there are around 1,500 teacher training programs, and every
one of them gives arithmetic and science training projects.
Graduate-level educator instruction programs in the United States require no
less than a four year certification.
7. ELEMENTARY TEACHER EDUCATION
PROGRAMS IN UK
UK has strong foundations in education……..
Until 1870 elementary schools were taken care of by willful religious bodies, with
an expanding backing and association of the State.
In order to be selected, wishful candidates, along with confirmation of academic
excellence, have to show mastery of different abilities/skills, like, communication
skills, critical thinking, working with students, and working in gatherings
effectively in a formal instructive environment.
Proficient capabilities for educators of Primary and Secondary schools required
are PGCE (Post Graduate Certificate in Education) and B.Ed. (Bachelor of
Education) with QTS (Qualified Teacher Status).
A QTS title is viewed as fundamental for instructing at all State schools of UK,
aside from autonomous schools,
PGCE or B. Ed, that are controlled by the colleges and universities.
8. ELEMENTARY TEACHER EDUCATION
PROGRAMS IN INDONESIA
Statistics from the Ministry of National Education (MONE, 2008) demonstrate
that teachers in Indonesia have a generally lower level of scholarly
qualification than those in neighboring countries.
More than 60 percent of the aggregate 2.78 million educators have not
achieved the level of scholarly qualification of a four-year bachelor college
education (S1/D4).
In Indonesia, the level of instruction of educators does not have a positive
connection with the level of income.
The 1989 change of primary educator training levels raised the obliged
qualification to the D2 level (post-secondary diploma of 2 years) and was
planned to enhance the nature of elementary school instruction.
Now it is going to meet the standards of high quality education.
9. UNIT–8
SERVICE STRUCTURE OF
ELEMENTARY SCHOOL
TEACHERS
“There is no doubt that the future of our State will and must greatly
depend upon the type of education we give to our children and the way in
which we bring them up as future citizens of Pakistan”
Muhammad Ali Jinnah Ministry of the Interior, Education Division (1947)
10. OBJECTIVES
After studying this unit, it is hoped that you will be able to:
1. Explain an elementary or primary (in UK, China and Indonesia perspective)
school
teachers.
2. Discuss the roles of elementary school teachers in nation building.
3. Specify the service structures of teachers in Pakistan, UK, China and
Indonesia.
4. Differentiate between their service structures of the four countries.
11. EDUCATION SYSTEM IN PAKISTAN
1) The school education in Pakistan is three-tier i.e. Elementary (grade 1-8),
Secondary (9-12) and Higher Education. All three levels of education are catered
in public as well as private sector educational institutions in the country
(National Education Policy, 1998-2010).
Social Status of Teachers.
Economic Status of Teacher.
Elementary School Teachers.
2) SERVICE STRUCTURE OF ELEMENTARY SCHOOL TEACHER.
1. Quality of Education through standard selection, infrastructure, status of
teachers.
2. Professional Qualification of the Serving Teachers.
3. Teachers’ Service Rules.
12. SERVICE STRUCTURE OF ELEMENTARY SCHOOL
TEACHERSIN FEDERAL GOVERNMENT SCHOOLS IN
PAKISTAN
Name of Post Existing Pay Scale Revised Pay Scale Qualification
Matric Trained
Teacher (BPS-09)
to Elementary
School Teacher
(BPS-14)
BPS-09 (6200-
3080-17600)
BPS-14 (8000-
800-26300)
At least 2nd class
F.A/ F.Sc with CT
or
equivalent with
CT
13. SERVICE STRUCTURE OF ELEMENTARY SCHOOL
TEACHERS
AT PROVINCIAL LEVEL
Government of Sindh (2014), Education and Literacy Department
1) Director Elementary BS 20
Additional Director BS 20
2) Director Education Officer (Elementary, Secondary & Higher Secondary)
BPS-19
Directorates of School Education (Elementary, Secondary & Higher Secondary)
Admn. / Co-Curricular Activities/ Quality Assurance/ Planning &
Development.
3) Deputy District Education Officer (BPS-18) (Primary, Elementary, Secondary
& Higher Secondary) Admn. / Co- Curricular Activities/ Quality Assurance/
Planning & Development.
14. Continued
Taluka Education Officer (malefemale) (BPS-17) (Primary, Elementary,
Secondary & Higher.
School Management Service (SMS)
1. Senior H.M BS 18 Secondary and elementary
Senior Elementary School Teacher (SEST) (BPS-17)
Elementary School Teacher (SEST) (BPS-16)
Junior Elementary School Teacher (JESTs) BPS-14
15. BASIC CRITERIA FOR SELLECTION
The basic recruitment criterion for Elementary School Teachers of Punjab,
Balochistan
and Khyber Pakhtunkhuwa is given under the following recruitment policies:
Recruitment policy-2014 for Educators, Government of the Punjab, School
Education Department
Recruitment policy-2014 for Educators, Government of Balochistan
Recruitment policy-2014 for Educators, Government of Khyber
Pakhtunkhuwa
1. NTS
2. QUALIFICATION
16. CONTINUED
AGE LIMIT
RESERVED QUATA 3%
MINORITIES QUATA 5%
STEPS FOR RECRUITMENT.
Recruitment Committee
District Recruitment Committee (Drc)
i. District Coordination Officer Chairman
ii. Executive District Officer (Edu) Member
iii. Executive District Officer (Ff&P) Member
iv. District Monitoring Officer Member
v. One Rep. of Provincial Government Member to be nominated by A.D.
vi. Appointing Authority Member/Secretary
17. SERVICE STRUCTURE OF TEACHERS IN
UK
1) England and Wales
Public schools known in England and Wales as maintained schools are bound by
centrally
determined pay scales common for all levels of education, which are set on an
England and Wales basis.10 years r required for maximum salary.
2) Northern Ireland
Public schools known in Northern Ireland as grant-aided schools are bound by
centrally
determined pay scales common for all levels of education, which are determined
by the
Department of Education Northern Ireland but are guided by the arrangements in
England and Wales.10 years r required for maximum salary.
18. CONTINUED.
3) Scotland
Teachers’ basic legal salaries in all public schools in Scotland are set at
national level by the Scottish Negotiating Committee for Teachers (SNCT). The
average number of years that a reference teacher must complete to obtain
the maximum basic statutory salary is 6 years. Ref. year: 2013/14.
19. SERVICE STRUCTURE OF TEACHERS IN
CHINA
The scope of the teacher education system in the People's Republic of China is
extensive.
In numerical terms, teachers in China form the largest teaching force in the
world.
In 1998, there were 229 training institutions at various levels with 138,745
education majors enrolled.
A. Categories of teachers in China
The first category is the gongban (state-paid) teachers who are regarded as
state employees and earn a regular monthly salary comparable to other civil
servants or workers in state-owned enterprises.
The second category is the minban (community-paid) teachers who are paid
by the local community
20. CONTINUED
A. Teacher Job Satisfaction in China
five clusters of factors were taken into consideration:
zi wo shi xian (self-fulfillment),
gong zuo qiang du (job stress),
gong zi shou ru (income),
ling dao guan xi (relationship with administrators)
and tong shi guan xi (relationship with colleagues).
In general, most teachers (83.1%) in China thought of teaching as one of the
best occupations
