Teacher Education Paper

8/12/2019 Teacher Education Paper

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Teacher Education: Position Paper 2004

From Teacher Education to Professional Development ..A (Draft )Position Paper

Introduction

This position paper on teacher education in Pakistan documents the sector, highlights importantproblems of quantity and quality, adds critical analyses and proposes potential areas of systemic

interventions for further discussion and action The paper follo!s on from an earlier one prepared by

the "inistry of Education, #P$% &ing' in 2004( )t also dra!s upon the questionnaire !hich !as

developed by the Technical Panel on Teachers Education #TPTE' of the *urriculum &ing #see

+nne (' and sent to all provinces in -ebruary 2004 Three provinces responded !ith valuable

information !hich has been incorporated in the current paper

.ections (/ of the paper provide the overall picture of teacher education in Pakistan This includes

the policy contet, the quantitative and qualitative dimensions of the problem, the general

institutional provisions and practices, as !ell as the public and private sector provisions for pre/

service and in/service teachers1 education .ections and 3 discuss the content of pre/service and in/service teacher education offered today, !hile section details the ne! initiatives made in

communications technology and teacher education .ections 5 and (0 document the problems

relating to physical infrastructure and sustainable financial support to teachers1 education -inally

sections (( and (2 set out the necessary conditions to improve on the sector today, and present a

series of policy, institutional and curriculum/related recommendations around !hich a ne!

frame!ork can be built The paper does not, ho!ever, cover gender issues in teacher education,

!hich have been covered in earlier studies conducted by 67E.*8 and 789+%

1. The Policy Context

1.1 National Education Policy (NEP 1!!"#$%1%The 7EP provides a sound critique of teacher education issues and proposes corrective steps #see

+nne 2' "any of those issues remain valid as teachers are considered the lynchpin for quality and

implementation of reforms in the classrooms, !here the business of learning actually takes place

7EP is comprised of si obectives and siteen strategic actions The obectives include matching

demand !ith supply, effective institutionali;ation, providing incentives to attract the best talent,

improving pre/service and in/service training as !ell as management training opportunities for

administrators To take some of the recommendations of the 7EP for!ard, the Education .ector

9eforms +ction Plan !as designed through a consultative process in 200(

1.$ Education &ector 'eforms ction Plan $%%1#$%%)*+

)n the E.9 +ction Plan, the issue of teacher education is considered implicitly !ithin the cross/

cutting area of quality assurance ( and (?>(@ the

implementation of the 7ational Education +ssessment .ystem #7E+.' for standardi;ed assessments

in classes )A and A))) as measures of credible and replicable testing and curriculum revision@ and the

setting up of Tehsil=Teachers 9esource *enters #T9*s' as an innovative program

6nder the E.9 an estimated 9s 200 million !as set aside to establish 00 T9*s for the period

200(/2004= These T9*s !ere to provide an opportunity for decentrali;ed in/service training and

information facilities for local teachers T9*s !ere seen to be especially critical in districts !herethere !ere no Bovernment *olleges of Elementary Training #B*ETs' or Bovernment Elementary *olleges

("inistry of Education, 2004 Position Paper: Thematic Broup on Teacher Education, Preparatory Technical "eeting

6.+)% *ommissioned (


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of Education #BE*Es' ?0 T9*s !ere established in high schools at the district and tehsil level@

ho!ever, they have not become fully functional due to a lack of financial and human resource

support, as !ell as clearly articulated responsibilities The T'Cs can provide an opportunity for

decentrali,ed in#service trainin- and cluster ased professional support sites/ ut their

operationali,ation and optimi,ation remains a challen-e today and for the future

1.0 Education for ll Plan $%1)

The E-+ 7ational Plan of +ction #7P+'20( highlights the problems of quality inputs under the

6niversal Primary Education #6PE' component .everal issues have been highlighted !ith respect to

Teacher .upply, Training and .upervision The E-+ 7P+ pinpoints the additional need for ((,000

#p?' teachers up to 20( to meet 6PE targets for girls and boys This proection is an under/

estimate as it does not take into account the current shortage of teachers !hich is largely a result of

the poor norm of 2 teachers per primary school, a slo! replacement of retiring teachers, a ban on the

recruitment of permanent teachers, and the lack of a substitute teachers1 pool available to cover for

?/4 months of teacher shortages and=or absences #pregnancy, study, casual and !ido!hood leaves'

&ith respect to teacher education, the E-+ 7P+ recommends the follo!ing:

a relaation of qualifications for teachers in inaccessible areas together !ith special

incentives@

a revamping of in/service training to allo! for its provision every three years rather than

every five years@

a scaling up of best practices through the replication of mobile teachers training, Professional

%evelopment *enters #P%*s' and T9*s@

reforms of pre/service teacher training@ and

revision of curricula and tetbooks The E-+ Plan 20( has recommended ne!

methodologies of teaching, !hich include distance learning, information communications

technology #)*T'/based system of teaching, as !ell as training strategies to engage head

teachers and supervisors through site based as !ell as cluster based teacher training options

improvement of teacher training institutions and their facilities #E-+ Plan 20(@ pp2/?0'

1. Policies on Teacher Education and 2uality

+ll discourse in various policies on quality is directly linked to teacher competence, the relevance of

curricula, assessment systems, pedagogical methods, teaching environment, and materials + maor

criticism of teacher education particularly in the public sector is that it has not resulted in

improvement in student learning outcomes commensurate to the volume of inputs !hich have been

allocated to in/service trainings2Teacher education, ho!ever, cannot be seen as the sole eplanatory

variable for student outcomes .tudent outcomes depend upon competence #!hat the teacher is ableto do' motivation #!hat does the teacher !ant to do' and opportunity #!hat could the teacher do' as

!ell as the contet #support, culture and environment' in !hich teaching takes place? lthou-h

there are provisions in various policy documents on teacher education and trainin-/ there is

lac3 of a comprehensive vision and policy on teacher education to elevate teachin- into a full

fled-ed professional status. There is a complete asence of a social dialo-ue that 4ould

systematically involve teachers/ experts and teachers or-ani,ations in policy ma3in-. 5&ocial

dialo-ues are increasin-ly recommended as the -lue for successful reform6 (I78$%%).

2PEP and Cridges studies 0s and post E-+ =Domtien studies in 50s?Poston, 2004 and 9eimers 2004.4)8=67E.*8 200?

6.+)% *ommissioned 2


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$. 9a-nitude of the Challen-e: some ;uantitative and ;ualitative considerations

$.1 The Numers

There are almost one million teachersin the public and private sectors up to higher secondary level

as illustrated in Table ( belo! The total number of public and private teachers up to grade F)) is

5,000 This is thought to be an under/estimate as it does not include many state and non/state

providers The former comprise schools set up by the ministries of defence, labour, manpo!er $

overseas Pakistanis, !omen and social !elfare, industries, !ater and po!er, and the latter consist of

madaris, non/formal education, etc

Tale: 1 Numer of Teachers in Pa3istan y 7evel< &ector(in %%%s

evel of

)nstitution"ale -emale 9ural 6rban Private Public

Primary 242 (5( ?0 (2 ?43

"iddle 50 (4 (? (00 (2( ((


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This strategy is applicable equally to service delivery in schools as !ell as in teacher education

institutions There is, ho!ever very little stated in any policy document regarding operational

procedures for the t!o pronged strategy to enable its !idespread systematic implementation

The challen-e remains for pulic policy to rid-e the -ap et4een those education systems

4ith ;uality support options and those 4ithout/ in oth state and non#state provision ). This

effort is critical to minimi,e the dualistic patterns of education systems 4hich exacerate social

and economic ine;uities.Public policy in a critical area, such as professional development in

general and teacher education in particular must be holistic and non/discriminating in standard

setting, creating minimum benchmarks for quality in all sub/sectors, !hich are equally applicable to

public and non/state provision

$. Transition ?ottlenec3s in Education @ Implications for Teacher &upply and Education

-or every (0 primary schools, there is currently ( middle school@ and for every ( primary schools,

there is ust one secondary school The current gap bet!een public sector primary and middle and

primary and secondary schools is therefore (0:( and (: ( respectively #"inistry of Education,

2004' The lack of transition opportunities bet!een primary and middle and primary to secondary isbecoming the main obstacle for Pakistan in its attempt to attain E-+ Boals by 20( Primary school

graduates have limited access to middle and secondary schools in both state and non/state options

The government is a!are of this problem as highlighted in the last Pakistan %evelopment -orum

#P%-' meeting in 2004 )t seeks to address this issue boldly and innovatively through afternoon

#second' shifts in schools, as !ell as public/private partnerships and enhanced resource allocations

for middle level education .uch an approach requires a maor infusion of human and financial

resources and consistent evidence/based medium to long term policies -or every primary school to

be upgraded to middle school #G/' it !ould require at least professionals and 4 support staff,

!hilst from middle to secondary #G5/(0' the requirement !ould be 4 professionals and support

staff The basic pay scale !ould be CP. (4 > *urrently there is a severe shortage of science,

mathematics and English teachers in government schools across the country, !ith maor implicationsfor teacher education policies, strategies and financing options There is currently no initiative to

form active lin3a-es et4een hi-her and asic education/ et4een schools and universities not

only to meet the shorta-e of teachers from disciplines such as maths/ science and lan-ua-es for

secondary and hi-her secondary education/ ut also some or-anic lin3s 4ithin education. &uch

an initiative 4ould re;uire a flexile inte-rated peda-o-ical professional module to meet

teacher shorta-e in hi-h schools and also for research and other areas of en;uiry in

education(Chanana/ $%%.

$.). Teachers Trained: 2uality and 9ana-ement Issues

The number of teachers trained #pre/service' in the public sector is 53 H !ith traditional certificationas required by the government such as PT* #for primary', *T #post primary=middle', CEd="Ed

#secondary=postIsecondary' The comparable percentage of teachers trained in the private sector is

H #E-+, 20('


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state sector although there is little comparability in these to Junderstand changes in achievement overtime1 #+ndrabi, 2002'

0. Institutional Provisions and Practices

0.1 Certification 8ptionsThe current certification options available for pre/service teacher training together !ith entry

qualifications, duration of courses, and levels of teaching allo!ed have been covered in Table 2

Tale $: Pre#&ervice CoursesA Pre#'e;uisitesA Duration and Eli-ile Classes for Teachin-

Training Program

Kualification

9equirements for

+dmission

%uration of Training in

+cademic Learsevels=classes that can be taught

PT* "atriculation ( )/A

*T )ntermediate ( )/A)))

%iploma Ed "atric)ntermediate

? years after matric( year after intermediate

(/A)))

C.Ed #(2 > ?' )ntermediate ? A)/F

CEd C+=C.c(M years after C+, C.c or ?

years after )ntermediateA)/F

C+ in Education)ntermediate -+ =-.*,

+ evels4 years (/A))) in Private .ector

"+ Education

"+ in .chool

+dministration

"CE

"ET."T+

"+ E*E N

C+, C.*, CEd

"Ed (M years after CEd,

"+ and all speciali;ed

subects in Education 2 yearsafter C+=C.*

A) / F)) > .tudents Teachers of

PT*, *T and CEd > .upervision

Professional )nstitutions

6niversities"anagement Positions

"Phil $ Ph% in

Education"+ ".*, "Ed 2 Lears and ? Lears

Professional )nstitutions

6niversities

"anagement Positions

9?E @ 9asters in ?usiness Education

9.E7T& @ 9asters in En-lish 7an-ua-e Teachin- and 7in-uistics

9TE # 9asters in Technolo-y Education

9 ECE @ 9asters in Early Childhood Education

(all of the aove ein- offered at the IE' PunBa >niversity

There is a !ide range of certification options available from Primary Teachers *ertificate #PT*' to

Ph% in education hilst the PTC*CT certification is approved y the ?oards of &econdary and

Intermediate Education (?I&E/ the Burisdiction of certification of all other de-rees at -raduate

levels and eyond lies 4ith the >niversities and the i-her Education Commission (EC.

Public sector employment eligibility conforms to professional qualifications in pre/service programs

such as PT*, *T, CEd, and "Ed, !hilst the non/state sector is fleible in its recruitment entry

requirements and has fe! rigorous rules on professional qualifications *onsequently, there is little

compulsion to abide by any formal criteria for teacher recruitment The lac3 of an a-reed national

minimum criteria for teacher education at various levels of education results in oth confusion

and ;uality attrition/ underminin- not only student learnin- ut also the professional status of

teachers.

0.$ 7o4 Entry 7evel 'e;uirements and the 7ac3 of Professional &creenin-

6.+)% *ommissioned


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There is a valid concern that the entry level qualification currently fied for primary=elementary

teachers at grade Fand F)) respectively is very lo! "oreover, subect kno!ledge is !eak and

there is no screening for aptitude in this profession as compared to other professions such as

medicine, engineering, business management etc These traditionally lo!/entry level requirements

particularly at the primary level have created the cumulative perception of teaching as a lo! status

option, and at best a safe and often Jpart time1 profession for !omen and men !ith average to lo!

academic records, poor self/esteem and indifferent or negative attitudes Furthermore/ the entry

;ualifications for teachers vary from province to province/ creatin- variations in the ;uality of

teachers and uneven standards of measurement or assessment

0.0 7o4er &tandards for Non#Formal Education and 7iteracy Pro-rams

)t is also a fact that for 7on/-ormal and iteracy programs, there are even lo!er qualification

requirements ranging from "iddle school to "atric qualifications This issue is forcefully ustified as

a practical necessity in remote and disadvantaged areas !here there are no local female teachers

available for teaching girls and !omen It is also a fact that the pre#service and in#service

trainin- of NFE teachin- recruits is not standardi,ed in terms of duration/ content/institutional arran-ements or in relation to any 4ell#defined professional moility plans. &ome

N8s have developed trainin- materials/ ut these too lac3 standard ;uality assurance

-uidelines. The "oE in collaboration !ith E.9+=6.+)% have prepared national literacy guidelines

recently !hich merit a closer look from a quality perspective for teacher education

0. reas of Trainin-

Today, a range of options eist in the general and=or specific training of teachers

( E*E=Gachi I Early *hildhood Education is a ne! stream !hich has been committed to in the 7EP

(55/20(0, E.9 $ E-+ Plans for !hich initiatives have been recently launched by a somegovernment and private sector providers #Punab 6niversity )E9 %ept,


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Aocational Training +uthority #TEAT+' in Punab and through other master trainers at the

provincial level inkages !ith polytechnics are also minimal, but can be improved

-or category (2 or non/formal education=literacy, there is a general under/provision of formal

institutional options Training is often provided by 7B8s and 7on/formal Education %irectorates as

a series of events rather than as a systematic professional training program !ith formal milestones,

certification, equivalence or nationally recogni;ed standards

0.) Postin- and &ervice &tructure in the Pulic &ector

Posting and service structure is commensurate !ith the level of education of teachers +s the

qualification levels increase, so do the teachers1 scales

"atric PT* CP.: 3 O

-+=-.* = *T CP.: 5OCEd="Ed CP.: ( O

9ecently the -ederal %irectorate of Education #-%E', has elevated the entry level position for

primary =elementary schools to Brade (4, a longstanding demand of teachers associations %riven by

qualifications, primary school pay scales are lo!er than those for middle school, !ith the latter1s

lo!er than secondary schoolThe implication of this is that -ood teachers 4ith special primary

and middle#school level aptitude are forced out of their preferred areas of teachin- once they

improve their ;ualifications.

There are fe! opportunities and incentives !hich eist for teachers to continue professional

development in a systematic and regular manner !ithin the levels of education at primary=elementaryand secondary levels Promotion of teachers !ithin sub/sectors of primary, secondary etc is

currently linked to number of years served rather than professional capability and performance,

undermining motivation for improvement

0.+ Contract irin- and Issues

)n Punab the previous policy of traditional government recruitment through Provincial .ervice

*ommission #P.*' has been discontinued since 2002 and the current policy for entry is district and

school based contract posts The entry level requirement for these educators has been raised to a

graduate degree !ith C+= CEd "any "+, and "Phil level applicants have also been selected for

entry level posts

The contract and institution based hiring policy !ith a minimum qualification of C+ =CEd has led

to many equity issues in the educational sector 7umerous teachers !ho have obtained PT* and *T

certification feel discriminated against, especially in deprived areas #9aanpur, %B Ghan, "ian!ali

etc' !here female teachers do not have the option to graduate !ith C+, CEd degrees, etc This

criteria of graduate plus is leading to discrimination in the short and medium term !hereby outsiders

seek to benefit from employment opportunities for educators, !hilst locally trained teachers are

being disqualified in their o!n localities *ritics and teacher unions have epressed there opposition

to this policy !hich is seen as violating other preferred policies of continuity, tenure, and preference

to local and female teachers for entry positions at the elementary school level



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)t has also been noted that teachers !ho are recruited on merit for school based contract

appointments make pragmatic temporary decisions and continuously seek alternatives even after

their recruitment They sometimes do not even oin their ne! post because the school site does not

suit them This leads to a viable teacher shortage !here a number of teachers=educators selected

either stay a!ay or refuse to oin the target school for !hich the vacancy !as announced and filled

Primary schools, particularly in Punab are currently undergoing a critical management dilemma of

an anomalous human resource mi in primary schools )n a maority of primary schools, the school

head !ho is the senior/most teacher in terms of years has a qualification of "atric=PT* )n the mid/

(550s, many primary schools !ere provided !ith English language graduate teachers, and since

2002 these have been further supplemented by contract recruitments of educators!ho may have C+,

CEd, "+, "Ed or even an "Phil degree This has created maor human resource and professional

anomalies in primary schools, having a "atric PT* headteacher !ith (( years of schooling, !orking

alongside ne!ly recruited educators or Juniors1 !ho have ( and (3 years of education This issue is

yet to be fully ackno!ledged and rationali;ed by the government )n the short to medium term it

negatively influences the !ork atmosphere of primary schools, thus undermining the very remedy

that the government devised in order to address quality in primary schools through improved teacher

qualifications #)T+, 2004'

. Pulic &ector Provisions for Pre#&ervice and In#&ervice Teacher Trainin-

.1 &tate Institutional rran-ements

There are 5 )nstitutes of Education 9esearch #)E9s' in Pakistan attached to public sector6niversities )n addition there are speciali;ed Teacher Training )nstitutions #TT)s' in Pakistan for

preparation of teachers in speciali;ed areas such as the Bovernment *ollege of Physical Education,Bovernment +gro/Tech Teachers Training *ollege, +udio Aisual +id *enters, Bovernment *ollege of

.pecial Education, 7ational Technical Teachers Training *ollege etc

Tale 0: Teacher Trainin- @ &tate Institutional rran-ements in Pa3istan

+reas +pe )nstitutions +ffiliate = +ttached *olleges in %istricts

Pre/.ervice=8ther

)n/.ervice *olleges #Pre/.ervice and )n/.ervice '

.upport )nstitutionsTraining 8utposts #T8s'

Teachers 9esource *enters#T9*s'

.indh P)TE #2'

)E9

P)TE#(' BE*E #24' -emale (( =

"ale(?Bovt *olleges of Education

#?'

Training 8utposts #(2'

(2? T9*s

Calochistan P)TE

#(' )E9

Cureau of *urriculum B*ETs ((0 planned $ 2( functional

T8s

Punab 6niversity of

Education)E9

%irectorate of .taff

%evelopment

B*ETs #?' (2 for !omen

*olleges of Education #'

((0 Established

(2? 6nder Process

7&-P 6niversityof Pesha!ar

)E9 #('

%irectorate of TeachersEducation and *urriculum

%evelopment #+bbotabad' $and P)TE #Pesha!ar'

9egional )nstitute forTeachers Education #9)TEs'

20 #only in/service'#(( -emale $ 5 "ale'

22 T9*s&ith 789+% support as

many as ?00 T9*s are to beset up

6.+)% *ommissioned


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Teacher Education: Position Paper 2004-ederal Technical

Panel onTeacher

Education

#TPTE'3

Training &ing

"oE, -ederal*ollege of

Education#-*E'

/ Training &ing "oE #some

special innovative in/servicecourses in emerging areas such

as


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more being planned to make in/service training accessible at the local level .everal initiatives on

T9*s have preceded the current one such as the .chool %evelopment *enters #under .PE%P' and

T+9*s #Teachers and 9esource *enters' !hich continue to be undertaken through public private

partnership by the +li )nstitute of Education, a non/state provider !orking !ith public and private

sector institutions and teachers

. Institutional Diversity or Institutional Confusion

( +pe institutions for teacher education vary from province to province and the institutional

organi;ation of teacher education also varies accordingly &hilst in one province P)TE is the ape

body #.indh' in the other provinces this may be an adunct body #7&-P', or simply an attached unit

#Punab=Calochistan'

2 )n Punab there are t!o +pe institutions for pre/service and in/service separately, the

6niversity of Education and %irectorate .taff %evelopment The %.% in its current state is evolving

a more holistic plan for inservice training #)7.ET', such that it addresses issues of incentives and

accountability, "$E, support and follo!/up %.% intends to !ork !ith district and tehsil based

training and support centers, as !ell as cluster schools %.% in its ne! formulation intends to !ork!ith partnerships across government, civil society and donors in a more accountable market oriented

service provider and client relationship #%.%, 2004' The B*ETs =*E are the affiliate colleges of

the 6niversity but they are also supposed to undertake in/service and must be in concurrent

urisdictions of 6E and %.%

? The affiliate institutions of the ape organi;ations are also called by different nomenclatures

etc Bovernment *ollege of Elementary Training #B*ETs' in Punab and Bovernment Elementary

*ollege of Education #BE*E' in .indh, *ollege of Education and the 9egional )nstitute of Teacher

Education #9)TEs' in 7&-P

4 T9*s and T8s are located in high schools !hich lie under the urisdiction of the %istrictBovernment in general and !ith the E%8/ Education in particular )n Punab $ Calochistan the

T9*s have been selected and equipped through the 6E and P)TE respectively )n other provinces

this has been undertaken by the %istrict Bovernment itself through its E%8/ Education The link

bet!een T9*s=T8s and B*ETs=BE*Es =9)TE. is not clear and there is an institutional

disconnection bet!een the line management of T9*s and B*ETs !ith the provincial ape body for

B*ETs and the district education department for T9*s

The use of district in#service trainin- facilities in support institutions such as T'Cs and T8s in

hi-h schools has to e clearly specified as they fall under different line mana-ement at the

district level compared to apex*affiliate institutions.

6nder devolution and the ocal Bovernment 8rdinance 200(, training has been identified as

a provincial subect, !hilst professional development needs, support and follo! up are core service

delivery y issues at the district level + key criticism of the eisting institutional arrangements for

teacher education is that of centrally managed, !eak and disparate policies and practices across

provinces and at the national level

Institutional arran-ements re;uire clarity in the stated functions of pex odies and their

affiliate institutions in 4hat ou-ht to e concurrent spheres of 4or3 or Burisdictions at the

provincial and district level.

) Non#&tate Provisions for Teacher Education

6.+)% *ommissioned (0


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).1 Private &ector

7on/state or private sector providers have mushroomed in teacher training as a response to the

gro!ing need for differentiated types of requirements !hich the public sector may not have been

able to provide

Teacher training institutions in Pakistan also include autonomous bodies, private universities, and

degree a!arding and chartered institutions These include premier institutions such as )E%/+G6, +li

)nstitute of Education, 7otre %ame )nstitute of Education #7%)E', Ceacon


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delivery environment. &ome have su--ested that this represents the myth of choice in

education6 for Pa3istanis/ 4here ;uality is ein- consistently undermined in oth the pulic

and private sectors."

).+ Tensions et4een state and non#state providers.

There also eists, tension bet!een state and non/state providers on account of the !eak regulatory

environment The adversarial relations are reflected in strongly held government institution vie!s

that the quality of teacher education is being undermined by the private sector .tringent controls are

therefore needed including barriers to the recruitment of teachers !ho have been trained by non/state

providers This tension can only be removed by increasing adherence to rigorous comparative

research and transparent standards, !hich are applicable equally to public and private sectors. There

is little evidence of any serious dialo-ue/ formal or informal/ 4hich 4ould facilitate an

understandin- et4een the different providers of teacher education/ and encoura-e -reater

pulic#private partnerships.

+. Pre#&ervice Trainin-

+.1 Types of Courses 8ffered

Tale ): Pre#&ervice Trainin- Provisions

Types of *ourses=%egrees 8ffered Cy %uration

Pre/.ervice for 6ntrained .taff B*ETs #Calochistan' =E-+ &ing

I 7-E/literacy *ell 7B8s

8ne/!eek to (2 !eeks

Primary Teachers 8rientation

*ourse #PT8*',

+)86 (5 !eeks %istance earning !ith

some face to face

Primary Teaching *ertificate

#PT*'

B*ETs,BE*Es, +)86 ( year

*ertificate of Teaching #*T' B*ETs,BE*Es, +)86 ( year

%iploma in Teacher Education

Aariations in .peciali;ation

7on/.tate providers eg )E%/+G6,

)", (M and (?>( year programs,

%ip Ed

B*ETs, BE*E, -ederal *ollege of

Education #-*E'

( months I ( year respectively

C Ed Public .ector 6niversities1 )E9s,

6E, +)86, Private .ector

( Lear

"Ed, .pecialised Public .ector 6niversities1 )E9s,

6E, +)86, Private .ector eg )E%/

+G6

2 Lears

"Phil@ Ph% Public .ector 6niversities)E9s, 6E, 7on/.tate Providers 5 2 Lears I 4 Lears

+.$ lternative pproaches in Pre#&ervice Trainin- @ the loal Experience

)t has been seen that globally there is a move to!ards partnerships bet!een institutions undertaking

research and practice, !here one reinforces the other These trends further build the case for linkage

bet!een basic and tertiary education The university school links, the school industry university

)rvine, 20045

7on/state providers include +G6/)E%, +)E, T9*, 7%)E, C76, .chool of Education 6"T,


13/28


links, cross country and university links and school net!orks are a case in point as are other

initiatives mentioned belo!:

( Professional Partnership models of TT) !ith 6niversity and .chools require institutional support for

both pre/service and in/service teachers in school setting .chool/university partnerships tend to encourage

research based teaching and learning solutions Cenefits from a layering of eperienced student teachers,

mentors and faculty members eg/Professional %evelopment .chools !ith core )T based outreach program of

professional development has been tried in *hina, .ri anka and other countries of the developed !orld6niversityIschool based partnerships, crossing institutional boundaries for optimum professional outreach,

fostering linkage !ith t!o cultures, vi;, school and university, creating ne! venues for educator

development, and inclusive decision making asin .outh +frica, 6G, *anada etc

2 earning *onsortium teacher development partnership formed bet!een four school boards, !ith

faculty of education at the 6niversity of Toronto, the 8ntario )nstitute of .tudies in Education #(5', also in

6.+ +n evolving entity !ith vision, !ork responding to emergent issues and concerns, partnerships,

conversations, activities and proects to contribute to professional kno!ledge, share practice and insights,

assessment

? Teacher +pprenticeship model Program #T+P' 6niversity of Toronto !ith a fe! public schools

mentors and apprentices and trans/national models 6.+ =*hile 6niversities and .chools

4 Pre/service programs, schools links to professional organi;ations and industry

.chool net!orks #+ustralia' 400 .chools and Teachers 7et!orks linked to research initiatives@

forming ne! communities of practice, reflection, skills build up and practice

#9eimers, 2004 pp3(/(( '(0

Pakistan is eperimenting !ith some of the follo!ing approaches, but these efforts are still at nascent

stages requiring strategies for scaling up !ith proper financial=resource support

The inter/institutional linkage is difficult to establish albeit once established !orks smoothly such asthe eperience of Early *hildhood Education and


14/28


"athematics and methods of teaching

.cience and methods of teaching

3 .ocial studies and methods of teaching

)slamiyat=)slamic history and methods of teaching

5 +rts=Practical arts and methods of teaching

(0


15/28


There has been no evaluation of the %iploma in Education program introduced across Pakistan by

TPTE to replace and upgrade PT* and *T ack of proactive planning and resource constraints have

been cited as the official reasons for this oversight

There is insufficient focus on research in teacher education in terms of preparation and delivery

areas This results in lack of information to track learning achievements, teacher preparation

programs !hich can in turn inform policy on teacher education

The lo! standards in a maority of eisting teacher education programs are compounded by

increasing instances of plagiarism and non/authentic research practices The a!arding of undeserved

higher degrees both in the government sector and in some of the ne! private sector institutions add

to the deteriorating situation

sence of National ccreditation and E;uivalence &ystems : There is no system for

accreditation or for the re-ulation of teacher standards 4ithin and across provinces especially

as provinces have started to adopt variations in criteria for teacher recruitment. Inter#

provincial transfers are difficult and intra#sectoral (pulic and private employment criterianon#existent. This lac3 of e;uivalence is identified as a maBor ottlenec3 to the standardi,ation

4ithin teacher education. The -ap et4een private and pulic delivery systems at the local and

national levels is therefore much harder to rid-e

=. In#&ervice Trainin-

In#service teachers trainin- or professional development is often seen as a 4indo4 of

opportunity for continuous rene4al of professional s3ills and inte-ration of emer-in-

3no4led-e and technolo-ies in the education system. In Pa3istan there has een a -reat deal of

focus on in#service trainin- uilt into every education proBect and initiative at the -overnmentlevel and also those offered y private and civil society sectors.

=.1 Fre;uency of In#&ervice Trainin-

%espite policy recommendations that a teacher must have the opportunity for in/service training

#)7.ET' once every five years, currently, a primary teacher can only access )7.ET after (? years, a

middle school teacher after 3/ years and high school teacher after ( years (2

)n recent years the in/service training offered by state and non/state providers has been proliferating

!ith many variations in the type of training and its duration .ome eamples of in/service provision

are illustrated in Table belo!:

Tale +: In#&ervice Trainin-

Types of *ourses=%egrees &hich Type of )nstitutions %uration

)n/service training of untrained staff

in ne! areas through full/time crash =

cascade programs 6E I Punab

(0,000

7e! +ssessment .ystems

.ubect based

"obile Teachers Training for

serving teachers #Calochistan'

6niversity of Education, %.%,

B*ETs, BE*Es

B*ETs and Partner 7B8s

8ne !eek, one month to three

months duration

.hort term refresher courses for )n regular govt institutions 8ne !eek to three !eeks

(2PE- Evaluation .tudy, (55

6.+)% *ommissioned (


16/28

Teacher Education: Position Paper 2004those already teaching

Aisiting Teachers Program #AT'

Educational eadership and

"anagement

+dvanced %iploma in E"

+dvanced %iploma in Education

anguage Enhancement and

+chievement Program #E+P'

7on/.tate Providers

AT: +G6/)E%

E" : +G6 I)E%, )"

+d %ip in E%/ +G6 I)E%

+GE.

AT: t!o month certification

E" : (0 months to one year

+d %iped : ( year

%onor/funded proects directed

to!ards in/service training of

government teachers

/ Teachers Isubect Cased

/


17/28


*luster Cased Professional %evelopment "odel: This model !orks !ith a cluster of schools

in a specific geographical location served by a group of or a professional development or resource

centre There are several eamples of these are in Pakistan especially in the northern areas, and

emergent ones in 7&-P, Calochistan, .indh, Punab, 7orthern +reas supported by BTR, 6.

+)%=E.9+, 67)*E-, %f)% as !ell as more established ones in )ndia, .ri anka, *hina, .outh

+frica, 6ganda etc

In#service trainin- placements outside Pa3istan: &hilst this is not a specific model per se,

it is a modality of training !hich is on the increase !ithin proects such those supported by +%C,

%f)%, 6. +)% #E.9+, +E%', 6. Bovernment #*ongressional Brants=Plymouth .tate 6niversity

SP.6' Placements in institutions abroad, focuses on subect based eposure training as !ell as

training for administrators and other speciali;ed courses )n the past t!o years almost 400 teachers

and trainers have been sent abroad for courses ranging in duration from 4 !eeks to 4 months +

predominant number of teachers=trainers have been from the elementary school level and some from

the secondary level #P.6' This trend of placements abroad is epected to increase in Pakistan and

can be seen as an opportunity to tailor make such capacity building initiatives to the specific

requirements of pedagogy, leadership, assessment systems, leadership and management at the

elementary and secondary levels in Pakistan There is a concern that the returned trainees may notbe able to form a critical mass or an active net!ork due to lo! interaction and culture of lo!

cooperation bet!een different partners, thus undermining the opportunity to enhance dissemination

of quality teacher education and practice

=.0 Curriculum

The in/service curriculum offers diversity and space for innovations There is a range of options,

from very traditional cascade oriented theoretical trainings to !ell designed tailor made courses for

specific target audiences )n the innovative programs such as "entoring, "TT, &.)P, *lustering,

P%T and also some of the government1s recent commitments to emerging challenges of health,

population, environment,


18/28

Teacher Education: Position Paper 2004!eeks'

? Teaching of .cience to 5th $ (0th

*lasses #4 !eeks'

.econdary .chool Teachers 23 (0

4 Teaching of "aths To .econdary

*lasses #2 !eeks'

.econdary .chool Teachers (0 (00

+dministrative=-inancial Training #2

!eeks'


19/28


=.) 7imitations of Garious Trainin- 9odels

Cascade:

There is consistent loss of quality=content during the transfer process= training loops from the

eperts to the teachers=Trainers The duration of ToT for master trainers is also thinned out

7on/availability of local teaching supervisors especially in rural and remote areas

"inimal classroom teaching practice and support

9entor:

o! or no administration support to ensure quality of the program

Cureaucratic rules obstruct incentives and honorarium to mentors seen as Jirregular1

Teachers1 +ssociations construe this as an additional duty, raising epectations !ithout

adequate compensation

+G6/)E% dependent program for epert pedagogical support

apses in professional refreshers for mentors resulting n lack of continuity in the learning

process

hole &chool Improvement Pro-ram (&IP'

&.)P as led by 7B8s and the +ga Ghan Education .ervices There is an inherent

dependency on the professional intermediaries and the Professional %evelopment *entres

#P%*'

)ssues hindering progress include, poor school infrastructure, entrenched routines, culture of

dependency, poor content kno!ledge of teachers, motivation, mobility

N8 In#service models for -overnment*NFE teachers

The Jone of1 !orkshop model is of little value !ithout follo! up and feedback

There may be limited focus on quality assurance in content, or delivery

8ften, these models are unrecogni;ed by the government and lack legitimacy for scaling up

.top and go programs !hich are dependent upon donor proects or unreliable resources

". Information Communication Technolo-ies (ICTs

Cridging the digital divide for learning and promotion of kno!ledge based societies is a key concern

in Pakistan The country has endorsed its commitment to!ards )*T promotion to meet E-+ goals in

national and international forums #%akar, Ceiing, )slamabad, %elhi etc' This commitment is being

vigorously addressed at the secondary, college and university level, albeit !ithout a formal public

policy and national strategy for )*T in education(4

".1 Imperceptible initiatives waiting for formal recognition and integration

)nitiatives to set up )T infrastructure and learning programs have been supported by the "inistries of

)T, .cience and Technology and Education They have focused on secondary schools, colleges as

!ell as teacher education institutions in the public sector .ome !ell kno!n initiatives supported by

donors include )7TE, )nternational Education and 9esource 7et!ork / iE+97(, "icrosoft1s

(4The 7ational )*T strategy for education !as to be finali;ed in 200? !ith support from 6. +)% + great deal of

thinking has already been undertaken to!ards this end(iE+97 #)nternational Education and 9esource 7et!ork' is non/profit organi;ation made up of over (,000 schools in

(00 countries, iE+97 empo!ers teachers and young people to !ork together online using internet and other ne!communication technologies +pproimately 30000 I (000000 students each day are engaged in collaborative proect

6.+)% *ommissioned (5


20/28


Partners in earning Programme #P)', the +sian %evelopment Cank #+%C' Programme, D)*+, 6.

Embassy and 6.+)%1s E.9+ )T facilities are being provided to teacher education institutions in

the public sector "icrosoft intends to provide )T support to a large number of teacher training

institutions and has already equipped some P)TEs !ith )T facilities )ntel has trained almost 30,000

teachers, of !hom 0H are in the public sector -aculty training in teacher training institutions is

being held for )*Ts so that they can incorporate these skills into their routine teaching and learning

+ maor concern is the consistent availability of resources in recurrent budgets for consumables,

maintenance and repair of )T labs !hich often gets ignored in budget planning

".$ 7ead ctors in Information Communication Technolo-ies:

)n the non/state sector )E%/+G6 has already taken the lead in developing )*T based on/line course

!are for its pre and in/service training programs !hich can be emulated by the public sector

institutions through a partnership program 8ther organi;ations such as +lif aila Cook Cus .ociety,

)dara/e/Taleem/o/+agahi #)T+', T9*, C)T., are also pursuing an active outreach to support

!hole school improvement through )*T based teacher and student applications These in turn are

being actively supported by iE+97, )7TE, the corporate sector such as P.8 #Pakistan .tate 8il',)*), and others

".0 llama I;al 8pen >niversity (I8>

+)86 has state of the art facilities for distance learning through )T support #funded by D)*+' !hich

is severely under/utili;ed + -rench language on/line programme is in place +)86 can easily

epand its teacher education and professional development courses on similar lines .everal

developing countries such as *hina, Egypt, .outh +frica, and .ri anka have started to epand

outreach for teacher education through the active use of )*Ts and this needs to be actively emulated

in Pakistan through +)86, Airtual 6niversity and also the TT)s

!. Physical Infrastructure

The public sector teacher training institutions suffer from the same malaise as all government

education institutions: missing facilities, lack of maintenance, repair, support and upgradation costs

These are either non/eistent or minimal The facilities are often housed in huge buildings and over

si;ed grounds, often !ith hostels, are quickly run do!n and not conducive to quality learning

"oreover, laboratories and libraries are either non/eistent or have also fallen into disrepair !ith

outdated equipment and materials There is no mechanism of ensuring financing !hich is part of the

recurrent budget or a domestic driven development programme )nvariably these facilities are

improved through donor driven programs and rarely through the government1s o!n regularbudgetary resources The recent proposal prepared by *)%+ for the *anadian %ebt .!ap for

Pakistan is designed to address the physical functionality of the teacher education institutions across

Pakistan for their optimi;ation as !ell as for capacity building programs 8ther donors such as 6.

+)%, BTR, +%C, &C, %f)% are also keen to invest in institutional refurbishment and upgradation to

improve the functioning of training institutions

1%. Financial Issues# 7o4 understandin- of financin- and ud-etin- for teacher education

!ork !orld!ide .ince (5, iE+97 has pioneered in on/line school linkages to enable students to engage in

meaningful educational proects !ith peers in their countries and around the !orld )ts programs include : *ommunityAoices *ollaborative .olutions, -riendship through education, youth echange program etc



21/28


+ core area in teacher education relates to its financing for improved resource allocations


22/28


? Teachers need to be fully engaged in the change and reform processes This must be fully

respected so that change is ultimately managed by themselves !ith suitable leadership and

not as an eternal imposition

4 8ngoing professional support cannot be a one of event, but such that it leads to professional

development for career progression, mastery over subects, ability to adust and update skills

according to changing times, access to learning=teaching materials, access to professional

linkages and support structures

+lternative paradigms of teacher education !hich have proved to bear positive results need

to be integrated !ith an in/built research component to track the J!hat1 Jho!1 and J!here1 of

learning achievements This entails eperiments !ith the !hole school approaches, local

communities such as those eperimented in Cangladesh, Pakistan, through school based

models of training, Professional %evelopment .upport *enters, mentoring, short monthly in/

service at a cluster resource centre or designate school !ith a mentor to support follo! up,

%istance Education including )*T based learning, must be engaged !ith fully to alter teacher

attitudes and classroom practices

)nnovations in teacher education must be embraced in public and private sectors, schools and

universities, and tracked for outputs and outcomes independently, and=or through a public

and private partnership approach !here state and non/state providers collaborate

systematically for optimi;ation

The &hiftin- Paradi-m of Teacher EducationHdBustin- systemically to ne4 realities

-rom transmission To constructivism teachers as active learners

-rom one off training to long term systematic training opportunities at local, national and

international levels

-rom dislocated training to processes in contets and cultures making space for on/servicecapacity building opportunities in lifelong teacher education continuum

-rom skill training to one supported by school=curricular reforms

-rom isolated=individual to collaborative processes !here support groups can be developed

-rom empty vessels to adult reflective practitioners seeking support from ne! approaches in

cognitive sciences, mental models and leaders of change

-rom passive participants to thinkers and actors as key reform agents

&uch an approach 4ould en-a-e simultaneously 4ith the

professional and personal dimensions of teachers*educators.


23/28


.chool based

-ield Cased

Pre#&ervice 8n#&ervice In#&ervice

From Teacher Education to Professional Ed Development Olifelong learning

1$. Proposed Frame4or3 for Teacher Education

+ systemic response is needed to address teacher education and teacher practice in Pakistan The

frame!ork for addressing issues of teacher education comprehensively must have three concurrent

dimensions:

( "easures !hich address teachers competence, motivation and opportunity #Poston 2004 I

+nne 4'

(

2 Policy and institutional provisions across schools, district, provincial and national levels

? .upporting shifts in curriculum and practice #both pre and in/service'

*ompetence, motivation and opportunity in terms of !hat the teacher Jcant1 J!ant1 and Jcould1 do

must be iteratively addressed and integrated !ith the policy and institutional as !ell as in curriculum

and practice dimensions

(This is a thought provoking note !hich merits revie! to elaborate the discourse on teacher education policy andpractices

6.+)% *ommissioned

Competence/

9otivation nion Councils to facilitate teachersupport. There must e a lin3 et4een T'Cs/ CETs*ECEs*'ITEs and also the

provincial level institutions for coordination/ information sharin- and performance

feedac3. n institutional assessment needs to e conducted of the TTIs and T'Cs for their

stren-thenin-/ coordination/ relationships and optimal functionin-.

5. ll teacher trainin- institutions need to e stren-thened and made effective and efficientsites for pre#service and in#service trainin-/ 4ith ICT infrastructure in place/ 4ell

estalished s3ills in trainin- needs assessment*dia-nostics/ desi-n/ research/ monitorin- and

evaluation to improve teacher education. n optimi,ed ud-et lue#print must e

prepared to ta3e into account the recurrent salary and non#salary ud-ets of TTIs 4hichinclude trainin-/ follo4 up and research/ as 4ell as development ud-ets for ne4 initiatives.



26/28


Provision of programs for school/based or cluster based in/service training programs must be in

place !hich are fully reflected in performance evaluation and career mobility of teachers and

head teachers

3 +utonomy must be provided to the school leadership and community for eperimenting

improved teaching learning options, !hich can be epert led or community led

1$.0 Curriculum for Teacher Education and Practice

( + technical group #including representatives from r-ent attention needs to e paid to emer-in- disciplines such as technical education/

special* inclusive education/ and early childhood education so that the institutional and

professional capacity can e created to address the current -aps et4een the tar-eted

thrust areas of E&' and trained personnel. These are currently ein- adBusted throu-h

pra-matic adhoc measures in curriculum and also in teacher trainin-.

.upport must be etended to bolster teacher performance in the classrooms and schools through

local sustainable arrangements of mentors, cluster school development coordinators #earlier

*s', school audits The teachers must also have local school/based finances for preparing

teaching aides, and easy access to T9*s for reference materials and skill building

3 7e! models and approaches to school based, decentrali;ed teacher education and support must

be encouraged prepared as a directory or menu of options to be provided to district and

provincial level authorities for making informed choices The same can be included in leadership

and management curricula for education managers and planners


27/28


5 ike!ise teachers must have opportunities to share their positive practices at local =cluster levels

and echange professional eperiences formally and informally 9esources and policy

adustments must be in place for this type of critical reflective activity !ith peers and mentors

(0 *hanging attitudes and practices must be duly re!arded through an annual system of recognition

and a!ards preferably to coincide !ith the &orld Teachers %ay, E-+ &eek or iteracy %ay



28/28


?ilio-raphy

+ndrabi et +l #2002' Test -easibility .urvey, P+G).T+7: Education .ector, &orld Cank,

&ashington %*

*haudhary "+ #(55' Teacher Education in Pakistan : 7e! *hallenges Paper presented at the

)nternational *onference on Teacher Education : )nnovative +lternatives for the 2(st *entury

Thailand

*raig, < : #(55'Teacher .upply, Training +nd Professional %evelopment: Teacher %evelopment:

"aking +n )mpact, -rom the Eecutive .ummary of *9+)B,

Documents

Teacher Education Paper