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Course: Teacher Education in Pakistan (829)

Semester: Spring, 2021
Level: MA/M.Ed
Assignment #1
Student Name: Faryal Ahmed
Roll no: CB571774

Q.1 Compare the objectives of teacher educaiton given by Aggerwal and National Education
Policy 2009.
Ans:
Before comparing the objectives of teacher education given by Aggrewal and National Eductaion
policy 2009, we must talk about and enlist what those objectives are. So, I’ll be listing these
objectives down below.
Objectives of Education by Aggerwal
According to Aggarwal (1988) and (1968), the following are some general purposes and
objectives of teacher education:
i. Improvement of the teacher's ability to care for himself.
ii. Ability development based on different levels of student age groupings.
iii. Gaining a thorough understanding of the topic matter.
iv. Skill development.
v. Increased ability to do, observe, infer, and generalise.
vi. The development of an eye for maximising accomplishments from both material
and human sources.
vii. Fostering an understanding of the problems faced by students and parents, as well
as an empathetic reaction.
viii. Development of a suitable understanding of the difficulties of universal
enrollment, regular attendance, year-to-year advancement, and scroll keeping
capacity till the conclusion of the educational stage.
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Objectives of Education by National Education policy 2009:

To improve teacher quality and standardise the system of teacher education, the following steps
were taken in the New National Education Policy, 2009:

1. Improving teacher quality, a bachelor's degree with B.Ed shall be the minimum
qualification for primary level teachers.
Furthermore, by 2018, a master's degree combined with a B.Ed degree will be required for
instructors at the secondary and higher secondary levels. PTC and CT programmes will be
phased down by encouraging current instructors to upgrade their credentials. Diploma in
Education (D.Ed) will be used as an intermediate qualification till B.Ed degree holder’s
teachers are available universally.

2. Enhancement, standardisation, and institutionalisation of teacher training arrangements,

authorisation, accreditation, and certification procedures are required.

3. The curriculum for teacher education must be developed to satisfy the demands of the
school curriculum and scheme of study.

4. The establishment and development of a distinct cadre of specialist teacher trainers.

5. Effective measures must be implemented to guarantee a transparent and competitive

system of teacher recruitment, advancement, professional development, and transfers.

6. All instructors will be given opportunities for professional development through a unique
programme that will be established on a three-year cyclical basis.
7. In-service teachers will get mathematics training to help them improve conceptual
understanding, procedural knowledge, problem solving abilities, and practical skills.

8. In-service teachers will get science training that is focused on real-life scenarios, the
usability of scientific equipment, and the distribution of scientific equipment to all primary
and middle schools.
9. Similarly, teacher distribution plans must be based on the teacher's qualifications as well
as the needs of the school. The government must create and implement a rationalised and
need-based school teacher allocation system.
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Furthermore, it will be evaluated on an annual basis to make any required changes.

Provinces and local administrations will establish multiple job holding and teacher
deployment, as well as effective accountability systems, to control absenteeism.

11. The in-service teacher training system shall be institutionalised, standardised, and
developed in regions where it does not already exist.
12. In order to standardise training quality, training requirements must be identified
through research and appropriate training programmes.

13. The government must take significant measures and actions to improve and strengthen
the social standing and morale of teachers. These are teacher upscaling, wages, teacher
professional development, and an incentive system.

14. Teachers serving in rural or other difficult locations will get special rewards.
15. In-service training must cover a wide range of topics, including pedagogy and
pedagogical content knowledge; subject content knowledge; testing and assessment
procedures; multi-grade teaching, monitoring, and evaluation; and programmes to meet
emerging requirements, such as language and ICT training.

16. The teaching staff must be managed professionally and as a specialised role.
18. Special short-term courses will be devised and implemented to help instructors serving
in remote regions improve their language abilities.

19. Instructors' associations shall be given special and appropriate attention in order to
resolve collective concerns affecting teachers.

20. The government will seek resources from the corporate sector through public-private
partnerships, particularly in teacher education and professional development programmes.
21. Through inter-tier collaboration, the resources of International Development Partners
will be utilised within a comprehensive national programme of teacher improvement for
the country as a whole.
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22. For the recruitment of female instructors, the maximum age limit will be relaxed.
(Pakistani Government, 2009)

Pakistan's ideology imposes two significant duties on the government. For starters,
education will be available to all residents. Second, it will help them to prepare intelligent
and civilised persons dedicated to the cause of Islam. These duties are in agreement with
the teachings of the Quran, which regard education as a right of the person.
Some of the general goals and objectives outlined in the National Education Policy 1998–
2010 are as follows:
1. To include Quranic principles and Islamic practises into curriculum so that the message
of the Holy Quran can be spread during the educational and training processes. To educate
and teach Pakistan's future generations to be real practising Muslims capable of entering
the next millennium with bravery, confidence, knowledge, and tolerance.

2. To achieve universal primary education by building basic education community schools

throughout the nation using formal and non-formal techniques to offer a second chance to
school dropouts.

3. To satisfy children's fundamental learning needs in terms of learning tools and content.
4. To increase the quality and quantity of basic education by giving as many chances for
free access to every child as possible. The system's imbalances and inequalities will be
addressed by expanding the number of middle and secondary schools.

5. To guarantee that all boys and girls who want to attend secondary school have access to
them.

6. To emphasize diversification in order to shift the system from a supply-oriented to a

demand-oriented state. Attracting educated young to work at various educational levels so
that they may become productive and helpful citizens and positively contribute to society.
7. To make curriculum development a continuous process and to plan for the establishment
of an unified educational system.

8. To prepare students for furthering their education through professional and specialised
programmes.
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9. Improving system performance through the institutionalisation of in-service training for

teachers, teacher trainers, and educational administrators. To improve the quality of pre-
service teacher training programmes by offering longer-term parallel programmes at the
post-secondary and post-degree levels.
10. Create a sustainable policy, planning, and development framework for teacher training
programmes, including in-service and pre-service.

11. To promote technical and vocational education in the country in order to provide skilled
labour that meets the demands of industry.

12. To improve the quality of technical education in order to increase the job opportunities
for Technical and Vocational Education (TVE) graduates by transitioning from a static,
supply-based system to a demand-driven one.
COMPARING THE TEACHER’S EDUCATION OBJECTIVES GIVEN BY AGGREWAL
AND NATIONAL EDUCATION POLICY 2009
On comparing the objectives of both the aggreval and National Policy we can see that:
 The objectives of National Policy are much more elaborate and extensive than the
objectives of Aggreval.
 National Policy is more about what is needed on a national level to better the
education system, whereas Aggrewal stresses more on individual care and work.
 Aggrewal talks about teachers focusing on self-care, which is something you don’
see in Natonal policy. Self-care is very essential for overall health and perfect health
leads to better effort and results.
 Objectives of National policy aslo suggests the government on what to do, whereas,
Aggrewals doesn’t.
 Aggrewal’s objectives are much more general while National Policy’s are much
detailed.
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Q.2 Discuss the usability of teaching methods recommended by Muslim scholars in the
current teaching learning environment.
Ans:
Methods of Islamic Education
The ancient Muslim educators developed a unique teaching approach that increases knowledge
receivers.
Some articles on teaching approaches are as follows:

Giving Up Tension
Teachers should treat their students gently and leniently, avoiding tension and harshness,
as these two factors limit mental maturation and cause significant psychological
complexes. “Tensional instruction injures the learners, especially the youngsters and the
severely educated,” writes Ibn Khuldun.
Discipline in Physical Activity
If students reject the advise, they should be penalised for their inappropriate behaviour and
neglect. Even the sons of monarchs were beaten and imprisoned by early Muslim
instructors.Abu Merriam, al-Amin and al-Mamunteacher, *'s caned them so hard that one
of their arms was broken.
The kid raised his hand in front of his father, and the teacher was summoned “For what did
Mohammed – al-Amin – complain to you?” questioned ar-Rashid. “He is full of naivete
and slyness,” the teacher said. “You may murder him!” shouted the caliph. His dying is
preferable to being dull.”
“You should first reform him by means of compassion and lenience,” ar-Rashid instructed
al-Ahmer, one of his kids' instructors. If he resists, then employ tension and coarseness.”
“Your part is the flesh, while ours is the bones,” fathers used to remark to their boys'
educators.
The most essential method of teaching was beating and torturing. This is false since Islam
considers mercy, kindness, and leniency to be the most important issues on which
education should focus. In instructional procedures, any wrong paths should be avoided.
Teachers should not go too far in disciplining irregular and deviant students because it
generates mental complexes and impedes the maturation and development of education
and personality.
According to Ibn Khuldoun, "If the educator employs compulsion, this would pain the
learner, limit his pleased spirit, push on indolence, and lead to deceit and malice in order
to escape additional pressure."
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Furthermore, this compulsion will teach the learner deception and deception, which the
pupil may adopt as practises and traits for the rest of his or her life. The educator, whether
a teacher or a parent, should not be overly harsh in punishing his sons.” “Teach without
chiding,” the Prophet (s) stated. Teachers are preferred over scolders.” “Teachers are
advised not to utilise stress or pride,” stated Ibn Quteiba.

Teachers are compared to a caring father. “Teachers are the replacements for fathers,” as
the saying goes. It is also said, "Teachers should care for the interests of their pupils and
treat them as the dearest sons with love, civility, charity, and patience in the face of possible
estrangement."
Teachers should inform students of their shortcomings via guidance and sympathy rather
than chiding and crudeness.” When asked if it is advisable for instructors to employ
coarseness or leniency with students, Al-Qabisi, one of the great educators of the fourth
century – of Hegira-, said, "Disciplining should never occupy the excellent teachers'
lenience and pity to the pupils."
Teachers are their dads' replacements. It is frowned upon for instructors to continually be
frowning. This will cause the students to despise them.” Teachers' harshness causes mental
problems, which leads to pupils refusing to attend classes.

Rebuke Suggestions
Muslim educators think that insinuative reprimand should be included in teaching
techniques when students exhibit irregular conduct or poor performance since this way is
more effective than expression.
They stated, "Teachers who detect an irregularity or crooked behaviour should not
immediately address it to the students." They should insinuate this conduct inside their
everyday discourse by mentioning the drawbacks of such activity. This will result in the
desired convention.”
In reality, this technique is more effective than direct reproach, which may lead to
disobedience and persistence on the wrong. This subject has been stated by Islam in the
domains of education and teaching. It is said that the Prophet's grandsons, Imams al-Hassan
and al-Hussein, once observed an elderly man doing the ceremonial ablution improperly.
They avoided directly addressing him; so, they agreed to appoint him as the arbiter who
would judge on the most correct ablution. As they were performing the ablution in front of
him, the old man said, "O lords! You've both done an excellent job with the ablution, but
it appears that the old guy can't master anything.” This important practice has been
embraced by Islam because it rescues the deviant from irregularity and aberrance and
returns him to the truth and right.
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“The child that is not corrected by insinuative impression, owing to lack of comprehension
and perception, secret expression and forthright warning should be used,” educationists
stated. If this technique fails, the instructor may publicly warn and reproach. If this again
fails, the instructor may dismiss and leave the student until he returns.”
MANNERS OF THE LEARNERS
Muslim educators have been deeply concerned with the well-being of their students. They
comprised significant strategies for disciplining and gaining virtuous ethics and noble manners.
1. Learners should pursue knowledge only for God's sake, disregarding any earthly desire
or meaningless aim. God will undoubtedly enhance such students' respect, ease their
problems, provide perception and intellect, and unite the prosperity of this life and the
Hereafter.
2. Students should follow religious teachings and precepts, as well as excellent values and
ceremonial customs. They should dread God in their hiddens as well as their outward
appearances, and purify their souls from disfavored characteristics such as envy,
ostentation, conceit, and arrogance, since these are the vilest and most unassuming.
According to one educator, "prayers are worthless without external
cleansing."Similarly, heart worship that seeks knowledge is ineffective unless the
hearts are cleansed of bad manners and immoral characteristics. The profusion of
storytelling is not knowledge. It is a light that shines in hearts.”
3. Learners should be at ease with themselves and their surroundings.“Seek wisdom and
transmit it to people,” the Prophet (s) stated. Maintain your calm, tranquillity, and
modesty in your interactions with people from whom you learn and those to whom you
provide knowledge.Do not be a knowledge despot.” “Seek knowledge and show self-
possession, calmness, and modesty to those from whom you learn,” stated Imam as-
Sadiq. Do not be a dictatorial of knowledge, or else the wrong will take your right
away.” Students with such immaculate morals will naturally be role models for others
and have a beneficial impact on people's conduct and ethics.
4. Learners should make every effort to acquire information since it is not inspiring.
Knowledge may be gained. It is determined by the breadth of the efforts that lead to
scientific fortune. Learners must respect both time and their teachings. Any tardiness
wastes time in class and causes teachers to be negligent.
5. Learners should not overestimate their abilities and energy in order to avoid exhaustion
and a deterioration in mental maturity. It is critical for students to allow enough time
for rest and physical relaxation. Men must respect their bodies' rights. According to Al-
Ghezali, "it is critical to provide adequate time for appropriate entertainment and
relaxation after the strain of teaching.” Preventing the students from having fun after a
long day of learning would deaden their hearts and confuse their minds. This will also
cause a disruption in their lives and force them to seek out tricks in order to get rid of
such a disruption.”
6. Learners should not raise rigour questions since doing so disrespects knowledge and
dishonours professors, whose approval should come first.
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7. Learners should respect their instructors, who should have rights equal to fathers. “I
used to adore my instructor, Malik, to the point that I glanced through the books so
barely that he would not hear the noises of the papers,” Ashafii explained. Learners
should also respect their instructors whether they are there or not, utilise diverse forms
of honouring and reverence, avoid mentioning their names, and accept their
imperfections and roughness. “Individuals told Sufian bin Uyeina that some people
who had travelled from faraway areas would abandon him due of his harshness,”
Ashafii stated. “They must be illiterate if they give up their advantages due of my bad
manners,” he remarked.
8. Learners should also arrive early for class, sit in front of their teachers, not lean against
a wall or a pad, and not turn their backs on them. All of this goes against the rights of
teachers. They should also pay close attention to their professors and refrain from
duplicating the instructional contents.
9. Furthermore, students should refrain from yawning, eructing, laughing, ridiculing, or
engaging in any behaviour that is disrespectful to the professors. - Learners should
avoid combining two disciplines of study at the same time since their thoughts will be
much disrupted.
10. “Learners must not combine two subjects of knowledge at the same time, lest they be
too inadequate to gain any of them, for this creates mental confusion and leaning to one
on behalf of the other,” says Ibn Khuldoun.
11. Learners should not associate with anyone other than hardworking pupils in order to
obtain positive reinforcement. It is claimed that social life influences and is influenced.
Each person contributes and gets from their environment. Individuals that are sluggish
and thin will undoubtedly pass on their characteristics to their friends. - Primary
learners should avoid engaging in disagreements and ambiguous ideas of master
scholars, particularly in conceptual theses, lest thesis divergent viewpoints undermine
their mentalities and natures.
12. Students should not go on to the next lesson until they have mastered the previous one.
Negligence will undoubtedly result in tardiness and incompetence. Islam Education
and Training
13. In Islam, acquiring knowledge is a religious responsibility. "It is obligatory upon every
Muslim to pursue knowledge," the Prophet remarked. According to completely
established hadiths that explain the significance of this statement, knowledge here
refers to the three Islamic concepts of oneness (tawhid), prophecy (nubuwwat), and
eschatology (ma'ad).
14. In addition to these principles, Muslims are obliged to learn about the secondary
branches of Islam, as well as the specifics of its injunctions and regulations, based on
their unique circumstances and requirements. It is obvious that obtaining knowledge of
religious ideas, even if in a brief form, is attainable to some level for everyone.
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15. However, obtaining thorough understanding of religious injunctions and regulations by

the use of basic texts of the Book and the Sunnah and technical reasoning based on
them (or what is known as demonstrative jurisprudence, fiqh-i istidlali ) is not feasible
for every Muslim. Only a few people have the potential for demonstrative
jurisprudence, and such thorough knowledge is not needed of everyone, because there
are no injunctions in Islam forcing one to accomplish anything that is above his
capacities.

Q.3 Elaborate the recent developments in teacher education system of Pakistan. Discuss the
problems of teacher education and also give suggestions to overcome these problems.
Ans:
Teacher Training and Development in Pakistan:
Because Pakistan is a Muslim-majority country, the Islamic concept of training and
development is very important in training and development. Human growth is defined in
Islam as “the development of both spiritual and human virtues” (Yasin and Jani, 2013).
Training for perfection is a highly valued characteristic in Islam since people have various
aspirations and different ways to attain their goals. Islam began training and growth
fourteen hundred years ago, and it has continued to this day. Initially, madrassas were
established, which subsequently evolved into universities.
Universities at Fez, Cordoba, Tunis, Cairo, Baghdad, Damascus, and Jerusalem, in
particular, saw significant changes in individual and societal development (Hassi, 2012).
These universities generated outstanding thinkers as a result of having high-caliber
instructors who were trained informally, and they made important contributions to their
respective institutions and society in general. In Pakistan, there are around 230 teacher
training institutes that are methodically and successfully operated (203).
In addition, the government of Pakistan has established over 300 teacher resource centres.
In addition to government organisations, there are private teacher training institutions that
train teachers, equip them with pedagogical abilities, and offer them with professional
certifications (Statistics, 2013).
According to research, about 40,000 instructors are educated each year through these short-
term programmes (Farah, Fauzee & Daud, 2016). More than two hundred institutions and
colleges are presently functioning for training of teachers of formal school system
The 2009 policy action on teacher education, ‘National Education Policy,' can be praised.
The following are some guidelines for teacher education:
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1. A bachelor's degree in education is required to teach at the primary level. This

curriculum is expected to be finished by 2018, with the present certification being
phased out in favour of B.Ed. (Hons) Elementary, followed by B.Ed. (Hons)
Secondary. There are provisions for less developed places where the current
circumstances will be maintained till situations improve. National Professional
standards, accreditation, and certification procedures will be standardised, and the
curriculum of teacher education and the plan of studies will be modified to better meet
the requirements of students and society

2. Appointments, promotions, and postings must be merit-based. Similarly, Professional

development in another area where instructors should participate in this programme
refreshes their thoughts in many areas of teacher education. A paradigm change in
intellectual understanding, problem-solving methodology, and practical abilities will
be promoted. Primary schools receive Science Kits. Another area that will be addressed
is academic auditing and accountability in order to control absenteeism, multiple job
holding, and other unethical activities in the teaching profession.

3. Teacher education will include research and additional training. Teachers' social
standing and morale will be increased by salary increases, upgradation, a rewarded
system, incentives for difficult locations, unique short courses will be created, and
language skills for rural areas will be designed.

4. Teachers' unions must be given proper attention in decision making, particularly when
it comes to collective concerns affecting the school system. Partnerships between the
public and private sectors will be implemented in teacher education.

5. The recruiting age, particularly for female instructors, will be reduced.

Table 1: Structure of Teacher Education in Pakistan

P.T.C (Primary Teaching/ Teacher Certificate)

C.T (Certificate in Teaching)

J.V (Junior Vernacular (Old System)
S.V (Senior Vernacular (Old System)
Diploma (Diploma in Education)
All of the preceding was intended for and trained for primary schools.
Regional Institutes of Teacher Education are the source.
The training lasts one year.
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Table 2: University Education/Higher Education

B. Ed Bachelor of Education (One Year)
M. Ed Master of Education (One Year)
M. Ed Master of Education (Two Years)
M. Phil Master of Philosophy of Education 2-3 years
Ph. D Doctorate in Education 2-4 Years

Primary teachers are educated at all RITEs (Regional Institutes of Teacher Education and
InService Schools).
The new ADE system, which is a two-year programme, has been implemented. All public
and private sector universities produced Bachelors, Master's, M. Phil, and Ph. D teachers
in education. The University of Education Lahore was founded and is solely dedicated to
teacher education programmes. Through remote education, Allama Iqbal University trains
teachers of all levels throughout Pakistan.
Another industry is affiliated colleges. HEC and the Provincial Curriculum Bureaus of
several provinces create the Teacher Education Curriculum. Although English is the most
often used medium of instruction, Urdu as a National Language is frequently used in the
classroom. However, the methods and methodology as outlined in the relevant curriculum
differ from one institution to the next.

Practice in Teaching
The duration is one and a half months for both short and long practise in the designated
male and female schools of the Education Department, University Education is Co-
Education, although there are distinct centres for male and female at the lower levels.
Mentoring is an extremely unusual occurrence.

TEACHER TRAINING PROBLEMS

Pakistan confronts a number of challenges in terms of educational programmes.
The following are current and emerging concerns of teacher training institutes:
(a) Teacher training facilities face financial constraints and are not adequately prepared to
meet the needs of the current system of teacher education;
(b) Teacher training institutes face a severe shortage of services, such as teaching aids,
buildings, libraries, furniture, text materials, and other related tools; and
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(c) (Farah, Fauzee & Daud, 2016).

According to research, teacher training programmes in Pakistan have encountered
considerable obstacles in terms of quality, legislation, and resource constraints (Jumani and
Abbasi, 2015).
The following are some of the most important concerns revealed by the research.
Induction is subpar:
One of the issues is acquiring and recruiting the proper people to become good teachers
since ideal standards will never be met unless good quality applicants are attracted to the
teaching profession. Because the individuals that apply for and are chosen to teach are not
serious about their careers, they do not profit from these trainings. (2014; Farah, Fauzee,
and Daud)

Education levels are low:

It is also difficult to provide teachers with the essential and appropriate skills. Teachers
must be equipped with adequate knowledge and teaching abilities in order to enhance
student performance by providing relevant feedback.
Low levels of education and inadequate preparation leave instructors with teacher training
institution/university certificates/grades but lacking the essential subject knowledge and
pedagogical ability to deliver the best possible instruction to every student (Ahmad, Rauf,
Rashid, Rehman & Salman, 2013). Likewise, teachers are completely unaware of ICT tools
in some cases which render it very diffuclt to bring in Information technology tools for
betterment of education (Majoka, Fazal & Khan, 2013).

Training sessions are infrequent and insufficient:

Pre-service teacher training courses and regular in-service teacher training sessions are
insufficient to fulfil the requirements of children aged 3 to 5.
Primary school instructors are not educated in interactive teaching methods that promote
happy learning in pre-primary students (Pakistan, 2017).

Inadequate resources:
Another issue when it comes to excellent teacher education is a shortage of financing in
teacher training institutes / colleges. It has been discovered that educational institutions for
teacher training usually lack services such as labs, libraries, reading materials, construction
and information and communication technology facilities, and so on (Farah, Fauzee &
Daud, 2016). All of these elements have an impact on teachers' professional growth.
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Gopang (2016) also mentioned a lack of facilities and resources for conducting teacher
training programmes.
Teachers' lack of motivation:
Another challenge is to motivate instructors to do their jobs well. Many causes might be
cited, including poor salary, which has a negative impact on teacher morale (Maharjan,
2012). Low salary levels have also been proven to have a negative impact on teachers'
personal life and their ability to perform effectively at work, since most instructors choose
part-time teaching elsewhere to supplement their income. Teachers that are unmotivated
are rarely concerned with their professional growth (Ahmad, Rauf, Rashid, Rehman &
Salman, 2013). As a result, teacher trainings become quite inefficient and worthless for
them.
Inadequate teacher distribution:
Another issue might be the uneven distribution of talented and successful instructors. On
the one hand, well-trained teachers in many nations tend to teach in schools located in
metropolitan regions where wages are relatively high and facilities are available. As a
result, student achievement is deplorable, and parents in rural regions unintentionally pull
their children out of school.(Ahmad, 2014)

System of dual training:

The bulk of private schools' educational quality is doubtful due to a severe shortage of
adequately educated and competent teachers, as well as any type of support structure for
these teachers (Bashiruddin and Qayyum, 2014).
With the exception of large school systems such as Beaconhouse, District, Lahore
Grammar, and others, which account for a small percentage of established private schools,
the majority of the others employ teachers who, like their government sector counterparts,
are eligible for intermediate (12 years of education) or BA level (14 years of education)
and are paid significantly less. Large schools and district schools have established their
own teacher education programmes or have access to specialised private colleges.
These schools are less inclined to hire teachers who have previously been educated and
possess B.Ed degrees from government universities (Chudgar, Chandra, & Razzaque,
2014). They favour those who are fluent in the English language. As a result, very few
instructors employed by private schools have had any pre-service training (Farah, Fauzee
& Daud, 2016).
SUGGESTIONS FOR IMPROVED TEACHER TRAINING
Despite the fact that Pakistan's teacher education system has numerous flaws, there is
always potential for development.Teacher quality and teacher education concerns are
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always a priority in a democratic society and a culture that values education and human
development (Hanusek and Rivkin, 2012).
Since Pakistan is on the route to democracy, significant efforts should be made to improve
teacher education. Farah, Fauzee, and Daud (2016) emphasise the importance of teacher
training for Pakistan, stating that the government of Pakistan must support educational
organisations, instructors, and invest in teacher training programmes in order to meet
millennium development objectives (MDGs).
This will result in improved student performance (Siddiqui, 2020).
A high level of education is essential for every country's growth, and teacher education
plays a critical role in controlling it. Furthermore, the problems of teacher training could
be solved by creating a trusting environment and strengthening the accountability process
in school systems, as well as minimising political interference and focusing on merit in
teacher recruitment, providing facilities to teachers, and increasing the availability of
teaching learning materials (Ahmad, 2014).
Furthermore, existing professional development programmes should be implemented on a
systematic basis to improve teachers' teaching abilities so that they are capable of
implementing the curriculum in classes (Siddiqui, 2020) and achieving state goals.
Furthermore, it necessitates a large investment in both physical resources and human
capital to establish well-trained instructors.
However, due to a variety of circumstances, most low-income nations, including Pakistan,
face a financial crisis (Farah, Fauzee & Daud, 2016).
It is claimed that if wasteful expenditure is reduced and corruption is reduced, teacher
education may be made successful even with limited resources. Policymakers should focus
more on boosting teacher education. Furthermore, teacher education should not be
restricted to professional degree programmes. In the era of globalisation, online courses
should be launched, and informal teacher training should be promoted.
Q.4 Describe the nature, scope and significance of In-service Teacher Education. How can
teachers be motivated for in-service training?
Ans:
Nature of In-service Teacher Education:
In-service education is basically the courses and activities in which a serving teacher can
participate to improve his professional knowledge, skills, and competence in the teaching
profession. As a result, it includes all types of education and training provided to a teacher
who is already on the job of teaching and learning.
According to billing (1976), in-service education is a deliberate and continuous process
involving the identification and discussion of current and anticipated needs of individual
staff for furthering their job satisfaction and career prospects, and of the institution for
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supporting its academic work and plans, as well as the implementation of programmes of
staff activities designed to meet those needs. Teachers are widely considered as the focal
point of educational progress.
As a result, in-service education is concerned with the activities and courses in which a
serving teacher may participate to improve his professional skills, knowledge, and interests
after completing his original training.
In this scenario, in-service education is intended to fill a serving teacher's professional
deficiencies. As Fisher (2003) correctly points out, skills suited for a previous age may no
longer equip pupils for the world beyond school. Students are being challenged to be more
creative and reflective in their everyday activities. In-service education, also known as
continuous education, is intended to retrain, reskill, and update manpower's expertise.
According to UNESCO, continuing education is the entire body of educational processes,
regardless of content level and method, whether formal or informal, whether they extend
or replace initial education in schools, colleges, and universities, as well as apprenticeship,
through which persons regarded as adults by the society to which they belong develop their
abilities and enrich their knowledge.
Scope of In-service Teacher Education:
There are several in-service training programmes. The most significant ones are
(i) Education Extension Centres (Now DSDs)
(ii) Agha Khan Central Education Board refresher course;
(iii) AIOU Primary Teacher Orientation Course and
(iv) learning modules of Non-formal Wing (PNE) of Ministry of Education

Significance of In-service Teacher Education:

The demand for in-service training in schools is growing as teachers are being equipped
with new knowledge and abilities to confront new challenges and reformation in education.
In-service training may improve the professionalism of teachers, allowing them to help the
organisation accomplish its goals.
In-service training is a professional and personal educational activity for instructors that
aims to increase their efficiency, competence, knowledge, and motivation in the workplace.
In-service training is one of the most promising paths to improving education. It comprises
the objective and content, as well as the training procedure and context.
According to Ong (1993), in-service training is the sum of an individual's educational and
personal experiences that lead to that individual being more competent and happy in an
assigned professional job.
The major goal of in-service training is to provide instructors with new knowledge and
teaching abilities. It focuses on establishing learning environments that allow instructors
 17

to improve their classroom performance. In this regard, in-service teacher training is the
driving force behind most of the transformation that has occurred in the field of teaching
and learning. It is critical that instructors stay current on the latest concepts, thinking, and
research in their area, as well as foster professional growth among teachers, in order to
provide outstanding and effective teaching and learning environments for students.
In-service training for teachers, according to Kazmi, Pervez, and Mumtaz (2011), allows
instructors to be more methodical and rational in their teaching approach. In-service
training is a structured process in which the efficacy of instructors is increased collectively
or individually in response to new information, new ideas, and changing circumstances in
order to improve, directly or indirectly, the quality of students' education.
According to Abdul Rashid (1996), in-service training consists of two major components:
meeting the educational requirements of students and guaranteeing the personal and
professional growth of academic staff.
In-service training is a critical component for improving teachers' professionalism in
relation to the teachers' goal to improve the quality of their job. Teachers can identify and
critically analyse the school culture through in-service training, which can result in
improvements to the working culture.
According to Ekpoh, Oswald, and Victoria (2013), instructors who attend in-service
training perform successfully in their profession in terms of topic knowledge, classroom
management, teaching technique, and student assessment. According to Jahangir, Saheen,
and Kazmi (2012), in-service training has a significant influence in improving teachers'
performance in school.
Furthermore, in-service training provides numerous opportunity for instructors to acquire new
concepts, methodologies, and approaches through professional development.
In-service training is a deliberate and continuous process that involves the identification
and discussion of current and anticipated needs of individual staff for furthering their job
satisfaction and career prospects, as well as the needs of the institution for supporting its
academic work and plans, and the implementation of staff activity programmes designed
for the harmonious satisfaction. In-service training can also transform instructors' attitudes
and skills, resulting in improved student achievement.
It may also help to improve the processes, techniques, and practises that teachers teach, as
well as the way students learn, and it can assist to build an exceptional school culture in
schools. According to Frederick and Stephen (2010), during in-service training, instructors
would learn school administration skills, evaluation strategies, and understand broader
academic material areas.
As a result, teachers and educational specialists should enhance their efforts in developing and
implementing in-service training in schools in order to improve the efficacy of school
development. In-service training has seen significant transformation in recent years.
 18

In practise, “result-driven in service training is focused with altering the behaviour and/or
attitudes of teachers, administrators, and staff members rather than the quantity of people
who participate in such programmes.”(Ronald,2004:169). It is practically difficult for
someone nowadays to take on a job or adopt a career and stay in it without making any
adjustments. As a result, “in-service training is not only desirable, but also an activity to
which each school system must commit human and economic resources if it is to maintain
a trained and informed staff.” (Ronald, 2004:170)
The preceding discussion clearly demonstrates the need of in-service training for teachers
in school as a tool for professional growth and to improve their knowledge and quality of
teaching and learning.
Teachers face new difficulties and changes in the education sector, and it is critical for
teachers to equip themselves with new information and skills by participating in in-service
training in order to play an essential and successful role as educators.

Motivation:
Through following points teachers can be motivated for In-service training:

Understanding
The Educator is a person who teaches information to students, but what if his or her
knowledge is incomplete?In such a scenario, he or she is unable to properly carry
out his or her duty and obligations.This agenda instils in the instructor a thorough
understanding of the subject matter.

Capabilities
If an educator is unable to handle a high number of students, his or her position will
be unsatisfactory.So, the role of the agenda, which is the topic of conversation, is
to build abilities inside the mentor.
Instructions should be improved.
Learners are affected by the instructor's lectures or instructions; if these instructions
are ineffective, the instructors are not respected and are unable to do their duties.
As a result, guidance is being offered to improve the lecture or instructor's quality
as a result of it.
 19

Mentors are being updated:

Many advancements have occurred in the teaching industry as well as other areas
of employment. As a result, mentors must stay current in order to fulfil the needs
of the new emerging and developing generation. It is a training effort to keep
mentors up to date.
Students' Performance
If the student is unable to comprehend the subject matter, this is the trainer's fault.
The trainer should use some efficient teaching techniques to instruct the students
so that they do well in school. These strategies for improving student performance
are presented during the campaign.
The environment
It is up to the educationalist to shape the atmosphere of his or her workplace to meet
his or her needs. If the educator scolds and beats the student, the entire environment
is disrupted, thus it is his or her tact to deal with the kids without scolding and
hitting them. This campaign includes this sort of educationalist preparation.
Communication is essential.
The ability to communicate effectively is crucial for the role of mentor. He or she
might be evaluated based on his or her communication style. This agenda focuses
on developing this communication method.

Q.5 Explain the structure of Teacher Education in Pakistan, also critically analyze the effect
of 18th amendment on teacher education.
Ans:
Structure of Teacher Education:
The current structure of teacher education may be described by the training idea on which
it is founded. Although the college's perception of their roles may differ, the idea of
competence that predominates is that of fundamental training. At the start of their careers,
most teachers go through a period of full-time training. Their personal efforts and
educational experience will determine their future training. Concurrent training is
incorporated into the fundamental training programme. This term is frequently used to
indicate the integration of school practise into local courses. Academic and professional
components coexist in the fundamental courses. This is supported by the notion that in-
depth study is an important element of instructors' personal education.
The well-known separation between academic and professional education departments is
the result of a system designed for concurrent training. It is sometimes distinguished further
 20

by comparable divisions within the Education Department. Both theories are ambiguous
regarding the expectations placed on institutions/colleges by the various courses' periods
of teaching practise.
The current circumstances have an impact on the B.Ed. and MA Education programmes.
Different institutions' newly created B.Ed (4 Years) programmes include extensive
teaching practice/internship plans that may assist potential teachers acquire more
applicable abilities. The current structure is based on the idea of common/core courses, the
completion of which provides trained teachers.
In practise, there is relatively little commitment to the completed training. The present
organisation and philosophy appear to have less clout. A phased training method with a
shorter starting time might have a significant impact. The current wage scale system
obscures the true complexity of the teaching profession.
Changes in structure may increase chances for research and innovation, as well as other changes
with significant consequences for the organisation of teacher education.
i) Pre-service
Pre-service teacher education is provided at several levels.
Primary level teacher education (or elementary level for grades I–VIII).
The government issued the Primary Teaching Certificate (PTC) for primary teachers to
teach classes I–V and the Certificate of Teaching (CT) for secondary teachers to teach
courses VI–VIII through several ways.
In the current environment, several institutions provide B. Ed (Elementary) through
associated GCETs and have phased out PTC and CT programmes.
 Formal training colleges called Government Colleges for Elementary Teachers
(GCET)
 Training in special units attached to secondary schools knows as Normal School
or PTC units.
 Training through a distance education system organized by AIOU.

In the 1990s, most training was provided through GCETs and AIOU.
In addition, around 20 high schools offered occasional PTC and CT instruction
to girls.
Crash courses were also conducted as part of different programmes to help
minimise the number of unqualified instructors on the job.
A number of non-profit private sector groups began offering pre-service
programmes for teachers in the 1990s.
The Notre Dame Institute (NDI), Hamdard University, Ali Institute of
Education (AIE), and Darul Hikmat are among them. The government
highlighted the need for new institutions to be built in 2002.
Following the creation of universities, several new teacher education
programmes were created, including B. Ed. (Elementary), B. Ed. (Secondary),
Masters Level, and Ph.D. programmes.
 21

The Institutes of Education Research (IER) provide opportunities for

prospective teachers to develop their competencies in conjunction with the pre-
STEP introduced B. Ed (4 years) programme that has been launched by many
universities, and their graduates will play a role in nation building in the near
future.

ii) In-Service
There are several in-service training programmes available. The most important are
1. Education Extension Centres (now DSDs), 2. Agha Khan Central Education
Board refresher courses, 3. AIOU Primary Teacher Orientation Course, and 4.
Ministry of Education Non-formal Wing (PNE) learning modules. In-service
training for government primary school teachers was mostly provided through
different donor-funded initiatives, notably the Teacher Training Project.

Primary Education Project Improving the Learning Environment (PEP-ILE) in

KPK, Sindh Primary Education Development Programme, Baluchistan Primary
Education Programme, and Middle Schooling Project in Punjab were all training
middle school heads and teachers (Abbasi and Hussain, 1995).

Currently, Continuous professional development (CPD) is being carried out in

Punjab within the larger umbrella of DSD. DTSC and CTSC are operational in all
districts of Punjab, whereas following the 18th amendment to the constitution
(Education is the province's primary responsibility), the education departments of
all provinces are attempting to formulate and implement a mechanism for teacher
professional development.

CADD is in charge of federal areas as well as the Islamabad Capital Territory (ICT).
The National Education Policy of 1978 said that the teacher is the hub of the whole
educational system and advocated that teachers at all levels be strengthened. To
carry out the policy proposal, all primary schools and normal schools were
upgraded to Colleges of Education.

To give pre-service training to college and university instructors, an Academy of

Higher Education has been formed.

An Academy of Educational Planning and Management has been created to give

training to administrators and supervisors working at all levels of the educational
system. A summary of the providers of teacher education programmes (Table I)
and structure (Table II) is given.
 22

Programmes Punjab Sindh KPK Balochistan Federal Total

&
Institutions
B.Ed (GCE.Ts) 36 24 18 10 01 89
B.Ed/MA, 08 04 02 01 01 16
M.Ed
(College of Education)
M.Ed/MA (Ed) 05 02 02 01 - 10
IERs/University
Depts.
of Education/
Universities
Extension/Staff 01 01 01 01 - 4
Development in
service
Education
P.I.T.Es 01 01 01 01 - 4
Note: These are not accurate figures because several private and public
universities/institutions have lately begun teacher education programmes.
The goal is to provide prospective teachers an understanding of the structure and
character of teacher education providers.

Training Qualification Duration Classes to

Porgramme for of Teach
Admission Training
PTC Matriculation 1 academic year I–V
CT Intermediate 1 academic year I-VIII
BS.Ed (2+3) Intermediate 1 academic year VI-X
B.Ed (14+1) B.A/BSc 1 academic year VI-X
M.Ed. B. Ed 1 academic year VI–X +
student
Teachers of
PTC, CT &
B.Ed. + supervision
M.A.(Edu) B.A/BSc 2 academic years VI-XIII +
student
teachers PTC.
CT.
BEd + supervision
B.Ed Intermediate 4 academic years Specializations
Honours in
(4 Years) Elementary
Secondary and
Science
 23

Early Childhood Education/Pre-Primary Education

Even with the framework and curriculum described above, you will note that a critical
component of the instructor is absent. It is pre-primary or pre-school education; pre-
primary educational institutions function only as a for-profit company. So yet, educational
and professional criteria, as well as teacher certification, at this level of education have not
been established or enforced. A few private sector educational institutions are known to
organise short-term courses for pre-primary school teachers on occasion. Participation in
these is entirely optional and motivated by personal interests.
Children's education at this period is critical for the formative years of their life. Although
the government intends to establish a curriculum for early childhood education,
development has been slow.
Curriculum
The pre-service and in-service teacher training curricula, as well as several post-graduate
programmes, were created and implemented over 25 years ago. Many changes have
occurred in the education system since then, as government programmes are aimed at
universal literacy and participation in elementary and secondary institutions.
All Education plans from 1972 to 2009 propose that, in order to satisfy the needs of teachers
at all levels, teacher education facilities be expanded by restructuring teacher education
programmes and adopting innovative approaches. Many of the courses were also criticised
for being out of date and unrelated to scientific and technical components of education. Dr.
Farooq has provided you with the curriculum developed by the various pedagogical groups
for the various levels of training as approved by the National Committee. One of the
AIOU's functions is teacher education.
In reality, the first course offered by AIOU was an in-service course that began in 1975 at
the request of the government in order to orient 1,500,000 primary school teachers to the
new curriculum that had been implemented in the primary schools at the time. Because of
its teaching method and delivery manner, teacher education programmes have grown in
popularity.

Pakistan's 18th Amendment to the Constitution

In terms of educational governance, the 18th Constitutional Amendment to Pakistan's
constitution has restructured the federal-provincial relationship. The Act of 2010 grants
provinces greater legislative authority.
 24

The following are some of the key developments affecting the educational governance
framework:
Introduction of Article 25-A: Free and Compulsory Education. The amendment added a
new Article to the part of the 1973 Constitution dealing with basic rights. Article 25-A
requires the state to offer free and obligatory quality education to children between the ages
of five and sixteen. . “The State shall provide free and compulsory education to all children
of the age of five to sixteen years in such a manner as may be determined by law”.
Delegation of Subjects to Provincial Jurisdiction-Removal of the Concurrent Legislative
List:
The concurrent legislative list, which covered issues within the Federation's and provinces'
shared legislative competence, has been deleted. Curriculum, syllabus, planning, policy,
centres of excellence, educational standards, and Islamic education are two important
elements on the concurrent list that have been ceded to the provinces. Until the current
change, the Federal Bureau of Curriculum/Curriculum Wing (CW) in the Ministry of
Education was in charge of preparing and distributing national curriculum as well as
standards to all provinces. Revision of the Federal Legislative List: Empowering CCI
Part Two:
Part II of the Federal Legislative list has been reorganised under the mandate of the
reformed and more powerful Council of Common Interest (Articles 153-154). A number
of new entries have been added. All regulatory agencies created under federal legislation;
Standards in institutions of higher education and research, scientific and technological
institutions; and Interprovincial issues and coordination are among the items that have a
direct impact on education. Sixth and Seventh Schedules Omitted: The enactment omitted
the Sixth and Seventh Schedules, amending Articles 268(2) and 270(A) of the constitution.
The following statutes have lost their constitutional protection as a result of the omission:
the privately managed Schools and Colleges (Taking Over) Regulation 1972, the Agha
Khan University Order 1983, the National College of Textile Engineering (Governing
Body and Cess) Order, 1985, and the Lahore University of Management Sciences Order
1985.