Aims and Objectives of Teacher Education as given by Aggerwal | National Education Policy 2009 |Teacher Education in Pakistan | Course code 8626 |AIOU | B.Ed Solved Assignment

QUESTION 

Compare the aims and objectives of teacher education as given by Aggerwal and given in the National Education Policy 2009.

Course: Teacher Education in Pakistan

Course code 8626
Level: B.Ed (1.5 Years)
Solved Assignment

Answer:

The National Education Policy (NEP) 2009 (“the Policy”) is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for the development of the Policy document. Though four years have elapsed between the beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.

Two main reasons prompted the Ministry of Education (MoE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1: firstly, the Policy did not produce the desired educational results and performance remained deficient in several critical aspects including access, quality, and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Education for All (EFA). Also, the challenges triggered by globalization and the nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.

This document is organized into nine chapters. Chapter 1 describes overarching challenges, identifies two fundamental causes that lie behind the deficiencies in performance (the commitment gap and the implementation gap), and outlines the way forward.

Chapters 2 and 3 articulate the ways of filling the Commitment Gap (system values, priorities, and resources) and Implementation Gap (Ensuring good governance) respectively. Chapter 4 puts forward the provisions of Islamic Education and the transformation of the society on Islamic human values. Chapters 5 to 8 outline reforms and policy actions to be taken at the sub-sector levels. Chapter 9 broadly suggests a Framework for Implementation of the Action Plan of this Policy document. Annex- I describe the current state of the education sector. 

Available indicators have been assessed against data in comparable countries Most of the issues recognized in this document were also discussed in previous policy documents. A new policy document on its own will not ameliorate the condition but all segments of society will have to contribute to this endeavor. However, the record does recognize two deficits of previous documents i.e. governance reform and an implementation roadmap, which if redressed, can improve the performance of the present Policy.

The policy discusses issues of inter-tier responsibilities wherein the respective roles and functions of the federal-provincial-district governments continue to be unclear. Confusion has been compounded, especially, at the provincial-district levels after the ‘Devolution Plan’ mainly because the latter was not supported by a clear articulation of strategies. The other issue identified for governance reforms is the fragmentation of ministries, institutions, etc.

for management of various sub-sectors of education and, at times, within each sub-sector. Problems of management and planning have also been discussed and recommendations prepared. This document includes a chapter that describes the implementation framework. The framework recognizes the centrality of the federating units in the implementation of education policy measures. The role of the Federal Ministry of Education will be that of a coordinator and facilitator so as to ensure sectorial and geographic uniformity in the achievement of educational goals nationally.

Encouraging private investment in education. There shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately- managed schools and institutions of higher education through proper rules and regulations.

A reasonable tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the private sector. Matching grants shall be provided for establishing educational institutions by the private sector in rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the Ministry of Education.

 Educational institutions to be set up in the private sector shall be provided (a) plots in residential schemes on reserve prices, and (b) rebates on income tax, like industry. Schools running on a non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the principles laid down in the Federal Supervision of curricula, Textbooks, and Maintenance of Standards of Education Act, 1976. The fee structure of privately managed educational institutions shall be developed in consultation with the government.

Innovative Programs

The National Education Testing Service will be established to design and administer standardized tests for admission to professional institutions. Qualifying these tests will become a compulsory requirement for entry to professional education. This mechanism is expected to check the incidence of malpractice in examinations. Likewise, standardized tests shall be introduced for admission to general education in universities.

Implementation Monitoring and Evaluation

A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest level. The District Education Authority will be established in each district to ensure public participation in monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will ensure the achievement of targets. Existing EMIS at the Federal and Provincial levels shall be strengthened to make them responsive to the need for a Monitoring and Evaluation System (MES). 

The Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of MES and its obligations at the national and provincial levels. Data collected through Provincial EMISs and collated by AEPAM through National Education Management Information System (NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation purposes to avoid disparities and confusion. Databases of critical indicators on qualitative aspects of educational growth shall be developed and maintained by AEPAM for developing sustainable indicators of progress, based on more reliable and valid data to facilitate planning, implementation and follow-up. A School Census Day shall be fixed for collecting data from all over the country.