Scope, Need, Importance and Role of the Education in the Province of Sindha

 

Discuss the scope, need, importance, and role of education in the province of Sindh

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

Department of Education Government of Sindh

i)  Secretary Education

In Principle, the functions of the Secretary of Education and the Government of Sind are the same as those of Punjab or any other province of the country. However, depending upon  the  structure and peculiar needs and  traditions of the province, the Secretary’s responsibilities would be laid down as follows:

i)  Administrative Matters

As chief executive of the education secretariat, these administrative functions include; meetings with Deputy  Secretaries,  attending to matters relating to accounts, staff, development projects, policies, etc.

ii)  Professional Matters

As the professional leader of Directorates,  Boards, and Bureaus, the Secretary holds meetings with Directors of Education, and heads of the Boards and Bureaus. Principals of Colleges, Vice Chancellors etc. on issues relating to academic facilities and services of the institutions.

iii)  Ceremonial/Political Matters.

As a representative of the Governor of the province and head of the entire educational system in the province, the secretary has the responsibilities of meetings with the Governor, Chief Secretary, and other Secretaries, external visitors, of crucial interest to education, and attending functions and ceremonies.

iv)  Directors of Education (School Education and College Education,)

There are two Directors of Education (Schools) and (Colleges) education respectively in the province, and each one of them is the administrative head of a region. Each director has the responsibilities for (lie direction, dimension, and quality of primary, middle, and high school education as well as adult literacy and rural education programs. The director is acceptable to the secretary of Education and the provincial government for the overall development of school education in his region.

The job of the director of school education focuses on the following.

a)  Provision, promotion, and maintenance of good quality school education in the region.

b)  Ensuring proper development of all persons (pupils and stall) in school education in the region irrespective of sex, social background, or creed.

c)  Promotion of adult community literacy in the region

d)  Overall control of school  education and college education, technical education respectively

e)  General administration of the services and facilities for school education.

f)  Supervision of personnel instruction and facilities improvement in school and college education.

v)  District Education Officer

Within the region, the District Education  Officer (D.E.O)  is responsible for the administration of school education in a District. There are separate district Education  Officers for boys and girls schools, but their functions are identical.

The D.E.O. is about the almost focal and strategic post concerning primary, middle, and high school education in the district.  He is responsible to the Director of School Education of the Region for the effective organization and demonstration of the District education office and for the development of primary, middle, and high schools in the district. In addition,  the D.E.O. is responsible for the supervision and control of all stalls in the district as well as for the effective utilization of all resources (funds,  personnel, equipment, buildings,  lands. educational programs, etc.), available or provided for school education in the District.

vi)  Deputy District Education Officer

The Primary functions of a Deputy District Education Officer (D.D.E.O) depend to a large extent on the specific duties assigned to him/her by the D.E.O. There may be more than one D.D.E.O in a District.

vii)  Sub-Divisional Education Officer

Within each District, there are several Sub-Divisional Education Officers (S.D.E.Os). The S.D.E.Os are responsible within their respective sub-division for instructional and staff supervision in the schools. His/her supervisory powers extend to the middle and high school as D.E.O directs.

In addition,  S.D.E.O. has full responsibility for the administration and management of sub-divisional education officers. The S.D.E.O assists the D.E.O on all matters about the promotion of school education in the district of which his/her sub-division is a part.

Concept of Assessment in School Education | Scope of Assessment in School Education | Nature of Assessment in School Education | Test Development and Evaluation (6462)

 QUESTION

Write down the concept, scope, and nature of assessment in school education.

Course: Test Development and Evaluation

Course code 6462

Level: B.Ed Solved Assignment

ANSWER

Concept of Assessment in School Education:

Assessment in school education refers to the process of collecting, interpreting, and using information about student learning to make informed decisions about instructional practices and student progress. It is a crucial component of teaching and learning, as it helps educators understand what students know, what they can do, and where they need additional support or challenge. Assessment can take many forms, including formal tests, quizzes, projects, classroom observations, and teacher feedback.

 

Scope of Assessment in School Education:

The scope of assessment in school education is broad and encompasses a range of activities that help teachers evaluate student learning and progress. This includes a formative assessment, which involves ongoing feedback and evaluation throughout the learning process, and a summative assessment, which provides a final evaluation of student achievement at the end of a course or unit. Assessment can be used to evaluate student understanding of specific content areas and their critical thinking, creativity, communication, and collaboration skills.

 

Nature of Assessment in School Education:

Assessment in school education is characterized by its diverse nature, as it can take many different forms and serve multiple purposes. The nature of assessment can be formative, summative, or diagnostic, and can be used to evaluate students' knowledge, skills, and attitudes. Effective assessment in school education is also characterized by its alignment with learning goals and objectives, its validity and reliability, its fairness and equity, and its use of multiple measures and sources of evidence. It is also important for assessment to be timely and informative, providing actionable feedback that can be used to support student learning and growth.

 

In summary, assessment in school education is a complex and multifaceted process that involves collecting and using information about student learning to make informed decisions about instructional practices and student progress. Practical assessment is aligned with learning goals and objectives, fair and equitable, and uses a variety of measures and sources of evidence to evaluate student knowledge, skills, and attitudes.

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Nature, Scope, and Significance of In-Service Training Teacher Education |Teacher Education in Pakistan | Solved Assignment 8626 | AIOU |

QUESTION

Describe the nature, scope, and significance of in-service training teacher education.

Course: Teacher Education in Pakistan

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

Answer:

Teachers’ professional education is viewed as one of the most important factors in improving students’ learning. Keeping this in view many developed and less developed countries pay significant attention to improving the practices of teacher education. In order to develop capable teachers, they make conscious efforts to establish and maintain quality teacher education institutions. The history of teacher education in Pakistan starts with the establishment of the country.

However, this area has been facing various challenges such as lack of consistent policy, inconsistency in curriculum, low resources, lack of quality teachers, low quality of teaching process, lack of standard, etc. Today, a range of public and private institutions are engaged in preparing school teachers. In Pakistan, like many other countries, public institutions are the main source for developing teachers through pre-service and in-service programs. However, many studies have raised the question of the quality of the delivery mechanism of the institutions while forwarding recommendations for improvement.

Historically, different reforms have been brought to improve the condition of teacher education in the country. Currently, teacher education in Pakistan is passing through a transition as innovation has been initiated by the Government of Pakistan with the support of USAID through their Pre-Service Teachers Education Programme (STEP) project. This reform is attempted in order to improve the quality of teacher education by including different innovations.

In this regard, a new curriculum has been developed for pre-service programs such as a two-year Associate Degree in Education (ADE) and a four-year BEd (Hons). An effort has been made to design the curriculum keeping in view the modern educational principle along with contextual relevancy. These programs are gradually replacing the previous pre-service and in-service programs such as Primary Teacher Certificate (PTC), Certificate in Teaching (CT), and the one-year BEd program. In addition, an effort is being made for the accreditation and standardization of teacher training institutions through this initiative.

The ADE and BEd program has been initiated in some colleges and will be gradually implemented in remaining colleges throughout the country in the coming years. In addition, to attract the best mind to the teaching profession a stipend is also offered to student-teachers for providing them financial support.

The significance of such educational innovation cannot be overlooked for the improvement of teacher education in the country. However, there are areas that need serious consideration for the effectiveness and sustainability of the new reform initiatives. Firstly, the newly developed curriculum is based on modern educational principles.

Teachers are provided a course outline with the expectation that they will explore the teaching-learning material for classroom instructions. However, it was observed that some of the teachers are struggling with identifying teaching resources due to the unavailability of reference books and lack of Internet facilities in their colleges/institutions. This situation may affect the teaching-learning process of the ADE courses. Hence there is a need to provide reference books and Internet facilities to the faculty members in order to make the teaching-learning process smooth.

Second, the Internet is considered one of the important sources for identifying teaching-learning material. However, it was observed that some of the faculty members are not literate in computers and the Internet. So they are facing challenges in accessing the teaching18 learning resources that are available on the Internet or in a soft version. Therefore, the faculty members of colleges need to be helped in acquiring workable computer and Internet skills.

Third, the new curriculum demands new teaching strategies such as collaborative, inquiry, and activity-based teaching approaches. However, a majority of the faculty in the teacher institutions are not oriented with the teaching strategies demanded by the ADE and Bed programmer. Therefore, the professional development of the faculty at teacher training institutions should be given priority along with curriculum development.

Furthermore, there is a sense of uncertainty about the sustainability of the new initiatives after the completion of the Pre-STEP project. Many educational initiatives in the past died away with the closure of the projects. Therefore there is a dire need to develop a clear road map for the continuity and sustainability of reforms.