Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
Comparative perspective on teacher education Pakistan and UKseharalam
subject: Teacher Education
topic: Comparative perspective on teacher education Pakistan and UK
similarities and differences
which is best.
you read the suggested articles and thesis .........
Comparison of Teacher Education in Pakistan with Other Developed Countries Syed Ali Roshan
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
Comparative view of public and private education systems in PakistanAhmed Ali
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
Comparison of Teacher Education in Pakistan with Other Developed Countries Syed Ali Roshan
This presentation was created to compare the level of teacher education in Pakistan with other developed countries such as Finland, France, Italy and Norway. This analysis helps identify the shortcomings in the Pakistani Education system and how comparative education help bridge that gap.
Comparative view of public and private education systems in PakistanAhmed Ali
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Introduction
• Public education is an issue which carries serious consideration in most
countries. In the developing countries, especially, the past 'two decades have seen
much attention being paid to the improvement of the quality of basic education in
primary schools through the improvement of many facets of education (e.g. more
and better 'school buildings, better teaching and learning resources, better teacher
preparation, curriculum improvement,' more community involvement in schools,
etc.). Among these facets teacher' education has been identified as the single
most important variable in any effort aimed at improving the quality of
education. The assumption undergirding the emphasis on teacher education is
that the quality of education which children receive is directly linked to the
knowledge, intelligence and, the professional' skills, attitude and beliefs of
teachers. In short if young people are to experience the best education possible,
we, must provide the best education and training to those who will teach them.
• Therefore, it is an urgent need to improve the elementary teacher education in the
country. This is possible only by knowing the challenges and issues being faced
by this sector of education. In this unit challenges to the elementary teacher
education has been discussed for the awareness of researchers and educationists.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 2
3. OBJECTIVES
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 3
It is hoped that the study of this unit will enable you to:
1. Describe the state of Trained Teachers in Pakistan.
2. Discuss the problems of elementary education in Pakistan.
3. Analyze the accreditation process of teacher education in Pakistan.
4. Describe the Social and Cultural Issues of elementary education in Pakistan.
5. Evaluate the role of Technology in teacher education.
4. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 4
• Teacher education and teachers themselves are a crucial part of educational change
and development. Efforts are being made globally to improve teacher education
programmes and enhance teachers’ professional development in the wake of the
advent of Information and Communication Technology and growing notions of
globalization, including theories of free-trade market economy.
• The colossal socio-economic changes occurring at an unprecedented rate in
demographic, political, economic, cultural and technological arenas have influenced
reforms in education in general, and teacher education in particular (Rehmani, 2006).
5. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 5
• A report of the International Commission on Education for the Twenty-first century
(1996) submitted to UNESCO states:
• The importance of the role of the teacher as an agent of change, promoting understanding and
tolerance, has never been so more obvious than today. It is likely to become even more critical in
the twenty-first century.
• The need of change, from narrow nationalism to universalism, from ethnic and cultural prejudice
to tolerance, understanding and pluralism, from autocracy to democracy in its various
manifestations, and from a technologically divided world… to a technologically united world,
places enormous responsibilities on teachers who participate in the moulding of the characters and
minds of the new generation. (Delors J. et al. 1996, pp.141-2).
6. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 6
• Teaching is a professional activity.
• There are new changes that occur on continuous basis in the society and around the world. Teachers need to
be continuously abreast with latest theories, research and new knowledge (Siddique, 1990). Teachers who are
not professionally sound cannot solve their professional and social issues. Teachers who acquire latest
knowledge and develop their skills teach effectively (Farooq, 1990).
• There are less training facilitates available to teachers at primary level in Pakistan. Due to lack of latest
knowledge and skills the teachers are found weak in solving the problems of students in the process of
schooling. Untrained teachers cannot manage the behaviors of maladjusted students and use corporal
punishment as tool. This attitude of teachers discourages students and results in drop out. Those students who
graduate from the primary schools have poor communication skills and social skills (Ahmad, Rauf, Rashid,
Rehman, & Salam, 2013).
7. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 7
• The first step to improve the quality of education is to have well trained teachers. The
government should enhance the competency and skill of the teachers by promoting
pre-service and in-service training for them because it makes them to meet the
requirements of profession and face the challenges there in.
• DIET (District Institution of Education and Training at Elementary Level) and other
training institutions must be utilized for this purpose. Such Pre-service and in-service
training programmes should be constantly reviewed and strengthened, as its quality
has a direct bearing on the quality of education in state.
8. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 8
• However, Teachers Eligibility Test introduced by the centre government will
provide benchmarks for quality standards of teacher education. There is a
requirement of bringing in research methods and methodologies in appropriate
form in teacher education at pre-service and in –service programmes. The new
initiatives, innovations, surveys and studies need to be encouraged.
• These may be exploratory or diagnostic in nature. Research must have referred to
policy issues, curriculum issues, evaluative procedures, training strategies,
classroom practice etc. These research, innovations and survey must become an
integral part of training programmes of teacher education institutions. So the top
priority should be given for improvement in the quality and content of teacher
education programme (Neeru Verma, 2014).
9. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 9
• To prepare teachers for the twenty‐first century is to prepare them to be leaders, role
models, and active participants in a rapidly changing world, influenced by what
scholars have characterized as a learning age. Scientific advance aspect of human
activity require individuals to develop habits of inquiry and lifelong learning in their
professional and personal lives.
• Like their colleagues before them, teachers in the twenty‐first century will be required
to engage in continuous professional learning and to consider their interactions with
students as dynamic and dialogical instances of mutual learning.
10. PROVISION OF TRAINED TEACHER
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 10
• Because learning is a fundamentally social phenomenon occurring through intentional
and active engagement in communities of practice, teachers, as adult learners, require
opportunities to form professional learning communities to provide occasions to
validate, share, and extend prior experience and knowledge.
• The challenge for teacher educators is to provide opportunities for teacher candidates
to develop habits of continuous professional learning and to foster and generate
change in educational cultures that have been historically resistant to change despite
rapid changes in the world (Chassels, 2009).
11. QUANTITATIVE ISSUES
• Elementary Education
• The elementary education comprises two distinct stages- Primary and Middle.
a) Primary Stage: The primary stage (Grades: I-V) extends over five years age
+ to 10+) Gross primary enrolment rate is 86 in 2.00. The medium of
instruction in most of the schools is Urdu- the national language.
• There are English–schools as well. However, the curriculum for primary
classes is almost the same throughout the country. The major focus of this stage
is on basic mathematical and literacy skills (3Rs) appreciation of traditions,
values, and socialization.
• Promotion to next class is automatic mostly to save wastage as per policy.
Schooling is being made compulsory through appropriate legislation. Now it is
being proposed that science and mathematics be taught in English at this stage.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 11
12. QUANTITATIVE ISSUES
• b) Middle Stage:
• The Middle stage (Grades: VI-VIII) is of three years duration and is offered in
schools: either having primary or secondary classes. The curriculum is common for
all males and females as well as for urban and rural dwellers.
• The curcular focus of this stage is to strengthen foundations of first and second
languages, mathematics and science and developing understanding of family,
community, environment, health and nutrition.
• Provincial Education Departments as well as schools conduct terminal examination at
this stage. Middle level enrolment rate is 47.5% (2004-05).
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 12
13. ACCESS TO ELEMENTARY EDUCATION
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 13
• a) Access
• Access means reach a passage, an entrance for a doorway to education. It has a
two-way role:
• i) A physical approach,
• ii) Utilization of existing facilities: It is not only essential to provide education facilities
but it is equally important that these facilities are utilized.
14. ACCESS TO ELEMENTARY EDUCATION
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 14
• b) Equity
• Equity means equitable access and participation in all management and
program functions regardless of gender, race, colour national origin, disability
and age.
• c) Gender
• Gender refers to the physical and social differences and relations between men
and women, which are learned very widely among societies and cultures, and
changes over time. The term gender does not replace the term sex, which
refers exclusively to biological difference between men and women. For
example, statistical data are broken down by sex. The term gender is used to
analyze the roles responsibilities, constraints and needs of women and men in
all areas and in any given social context.
15. GENDER EQUALITY
• Equality between men and women entails the concepts that all human
beings, both men and women, are free to develop their personal
abilities and made choices without the limitations set by stereotypes,
rigid gender biases and prejudices.
• Gender equality means that the different behaviors, aspirations and
needs of women and men are considered, valued and favored equally.
It does not mean that women and men have to become the same, but
that their rights, responsibilities and opportunities will not depend on
whether they are born male or female; Gender equity means fairness
of treatment for women and men according to their respective needs,
• This may include equal treatment or treatment that is different but
which is considered equivalent in terms of rights, benefits, obligations
and opportunities.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 15
16. LEGAL BASIS OF EDUCATION
• a) Legal Basis
• Legal basis of education means the legal provisions or legislative authority
government has for imparting education for its people.
• b) Compulsory Early Childhood Care & Education for all until the age
up to 6 years
• According to 18th Constitutional Amendment, the Article 25 A (“25A:
Provision for free and compulsory education for children: The state shall
endeavor to provide, within a period of ten years from the commencement of
this Constitution, for free and compulsory education for all children until they
complete the age of fourteen years".) has been substituted as follows: The state
shall endeavor to provide early childhood care and education for all children
until they complete the age of six years.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 16
17. SITUATION ANALYSIS
• Elementary education is the foundation on which all subsequent stages
of education are built and is the very basic ingredient for human
resource development.
• Concern over the state of primary education, particularly the issue of
low enrolment and high dropout rates, have been expressed in all
National Education Policies and five year Plans. But the situation still
requires much to be done.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 17
18. REVIEWS AND ANALYSIS OF
NATIONAL EDUCATION POLICIES
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 18
19. LITERACY AND BASIC EDUCATION
• The third major factor influencing policy is of the fast increasing clientele
of education. This factor may useful be seen with the fourth factor namely
the paucity of resources for education, which has forced the system to
expand as fast as resources would permit but at the expense of quality. It is
not just a question of increasing numbers but also a way of gaining political
support, and political leaders use at a lever to gain support of the masses.
• In every single policy announced by the government, the question of
literacy and universal enrolment has been addressed very emphatically.
1947 Conference on Education in his initial policy speech, the Education
Minister emphasizes the question of literacy and universal basic education.
The relevant extract of the policy is reproduced below: “Our first and
foremost concern must inevitably be a determined and vigorous attack on
the formidable problem of illiteracy and its evil consequences.”
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 19
20. COMMISSION REPORT (1959)
• The same issue has been highlighted in the Commission Report (1959)
where the question of universal primary education and literacy has been
addressed in the objectives but the policy recognizes the practical difficulty
of resource constrains in achieving this objective. The relevant portion of
the report is reproduced below;
• “An education system is part of this concept of a social justice in the sense that its
benefits and opportunities must be available to all. In our conditions, where resources
are limited, it is unfortunate that for some time to come it will not be possible to
provide universal education.”
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 20
21. • It appears again in the relevant chapter on primary education of the
Education Policy 1972-80, which prescribes making primary education free
and compulsory. The 1979 Education Policy maintains the same instance
but at the same time emphasizes the need to improve quality and reduce the
heavy dropout rate.
• The Education Policy 1972-80 highlights the problem of illiteracy and
Universalization of elementary education prominently and emphatically in
its objectives. The relevant extract of the objectives is reproduced below;
"To provide a minimum acceptable level of functional literacy and
fundamental education to all citizens of the country particularly the young,
irrespective of their faith, caste and creed in order to enable them to
participate productively in the total national effort".
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 21
22. The 1979 Education Policy
• The 1979 Education Policy again highlights the question of literacy and universal
enrolment in the statement of objectives. The relevant paragraph of the policy is
reproduced below: “Eradicating illiteracy within the shortest possible time
through Universalization of elementary education and a massive adult education
program.”
• "Equalizing access to education through provision of special facilities for women,
under-privileged groups and mentally-retarded and physically-handicapped
children and adults in all areas in general and backward areas in particular ".
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 22
23. Educational Policy 1992-2002
• The Educational Policy 1992-2002 again includes universal enrolment
and universal literacy in its objectives.
• The relevant policy objectives appear below:
• “To ensure 100% participation of children in education at the primary level by
the year 2002 and to eradicate illiteracy trough formal and non-formal method.
Special attention will be paid to the development of female education and
literacy through formal and non-formal methods”.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 23
24. Education Sector Reforms (ESR)
• Education Sector Reforms (ESR) program was built on the long term
perspective of National Education Policy (1998-2010) and ten year
perspective development plan 2011.
• ESR is the comprehensive sector wise program to address the issues of
low educational attainment, lack of access to schooling, and
educational inequities by gender and location. 2001
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 24
25. • a) Education Sector Reforms Objectives
• Universalization of primary education and-adult literacy
• Strengthening the quality of education through better teachers, upgraded training
options, curriculum & textbook reforms, and competency based examination system.
• b) Primary Education EFA Goals
• i) Ensuring that by 2015 all children with special emphasis on girls and children in
difficult circumstances have access to and complete free and compulsory primary
education of good quality;
• ii) Eliminating gender disparities in primary and secondary education by 2015 and
achieving gender equal access to and achievement in basic education of good quality;
and
• iii) Improving all aspects of the quality of education and ensuring excellence of ail so
that recognized and measurable learning outcomes are achieved by all especially in
literacy, numeracy and essential life skills.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 25
26. MAJOR CAUSES OF DROPOUT
• Following are the major causes of high dropout rate which require
immediate attention through future EFA planning:
i. Economic Factors:
Low level of economic development of the country.
Low per capita income of the people
Inadequate provision of physical facilities in schools
Shortage of funds especially to meet the recurring expenditure,
Poor standards of health and nutrition.
Costly text-books/exercise books.
In-adequacy of audio-visual aids.
Poor condition of school buildings
Poor motivational level of parents to send children to schools. In other words high
opportunity cost.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 26
27. Physical Factors
• Punitive measures adopted by the teachers and loss of self-respects.
• Non-conducive atmosphere of schools.
• Heavy load of school bags
• Practice of forcing children to repeat classes.
• Induction of formal education form the very first day in school.
• Learning problems of children.
• Unattractive/unfamiliar environment of the school.
• Over-crowded classes.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 27
28. Geographical Factors
• Scattered pattern of population in large parts of the country.
• Long distances of schools from homes.
• Natural calamities in the hilly areas.
• Poor communication facilities
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 28
29. Administrative Factor
• Gender biased textbooks and curriculum.
• Indifferent attitude of administrative and supervisory personnel
towards teaching community.
• Teacher’s absenteeism.
• Undue political interference
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 29
30. Curriculum/Educational Environment Related
Factors
• Curriculum not in harmony with the needs and cognitive abilities of
children.
• Lack of relevance of curriculum to the needs of the community.
• Poor quality of education.
• Rigid formal system of education.
• Gender biased textbooks and curriculum
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 30
31. TEACHER RELATED FACTORS
• Shortage of teachers.
• Hesitation of female teachers to go to schools located in remote areas.
• Inadequate/improper residential facilities especially in far-flung areas
compelling them to remain absent from school to attend to family problems.
• Low morale of primary school teachers and harsh treatment of publics.
• High student-teacher ratio especially in urban schools.
• Inadequate knowledge of child psychology.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 31
32. CAUSES OF LOW LEARNING ACHIEVEMENT
• The analysis suggests that the teachers' poor performance is the major
cause of the very low standards of academic achievement. The
incompetence of teachers, in turn, is related to the low level of their
educational qualifications, and although the pre-service training of
teachers has some bearing on the students' achievement. The in-service
training on as no impact on the students.
09/04/2021 Elementary Teacher Education, AIOU, Islamabad 32
33. CAUSES OF LOW LEARNING ACHIEVEMENT
• The learning achievement of students also remains low, because of
some other factors such as:
• Student absenteeism results in low academic achievement The gender of the
teacher plays an important role in students' achievement Students taught by
females, or by both females and males, tend to score higher at a later stage.
• Students entering the school at an earlier age, perform better than those who
enter at a later stage.
• Students repeating a class tend to remain under-achievers as compared to the
rest of the class, and
• Literacy of parents has a positive impact on students' achievement, the impact
being more pronounced in case of literate father rather than literate mother.
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34. Accreditation
• Accreditation Issues Under the powers given in the Ordinance 2002 the
HEC has constituted various councils to ensure the quality of education in
their respective disciplines.
• It established the National Accreditation Council for Teacher Education
(NACI'E) as an autonomous body through a Federal Government
notification in the Gazette of Pakistan, Extra August 30, 2007 for ensuring
the quality of teacher education proms in public and private institutions in
Pakistan.
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35. NACTE'S SCOPE AND MISSION
• NACTE's Mission is to ensure the conduct of high quality teacher education
programs as an integral part of higher education through a sustained
professional Internal Evaluation and External Academic Audit. Its mandate
includes teacher education programs offered by institutions of higher
learning in any one of the following categories:
• a) Institutions chartered by the Federal Government or Provincial Government in the
relevant field.
• b) Institutions affiliated by the chartered universities or degree awarding institutions
through the respective universities/ institutes.
• c) Institutions offering degree programs under affiliation/ collaboration with foreign
universities under the approval of HEC.
• d) When a multi-campus institution presents a program for accreditation, each
campus will be considered as separate institution.
• Accreditation has, therefore, been made mandatory in Pakistan for all
teacher education programs leading to the award of degree by public and
private teacher education institutions.
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36. CHALLENGES AND THE WAY FORWARD
• NACT'E has invited institutions for accreditation and has in response
received a significant number of applications. Accreditation visits are
scheduled from September 2011. But, Teacher Education is a huge
sector with an array of programs mostly offered in the public sector
institutions. The grounding, take-off and sustainability of the
accreditation system demands full support of the public sector, the
major producer' and consumer' of teacher education and other agencies
working for raising the quality of education in Pakistan.
• Internationalization of the accreditation standards and linkage with
international quality assurance agencies in higher education
particularly in teacher education is needed for establishing cross
border credibility of teacher education. NACTE would seek the
support of relevant agencies for this purpose.
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37. SOCIALAND CULTURAL/TECHNOLOGICAL
ISSUES
• A society ensures its unity and survival by means of culture. The term culture has been
broadly defined to encompass all the continually changing patterns of acquired behavior
and attitudes transmitted among the members of a society. Culture is a way of thinking
and behaving; it is a group’s traditions, memories, and written records, its shared rules
and ideas, its accumulated beliefs, habits, and values.
• The Family
• The Peer Group
• The school culture
• The teacher is a crucial factor in any educational system whose competence and
efficiency has far reaching implications in the attainment of educational objectives and
goals. Thus, the level of ICT literacy and competence of the teacher is crucial in
determining the success of ICT integration in schools. However, teachers’ competence
toward the use and application of ICT in their educational practices is dependent on
teacher education and training on one hand; and, teacher educators on the other hand.
Workshops and standalone courses on technology integration for in-service teachers may
not be enough in ensuring effective use of technology in pedagogical practices (Mishra &
Koehler 2006).
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