briefly description about their education system, GDP, curriculum development and teacher education. (Pre-service & In-service)

1. Comparative Teacher’s
Education
Presented to: Dr. Mehwish Raza
Presented by:Zunaira Shafiq Akram
Master of Philosophy in Education

2. Comparative education in developing countries
Sri lanka IndiaVS

3. Facts
Official languages: Sinhala, Tamil, English
Independence day: 4 February, 1948 ( from the UK)
Literacy rate: 97%
GDP: 87.17 billion US dollars
Pupil-teacher ratio (23:1) primary
(17:1)secondary
Compulsory education: 5 to 13 years of age.
Religion: Buddhism
Culture of Sri Lanka been influenced by the Buddhism and Hinduism.

6. Curriculum of Sri Lanka
• Sri Lankan schools follow the national curriculum developed up by
the NIE.
• According to national curriculum policy the curriculum cycle is of
eight years’ duration.

7. Types of teacher education
• Create a future of trained professional (Pre- service)
• It is a process for continuous updating of teachers' knowledge, skills
and interests in their chosen field. (In-service)

9. FACTS about Indian education system
• Literacy rate: 72.1%
• GDP: 2.597 trillion USD (2017)
• compulsory education: age of 6 and 14.
• School type: public & private
• funding coming from 3 levels: central, state and local.
• Pupil teacher ratio: primary level (37:1)
upper primary level ( 30:1)
• private school students: 29%

10. Indian curriculum
2
versions
CISCE (Council
for the Indian
School
Certificate
Examinations)
CBSE
(Central
Board of
Secondary
Education)

12. Teacher education programs of India
(1)
Per- primary
(2)
Primary
(3)
Secondary
(4)
Higher
education
Montessori
Kindergarten
Nursery
Pre- basic
Two-year M. A
in Education
Two-year Ph.DOne-year M.Ed
Post-graduate
Diploma
Pre- service
training

13. In-service
training

14. Recommendations
1. Planning of continuing education
2. Fundamental educational POLICY should be evolved
3. Established link between the pre-service & In- service training
4. A policy should be formulated to assure some intrinsic and extrinsic
motivation for participating teacher
5. Proper selection for training
6. Focus on comprehensive teacher training