Need and Scope of In-Service Teacher Education | In-Service Training of Computer Education to Teachers | Secondary Education | Course Code 8624 | AIOU |

QUESTION:

 Discuss the need and scope of in-service teacher education. Is there a need to give in-service training in computer education to teachers to improve their methods of teaching?

Course: Secondary Education
Course code 8624
Level: B.Ed (1.5 Years)
Solved Assignment

ANSWER:

In-service teacher education is broadly defined as any learning opportunity for practicing teachers. The term in-service teacher designates a teacher that has certification or is already teaching in a classroom, in contrast to a pre-service teacher, who is in the process of preparing to become a teacher.

 

Pre-service and in-service teacher learning has changed over time. This is due to the evolution of how the field has moved. In particular, there has been a shift from many educators aligning with behavioral theories of teaching and learning to more constructivists, sociocultural, and situated theories of teaching and learning. In-service teacher education has gone from one-shot workshops where an expert imparts knowledge to teachers in a traditional lecture-style workshop to more professional learning opportunities where teachers engage in communities of learning: unpacking content, examining teachers ‘instruction, and analyzing student thinking.

Through this evolution, in-service teacher education has become synonymous with professional development or professional learning. These trends and the different ways that the field of education conceptualizes teaching and learning have broad yet important implications for in-service teacher education and professional development. In particular, the language and jargon associated with the field have changed to reflect the transformed theories or stances. For instance, the terms in-service teacher education and staff development are now more commonly referred to as teacher professional development and professional learning respectively. Due to this evolution of the field and the aligned adjustments in terminology in this article, we purposefully use the vocabulary that is consonant with the article under review in this volume.

Additionally, this annotated bibliography builds on the Oxford Bibliographies in Education article by Stephanie Hirsch, Joellen Killion, and Joyce Pollard titled “Professional Development,” but provides a distinct framework and selection of annotations. We have selected articles that focus on the impact of professional development on one or more of the following: teachers’ knowledge, teachers’ instructional practices, and student learning. We also put forth a new theoretical construct to analyze research on in-service teacher education and professional development. Synthesizing and detailing the best current knowledge on teacher professional development (PD), this annotated bibliography highlights

• Research on the impact of different models of in-service teacher education on teacher learning and instruction and/or student learning,
•  Handbooks and handbook chapters related to in-service learning and professional development, 
• Salient reports, theoretical articles, and meta-analyses that have been written on professional development and in-service teacher education.

In-service training of computer education to teachers

In Greece, the teaching of Computing and ICT in secondary education is conducted by teachers holding an undergraduate degree in Computer Science, Computer Engineering, or Applied Informatics.  

Secondary Education in Greece is divided into two cycles: compulsory lower secondary and non-compulsory Upper Secondary Education. Compulsory lower secondary education is provided in Gymnasium, while non-compulsory upper secondary education is provided in one of two types of schools: the General Lyceum (GL) and Vocational Lyceum (EPAL). In General Lyceum, both day and evening, ICT has been taught as a lecture or direction course since 1999.

 

 In the last two classes of General Lyceum, students select one of three directions, (technological, scientific, or theoretical). If students in the last grade select the technological direction, they attend a course in algorithms and programming, entitled “Application Development in a Programming Environment”, for which they are assessed through national exams. The grade acquired in this examination is part of the consideration used in selecting students for admission to higher education programs.

 

The overall aim of the course is to develop analytical and synthetic thinking, acquire methodological skills and be able to solve simple problems within a programming environment. Many basic algorithmic and programming concepts, such as conditions, expressions, and logical reasoning, are fundamentals of general knowledge and skills to be acquired in general education; most of these concepts are not presented in other disciplines.

 

 The curriculum states that this subject must be taught (at least partially) in a computer lab. The Greek Pedagogical Institute (Ministry of Education) has certified specific Educational Software to support the lab work. During the lab hour, teachers can use technological tools to facilitate the learning process.

Related Topics

Evaluation Process and Historical Background of Textbook

Aspects of Curriculum Development

Textbook and Criteria for Selection of Books 

Differences among the Educators, Beacon House, and City schools 

Functions, Role and Core Value of FGEI

Specific Objectives of Secondary, Elementary and Special Education

Need and Scope of In-Service Teacher Education, In-Service Training of Computer Education to Teachers 

Define evaluation. Differentiate between internal and external examination

Sixth, Seventh, and Eighth 5-years Plans Regarding Targets and Achievements | Secondary Education | BEd Course Code 8624|

Question

Compare the Sixth, Seventh, and eighth 5-years plans regarding targets and achievements in secondary education.

Course: Secondary Education
Course code 8624
Level: B.Ed (1.5 Years)
Solved Assignment

Answer:

SIXTH FIVE-YEAR PLAN (1983-88)

The sixth five-year plan was launched on 1st July 1983. The draft of this plan was prepared and implemented by the newly created Ministry of Planning.

SIZE OF PLAN:

The total size of the plan was Rs.495 Billion. This amount was allocated between the public and private sectors in respective amounts of Rs.295billion and Rs.200 Billion.

TARGET:

• To increase GNP by 6.5% per annum
• To increase family income by Rs.900 per annum
• To increase industrial production by 9% per annum
• To increase agriculture production by 5% per annum
• To provide jobs to 4 Million people during the plan period
• To provide electricity facility to 88% of the village population
• To increase exports from $2.43 billion to $4.91 Billion
• Rehabilitation of 30 lac acres of land destroyed by waterlogging

STRATEGY:

•  Increased opportunities for small farmers and provision of infrastructure
•  Creation of 4 billion new jobs by emphasizing on small scale production in agriculture and industry
• To encourage provincial govt. and local bodies to participate in investment plans and policy making
• Provision of funds to backward areas especially in Balochistan and tribal areas
• Encouraging exports, discouraging imports, and reducing dependence on foreign assistance

ACHIEVEMENTS:

• GNP rate grew to 6.6% as compared to the target of 6.5%
• Per capita income increased from Rs.820 to Rs.935
• Growth of industrial sector was 7.7%. The target was 9%
• Growth in the agriculture sector was 3.9%
• Exports increased to 11% per annum
• Inflation rate reduced from 8.8% to 6%

CRITICAL OVERVIEW:

• In this plan the main weakness was its excessive reliance on domestic borrowings to balance the budget

• Allocations to the sectors were not fair, 80% was allocated to the energy sector and the remaining to others.

• The language of the sixth plan was not realistic.

• The major weakness of the 6th plan was the absence of any concrete plan for expenditure control

• The Burdon of subsidies and non-development expenditures was very high.

SEVENTH FIVE YEAR PLAN (1988-1993)

SIZE OF PLAN:

An amount of Rs.660.2 billion had been allocated to the 7th plan to meet the financial needs and expenditures. Rs.322.95 Billion was allocated to the public sector and Rs.292.4 Billion was allocated to the private sector.

 

ARGENT:

• To attain an annual growth rate of 6.5% of GNP
• Increase in per capita income to Rs.3,562 at the end of the plan’s period
• 4.7% growth rate in the agriculture sector
• 8.1% growth rate per annum in the industrial sector
• Oil extraction target was 76,000 barrels per day
• Road constructions up to 8500 KM
• 6.1 Million new job opportunities
• The planning target of monetary assets was 12.5%

ACHIEVEMENTS:

• GDP rate increased to 5%
• Increase in per capita income to Rs.3,562 at the end of the plan’s period
• 3.8% growth rate in the agriculture sector
• 5.9% growth rate per annum in the industrial sector
• Oil extraction target was 76,000 barrels per day
• Road constructions up to 8500 KM
• 6.1 Million new job opportunities
• The planning target of monetary assets was 12.5%
• The expenditure on public sector development was Rs.511 Million

CRITICISM:

• There was no fair allocation of resources among different sectors
• There was undue delay in the preparation of policies and projects
• Employment situation became worse; no consideration was given to this issue

• Projects of the previous government were disclosed by the new government
• There was no proper implementation of this plan

EIGHTH FIVE YEAR PLAN (1988-1993)

SIZE OF PLAN:

The size of the plan was Rs.1, 701 Billion. An amount of Rs.752 Billion was to be spent on the public sector and Rs.949 Billion on the private sector.

TARGETS:

• GDP growth rate of 7%
• 4.9% growth rate in the agriculture sector
• 9.9% growth rate per annum in the industrial sector
• Growth rate of services 6.7%
• Reduce Fiscal deficit to 4% of GDP
• Reduce inflation rate to 6%
• Generate 6.2 Million new job opportunities
• Ensure a minimum investment of Rs.949 Billion
• Increase literacy rate from 35% to48%
• Population growth rate 2.7%
• Coverage of rural water supply to 71% of the population.
• Construction of Ghazi Brotha Hydel project and completion of
• Hub Power Project in the private sector
• Power generation capacity to 16,422 MW

STRATEGY:

• Encouraging participation of private enterprises
• Industrial and commercial policies to attract private and foreign investment
• Expansion of infrastructural facilities
• Ensuring macro-economic stability
• Developing human resource
• Poverty elevation by equitable distribution of national income
• Expanding production avenues to create employment opportunities

ACHIEVEMENTS:

• The growth rate in GDP was 4.08% as compared to the target of 7% per annum
• The growth rate of the manufacturing sector was just 2.68% which was very low compared to the target of 9.9%
• 11.4% growth rate in the mining sector
• The target of 2.7% in the growth rate of the population was achieved

CRITICISM:

• Due to the absence of accurate data on the population, there was no proper allocation of resources.
• The performance of the agriculture and the industrial sector remains questionable
• Due to heavy dependence upon imports, there was a deficit balance of payment
• There was no proper implementation of policies due to a lack of expenditure controls
• There was excessive dependence upon foreign sources

Comparative Education | Compare The Secondary Education Systems of the UK, USA, and Pakistan | How to Improve the Secondary Education System in Pakistan | Course Code 8624 | AIOU | Secondary Education

Question:

What is the need for comparative education? Compare the secondary education systems of the UK, USA, and Pakistan. Give suggestions to improve the secondary education system in Pakistan in light of this comparison.

Course: Secondary Education
Level: B.Ed (1.5 Years)
Solved Assignment
Course code 8624

Answer:

Comparative education is a discipline in the social sciences that entails the scrutiny and evaluation of different educational systems, such as those in various countries. Professionals in this area of endeavor are absorbed in advancing evocative terminologies and guidelines for education worldwide, enhancing educational structures, and producing a context in which the success and effectiveness of education programs and initiatives can be assessed. Comparative education is the comparative study of educational theories and practices in various countries. Comparative education attempts to use cross-national data to test propositions about the relationship between education and society and between teaching practices and learning outcomes.

 

 Comparative education considers the implications of comparative studies for the formation and implementation of policies in education, social, national, and international development. Comparative education invites contributions from associated disciplines in the fields of government, management, sociology, and technology and communications which affect educational research and policy decisions. Comparative education aims at (1)explaining educational systems, processes, or outcomes; (2)helping the development of educational institutions and practices; (3)emphasizing the relationships between education and society; (4)forming generalized statements about education relevant in more than one country. Compare the secondary education systems of the UK, USA and Pakistan Education in Pakistan functions under the federal and provincial sectors. However, policies and other regulatory frameworks are developed by the Ministry of Education which is based in Islamabad. The Ministry of Education also develops the educational policies at a national level while involving all the stakeholders in implementation.

Provincial-level stakeholders are also involved in the formulation of these policies. Most times, provinces have been involved in the formulation and implementation of their own policies according to various situations that they meet. For instance, the available resources can be used effectively to develop provincial plans that are in line with the federal or national plans and execute them. It is the role of the Executive District Officer to deal with the educational affairs at various schools since the adoption of the 2002 devolution plan (Kazmi, S. W., 2005). The Executive District Officers have had issues like supervision, policy implementation, recruitment, monitoring of schools, and transfer of teachers. The EDO is based at the district government level and is also supported by the District Education officers or just DEOs. There is also a deputy DEO who supports the DEO at the district government level.

 

The provincial government is responsible for other roles in the educational sector like teacher training, formulation of policies and allocating a budget to a district government. The secretary is usually the head of the Education Department at the provincial level. However, in other cases, there are two heads or secretaries, a special secretary for Higher Education and special secretary for Schools. There are other staff who help the secretaries at the provincial level including the deputy secretary. On the other hand, UK’s education system responsibilities are left for the individual countries rather than provinces and districts (Heyneman, S. P., 1995).

 

 In these individual countries, the education stakeholders have established institutions to handle various roles within the Education Department. Though there is a difference with Pakistan on the way the roles and responsibilities are split, the functionality of the basic units still remains the same. An example, there are some fundamental institutions established in UK that has similar roles as the provinces in the Pakistan.

 These institutions include;

•        Department of education in North Ireland

•        Department for Education and Skills or DfES in England,

•        Welsh Office in Wales, and

•        SEED or Scottish Executive Education Department in Scotland.

     

 Each of the above institutions has its own subclass of institutions for specific roles like the development and training, administration and even policy management (Blanden, J., & Machin, S., 2004). An example of those subclasses include the General Teaching Council (GTC) in Scotland and England’s Training and Development Agency (TDA). These institutions help each country’s national sectors for education and are therefore responsible for development and implementation of policies and another educational plan. Structure of the education systems Education system in Pakistan is three-tier meaning that they have an elementary level (for grades 1-8), a secondary level (for grades 9-12), and a higher education level (after grade 12).

 The elementary level education is further divided into two sublevels; grades 1-5 which is called primary and grades 6-8 which are called middle elementary. Education in Pakistan is not made compulsory for the children even at the primary elementary level and this has contributed to low literacy within the country. This is evident through the statistics and research that have been conducted for the education level in Pakistan. For instance, 5.5 million children between the age of 5 and 9 can be seen out of school (Memon, G. R., 2007). Primary and/or Elementary education A major difference in the structure of education between Pakistan and U.K is that the children in Pakistan are enrolled in elementary schools or even primary at the age of 5 while this is not the case in U.K. In particular, England enrollment of 5 year old children in elementary schools is not statutory as well as in Scotland. Matheson (2000) states that unlike in England, Scotland rarely has fast and hard cut-off date for those children at the age of five or the “rising-five” as they are often called.

 

Pakistan on the other hand has rural schools having children joining elementary schools at six years old or more. Primary education in some parts of the UK is split into Key Stage 1 which is for children between 5 to 6 years and key stage 2 which is for the children between the ages of 7 and 11. Wales and England in particular have split the elementary education into two key stages. Primary education in Scotland takes seven years and Matheson (2007) even supports that there is no middle schools for Scots and the primary takes seven years. In comparison to Scotland, England has six years of primary with an additional middle school in the educational structure. Secondary education In Pakistan, secondary education spans from grade 9 to grade 11 and therefore takes four years of education period (Khalid, S. M., & Khan, M. F., 2006). Mostly, this system is catered for in higher secondary education centers and government secondary schools. Most of these higher secondary and government secondary have middle classes. Secondary schools in the United Kingdom cater to children who are between the age of 12-17 or at times others with the age of 18 and are allowed to proceed to A-Levels. In Ireland, various religious sects or communities bring about educational differences. Basically, education or schools are managed by three major groups (Lindley, J., 2009);

•        Catholic

•        Protestants

•        Community supported schools or parent-community integrated schools

        

 This is clear that the only distinguishing characteristic of the North Ireland schools is the ‘segregation’ which is brought about by the school managers on religious basis. Other countries in the UK do not have such a situation and their schools can be managed by any individual. Parents have developed certain attitudes when sending their children to other ‘religions’ and therefore most parents educate their children in schools that have their religious standards. However, those schools in North Ireland that have adopted the English education system have children who are Muslims, Jewish, Anglican and Roman Catholics. Schools in Pakistan and Wales have less diversity and can be uniformly grouped together in terms of the public sector.

 

Generally, all the state schools in Pakistan are either, elementary, primary, secondary or higher secondary schools. However, there are some few comprehensive technical and pilot secondary schools in Pakistan but they all add up to a very little portion as compared to other state schools just like in Wales. In fact, these schools comprise approximately 1% in Pakistan and Wales while in England they comprise 4% (Halpin et al, 1997). Secondary education is selectively organized in North Ireland while comprehensively organized in England, Wales, and Scotland. This can be attributed to the religious sects and communities that manage schools in Ireland. The UK has a compulsory 14-16 years of education while Pakistan does not have any compulsory years for any level of education. Another striking difference in the structure of the education system between the UK and Pakistan is evident in the state schools' resources.

 

 Pakistan has relatively low teaching resources in the state schools (Malik, S., & Courtney, K., 2011). There are also inadequate numbers of trained teachers and other physical resources in Pakistan as compared to the UK. In fact, some of the good infrastructure and educational resources that are associated with private schools in Pakistan can be considered to be at par with those at schools in the UK.

Define evaluation. Differentiate between internal and external examination. Critically analyze the process of evaluation in Pakistan.|Course Code 8624|Secondary Education|aiou|

 

Q.1 Define evaluation. Differentiate between internal and external examination. Critically analyze the process of evaluation in Pakistan.

 Course: Secondary Education

Course code 8624

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 2

Answer:

 

Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, design, project, or any other intervention or initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change. Evaluation is often used to characterize and appraise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations, non-profit organizations, government, health care, and other human services. It is long-term and done at the end of a period of time.

Differentiate between internal and external examination: It is possible to have an examination that is not external. The end-of-semester test or exam for Year 12s is not unusual in Queensland schools under a system of school-based assessment. It has all the properties of an external exam except that it is set and marked by teachers in the school. School assessment in the form of an end-of-semester test could actually be called an internal exam because they have so much in common.

 

Both are designed to function according to the definition of an examination:

to assess “the attainment and skill of students in a particular subject, whether by objective-type or conventional written, oral or practical questions” and “all of the papers refer to a syllabus”. Typically, an external exam has a “paper” (or two) for a particular subject and the questions on the paper are unknown to students in advance of the exam. All students do the exam on the same day at the same time, with the same restrictions on equipment (e.g. pencil or pen and paper, calculator or not), and are given the same time to complete the exam (3 hours is the norm). The exam is closely supervised. The end-of-semester test that is part of the assessment program for some subjects in Queensland, and which has been labeled an "internal exam" above, has similar features although the exam might be of two hours duration rather than three.

 

The key difference is the locus of control. The point being made here is that the exam experience is not foreign to Queensland students. Nor is it associated with the senior public exams of the period from about 1890 to 1972. The same is the case for Queensland teachers unless they are older than 60 or were educated outside Queensland. It is worth mentioning here that the QCS Test is not an external exam even though it does have an external locus of control (set by QSA) and is administered under standardized conditions. But it is not subject-specific and based on a subject syllabus; it assesses cross-curriculum skills.

 

It belongs to a family of tests that are developed according to some technical specifications not elaborated on here. An aspect of the QCS Test pertinent to this discussion is that it is seven hours in duration (over two days) compared with the two hours proposed for the new external assessment. In Queensland's current system of school-based assessment, teachers devise and mark the assessments – projects, reports, investigations, orals, art facts, practical work, performances, presentations, essays, rich tasks, constructed responses, mid-semester tests, and so on. The locus of control is internal (moderation brings an external quality assurance element – not relevant in this discussion) and the variation in assessment modes is vast. We use the term school assessment rather than a school-based assessment to describe teachers-devised assessments and reserve the term school-based assessment for describing the system. School assessments have the capacity to provide evidence of student achievement that is not possible to obtain from an external exam. The point being made here is that a combination of School Assessment and External Assessment is more valid than one of those assessments alone. What is the external assessment in the review's proposed model? Is it the same as an external exam? Table 3 compares and contrasts the proposed external assessment and an HSC-like exam.

 

Process of evaluation in Pakistan:

Evaluation in education always varies in different contexts. What may seem suitable in one context may not be appropriate in another context. Event the purposes and procedures of educational evaluation will vary from instance to instance. What is quite appropriate for one school may be less appropriate for another. Looking at the current Educational Evaluation in the Pakistani context, it is observed that educational evaluation was practiced at the institutional level only and even that was not structured and organized. The Deans or the Administrative Heads applied various tools for the course and faculty evaluation, even that appraisal varied in approach inequality of tools.

 

Program Evaluation was a rare practice and that was done by very few prestigious private sector universities. With the emergence of the Higher Education Commission Pakistan, it was realized that a separate Quality Assurance Agency needs to be established for a structured Academic Evaluation. The Agency established Quality Enhancement Cells in Public and Private sector universities in a phase-wise manner for conducting program evaluation through self-assessment. At the same time, course evaluation and faculty evaluation were also added to the program assessment along with other feedback tools.

Related Topics

Evaluation Process and Historical Background of Textbook

Aspects of Curriculum Development

Textbook and Criteria for Selection of Books 

Differences among the Educators, Beacon House, and City schools 

Functions, Role and Core Value of FGEI

Specific Objectives of Secondary, Elementary and Special Education

Need and Scope of In-Service Teacher Education, In-Service Training of Computer Education to Teachers 

Define evaluation. Differentiate between internal and external examination

The Evaluation of Educational TV Programs With Reference to Distance Education.|Broadcasting Media|aiou|Course Code 8621

 

Q3. Explain in your own words the evaluation of educational tv programs with reference to distance education.

Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 2

ANSWER:

An overview of Educational TV programs

 

Distance education system almost all around the world has the same structure of guiding students. In distance education, student-centered learning is the soul of the program that demands a learner to work independently. But, educationists agree that according to the code of student-centered learning techniques, some advanced educational guidance for students is necessary to achieve better results.

 

 Assignments and examinations are also integral parts of this system that demands to provide some type of activity where a student must be able to get regular lecture by an expert teacher to understand the lessons. Regular lecturing facility for distance learners is only possible in scheduled workshops at study centers only. Many distance learners are also working people who cannot leave their jobs and places for contacting teachers in institutions on regular basis. In this situation, media play a vital role in providing educational assistance to learners where no other regular interaction between teacher and student is possible. ETV, from broadcast media, is an important source that is used in many countries to telecast educational lessons for distance learners.

 

 AIOU is also using this media for teaching many courses of different levels in Pakistan. Different users criticize ET V programs of distance learning programs in Pakistan Use of ETV Programs for distance learners is important because face-to-face teacher-student interaction is very poor. Only correspondence materials, tutorial meetings, and workshops arranged by distance education institutions provide chances for learning to students for preparation for examinations. Effective use of ETV Programs can provide additional help to learners to prepare course assignments and do preparation for examinations. No doubt, ETV Programs are a part of many courses of distance learning but like all other areas of the teaching-learning system, this component also has some problems. So, the study is very helpful for distance learning institutions that are offering ETV Programs as a part of the teaching-learning process.

 

ETV programs are the best medium of communication used in the distance education system. It is popular media used in distance teaching systems all around the world. The role of television in distance education is prominent. “Television plays a role to deliver lessons to distance learners who have no regular interaction with a formal teacher in preparation of assessment”. Chute, Thompson, and Hancock, 2009:24). Like in other countries, television is an important component of Distance learning in Pakistan too.

 

It is considered one of the most versatile A/V aids ever developed. It is an effective & interesting medium of education for the largest possible number of people. ETV is capable of creating interest & motivation in both children & adults.

 

Keeping in view the effective use of ETV programs, television broadcasting is used as a major instrument of education not only in Distance learning but also in alternative systems for various categories of learners. Allama Iqbal Open University, the oldest distance-teaching institute has regarded ETV as an integral part of the whole teaching-learning process for years. Pakistan television initiated educational programs in 1973.

 

AIOU also uses this medium for its mass education programs. This medium has however been excluded for the time being from some courses because of its high cost & having lesser coverage than radio. ETV programs are considered important in Distance learning because contact between learner & tutor is not regular. Moreover, regular teaching is arranged occasionally but students have to complete their assignments for continuous assessment before they have to study all course books within duration without the help of a teacher. ETV helps students living in remote areas, having no peer guidance, no teacher's guidance but doing an effort to upgrade or fresh their knowledge because of the urge to become useful citizens has an acceptable & respectable level of education.

 

 

Most of the studies & experts in distance & Non-formal teaching systems, advocate the effectiveness of ETV programs. ETV Programs help to increase the knowledge of distance learners about a lesson.

 

Students in the distance learning system mostly don’t have the guidance of their teachers but have to do a lot of work for passing their exams. They prepare assignments assigned by their departments for continuous assessment. Moreover, they also prepare different topics for their courses about exams. On the other hand, it is a reality that most of the distant learners are working people and have no eye contact with their tutors the most of time during a semester program. This study has pointed out the effectiveness of ETV programs prepared by AIOU. These programs are helping distance learners of this university in increasing knowledge and preparation of assignments for continuous assessment. This means ETV programs are helping distance learners for preparation of final exams.

 

The art of successful TV teaching is a different task that requires no small degree of talent for the task. Teaching with some response from students is quite different from teaching in a studio atmosphere.

 

According to the findings of this study, the Selection of teachers for teaching in ETV programs has been proved good in a way that the majority of students are getting help from these teachers because they teach well & come having good preparation. They explain lessons with good examples.

 

For effective use of ETV programs for distance learners, the recording of the program should be good. Teaching on T.V. is not an easy task & on the other hand recording of educational activity is also good art.

 

Only a tactful teacher & presence of well-trained technical staff for recording is a must for a sound recording. The study has pointed out some weak areas of AIOU, and ETV programs in recording and broadcasting areas.

 

ETV programs of AIOU are not poor in sense of teachers' teaching. Perhaps organizers of the ETV programs have a good talent for teachers having a studio atmosphere for teaching. Hence, sometimes programs bear some technical faults in the recording. This study has indicated some technical faults of ETV programs also. For example, the voice on TV is not found clear sometimes students cannot catch some scenes because the process goes through quickly and teachers also speak fluently. So, a student wishing to write important points of lessons cannot write. For the best results, special attention should be given to the technical aspects of recording.

 

How to improve

 

1.     All students of distance learning should watch ETV programs with interest without missing anyone related to their course. Moreover, they should study the course unit before watching lessons on Television.

 

2.     Students should try to write down key points of the lesson during the lesson & for this purpose they should try to improve their writing speed & art of noting a lesson.

 

3.     Teachers delivering lessons on T.V. should speak slowly & try to repeat the main points. This will help students to note key points of the lesson.

 

4.     Programs should be repeated more than once. Re telecast of the program should be on demand for students & at night times so that maximum students may get the benefit from these programs.

 

5.     Recording of programs should be available to distance learners in other forms like as CDs in study centers. Students should be shown a recording of a program during workshops at study centers too.

 

6.     Broadcasting schedule should be sent to students on time. Moreover, a schedule of daily programs can be provided to students at the time of admission along with the study material.

 

7.     Broadcasting schedule of each ETV program should always be published in some daily papers.