The Incentives That May Motivate The Teachers for In-Service Training| Teacher Education in Pakistan | Solved Assignment 8626 | AIOU |

QUESTION

Enlist the incentives that may motivate the teachers for in-service training.

Course: Teacher Education in Pakistan

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

Answer:

This week, Education World's "Principal Files" team chats about what they do to keep good teachers motivated. What special things do they do to inspire teachers to keep learning and improving their skills? What do they do to keep up staff morale and make their schools fun places to work? Our principal team shares their best ideas for encouraging teachers to keep on plugging.

Given the state of school budgets, it is extremely difficult for most principals to do substantial things to motivate and inspire teachers. But sometimes little things can make an even bigger difference! That's why Education World recently asked our Principal Files principals to share with us some of their best ideas for keeping teachers motivated. As usual, our principals responded with dozens of practical ideas.

This month's P-Files question reminded principal Les Potter about Robert Greenleaf, author of Servant Leadership. Greenleaf's idea is that "administrators need to serve the worker, explained Potter. "At our school, we try to do that. We work hard at making things less difficult and complicated. We try to cut down the amount of paperwork our faculty must do, limit the number of staff meetings, streamline procedures..."

Administrators at Potter's school try to show teachers every day that they care in many ways. "We have an open-door policy, they see us picking up trash and cleaning cafeteria tables, we arrive on campus before they do and we are here when they leave, and we do not have designated parking or other perks sometimes associated with management," Potter said.

"Administrators always have to put aside their own issues and do what is best for students and staff in a caring and sensitive way. We try not to say no to teachers, and we always treat them as adults." Principal Tony Pallija agrees. He and the rest of his administrative team try to do lots of special things for the entire staff -- from special little gifts to Cookie Day. "We try to pretend we are at IBM -- we treat everyone as a professional and we celebrate whenever we can," said Pallija. "The material things are nice, but I have a motto that I try to live by each day:

My job as principal is to make the teacher's job easier, better, so they can teach and students can learn." "Developing a positive school climate is critical to an effective school," added Les Potter. "Morale is a very tentative issue. You can do 99 things right and make one mistake that will shoot morale forever."

RECOGNIZING THOSE WHO GO ABOVE AND BEYOND!

All teachers yearn for reassurance that they are doing a good job. Most principals recognize teachers' efforts by offering positive feedback -- both publicly and privately. Weekly memos or e-mails, and regular staff meetings, are the perfect forums for recognizing special contributions that teachers or other staff members make. spotlighting efforts teachers make to develop projects that involve students across grade levels or with other schools. Castle hopes those special recognitions encourage others to consider projects that extend learning outside the walls of individual classrooms.

"With all teachers have to do, motivation is the key to keeping them focused and feeling worthy," principal Larry Davis told Education World. Davis reports that at each month's staff meeting at his school two teachers are awarded the "Golden Apple" for their above-and-beyond efforts. The neat thing about the Golden Apple is that the teachers select its recipients! Each of the winners of this month's Golden Apples is responsible for passing on the award to another worthy teacher at next month's meeting.

Many principals try to leave a little extra money in the budget to recognize outstanding efforts with small personal gifts such as prepaid phone cards or store gift certificates. Recently, one principal gave a phone card to a teacher who stepped in without being asked (because the principal was out of the building) and took over an after-school program for a teacher who was stuck in a dentist's chair while having a tooth pulled.

 

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.

 

Problems of Government School Teachers | Teacher Education in Pakistan | Solved Assignment 8626 | AIOU |

QUESTION

Discuss the problems of teacher educators and also give suggestions to overcome these problems

Course: Teacher Education in Pakistan

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

Answer:

Problems of government school teachers in Khyber-Pakhtunkhwa, Pakistan

1. Financial problems 

Due to receiving less financial support, the sector of education has remained the most underpaid and poor in performance. This fact has rendered the education sector as the most unattractive profession in the country. The teacher community, being the most finically poor in society, often looks for other sources of earning such as going abroad for working and running their own businesses at the cost of their professional integrity (Zafar, 2003). In this regard, teachers are less motivated and take the least interest in their school duties. In many cases, teachers get salaries without attending the schools because of their businesses. This has retarded the process of quality teaching and learning in schools.

2. Political interference 

The education system of Pakistan is highly politicized. In the majority of cases, teachers are inducted on the basis of their political affiliations rather than on merit, they often serve as political workers instead of performing their professional duties. Similarly, due to political involvement in the education sector, the established procedure of appointment is often violated. These politically selected incompetent teachers become a permanent liability to the economy and a reason for the collapse of the educational system (Shah, 2003). 

Further, their unlawful promotions and politics in the schools impede educational progress in terms of quality teaching and learning as well as jeopardize the spirit of coordination among the teaching community. It is also important to mention here that often teachers who do not listen to the dictations of the political actors are severely punished in social or financial terms and sometimes transferred to remote areas. This absence of professional freedom for teachers has badly affected the degree of success of their duties. They work with the least interest and motivation.

3. Social recognition 

According to Rehman (2002) teaching is considered the most respected profession in all societies of the world. In some countries, teaching is taken as the most honorable and lucrative profession. In developed nations teachers are adored and occupy a reverential social position in society. However, in Pakistan teachers, particularly school teachers, in theory, are exalted but the reality is the other way round.

 In Pakistan, the teaching profession does not enjoy a great social status in society. Teaching is considered the most underpaid and less attractive profession. as compared to other professions like medicine or engineering and so on. Malik (1991) discovered that in Pakistan the social status of teachers is accepted only to the extent of the Holy Scripture. For example, ideologically teaching is deemed as the prophetic profession, and teachers as the promoters of prophetic jobs. However, in practice, this does not exist. Teachers stand at the last edge of the social ladder in society. This phenomenon has decreased the self-esteem of teachers. In these conditions, the profession of teaching is the most little attractive field of service for the youth. Normally teaching is the last option on the priority list of different professions.

4. Accommodation and facilities 

The government does not provide any residential accommodation to school teachers. Teachers posted in remote areas or outstations face problems with accommodation and shelter. Teachers cannot afford to rent houses on the salary which is given to them and hardly make their living. Due to the non-availability of official accommodation teachers do long absentees and are not able to perform their duties with full attention and satisfaction (Government of Punjab, 2004; Hussain, 2001). It has been observed that teachers who are posted in remote areas are more interested in return transfer to their nearby stations from the time of transfer to the school. This practice negatively affects the performance of the teachers and leads to disturbance and mental agonies.

5. Frequent transfers 

Teachers in Pakistani schools are always at the sweet will of education officers and school administration. The transfers are usually made on the basis of favoritism and nepotism. Due to this practice, most teachers remain in high mental agony, disturbance, and pressure (Khan, 1980). Often transfers to remote areas are made to teach a lesson to the teachers who are either disobedient or have affiliation with opposing political parties. Sometimes the newly transferred teachers do not find enough time to get adjusted to the new environment. The practice of frequent transfer of teachers creates not only disturbances for the teachers, their families, and their children but also affects the quality of teaching and learning in the schools (Farooq, 1993).

6. Professional development 

Teaching is a profession that needs continual updating. In this regard, teachers should be aware of the new changes occurring in society and around the world. Likewise, they need to be continuously abreast with the latest theories, research, and other addition to the pool of knowledge. It has been observed that teachers who are not professionally sound and upgraded are not able to cope with the different changes and challenges in society, the country, and the world at large. On the contrary, teachers who acquire the latest knowledge and develop their skills can effectively manage the process of teaching and learning. They teach and learn better (Farooq, 1990). 

Effective teachers need to be effective learners as well. However, the professional development of teachers has not been given any proper attention in Pakistan. Resultantly, teachers are found weak in solving students’ academic and social problems. Further, it is observed that students graduating from (government) schools have poor communication skills and find it difficult to deal with problems of life. As students in Pakistanis schools memorize the concepts for examination purposes, they lack analytical, reflective, and critical skills like their teachers. This situation has affected the overall degree of quality of education in the country.

Impact Of Recent Changes In The Teacher Education System Of Pakistan On Teachers’ Competencies | Teacher Education in Pakistan | Solved Assignment 8626 | AIOU

 QUESTION 

Q 3. a) Highlight the impact of recent changes in the teacher education system of Pakistan on teachers’ competencies.

Course: Teacher Education in Pakistan

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

Answer:

The rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system. There has been generally a growing awareness of the necessity to change and improve the preparation of students for productive functioning in the continually changing and highly demanding environment. In confronting this challenge it is necessary to consider the complexity of the education system itself and the multitude of problems that must be addressed. Clearly, no simple, single-uniform approach can be applied with the expectation that significant improvements to the system will occur.

Indeed, any strategy for change must contend with the diverse factors affecting the education system, the interactions of its parts, and the intricate interdependencies within it and with its environment. As we consider these problems, we become increasingly cognizant of the various possibilities of using concepts and methods of the study of complex systems for providing direction and strategies to facilitate the introduction of viable and successful changes. A key insight from complex systems is that simple solutions are not likely to be effective in cases such as the education system and that providing a balance or coexistence of what seem to be opposites may provide the greatest opportunities for successful courses of action. In the following we consider

• Integrating the commonly polarized goals of education; i.e. the goal that focuses on transmitting knowledge with the goal that emphasizes the development of the individual student.

• Adapt teaching to different student characteristics by using diverse methods of teaching. Adaptation to the ability levels, patterns of different abilities, learning styles, personality characteristics, and cultural backgrounds.

• Integrating the curriculum by developing interdisciplinary curriculum units that enable students to acquire knowledge from different disciplines through a unifying theme while having the opportunity to contribute in different and unique ways to the objectives of the integrated units.

Educational Goals

The approaches to teaching can be categorized according to major educational goals that affect teaching strategies. On one hand, the goal of education is viewed as the transmission of knowledge by the teachers to the students. On the other hand, the goal of education is viewed as facilitating students’ autonomous learning and self-expression. The former approach which converges toward the teaching of the specified subject matter may be termed ‘convergent’ teaching. The latter approach which stresses open-ended self-directed learning may be termed ‘divergent’ teaching. The convergent approach is highly structured and teacher-centered; the students are passive recipients of knowledge transmitted to them and learning achievements are measured by standardized tests. The divergent approach is flexible, and student-centered, where the students are active participants in the learning process and learning achievements are assessed by a variety of evaluation tools such as self-evaluation in parallel to teacher evaluation; documentation portfolios; and special projects

In the highly complex education system, there may be various combinations of different approaches to teaching and probably no ‘pure’ convergent or divergent teaching. Still, the tendency in the education system of today is toward the convergent approach. In fact, among the current suggestions for implementing educational reforms to deal with the considerable problems of the education system, there has been a strong emphasis on setting convergent goals, an aspect of which is the use of across-the-board standardized testing. Testing has been commonly viewed as a prudent way to determine the success or failure of the teaching and learning process. There has been relatively limited use of other means of evaluation which are more complicated and more demanding in terms of application and interpretation.

As educators seek ways to meet the demands put upon the education system in today’s world of rapid changes and ever-increasing complexity, it may be helpful to recognize that there is a need for both convergent and divergent approaches to teaching and learning.

Educators who stress the importance of the acquisition of specific knowledge as a useful way to prepare students for productive future functioning must realize that even for the purpose of this goal alone, a divergent approach is needed today. With the great proliferation of knowledge and rapid changes in most fields as well as the appearance of many new fields, it is critical to developing students’ capacity for self-directed learning and self-growth. On the other hand, those who emphasize the importance of autonomous growth and creative self-expression must realize that the students need academic skills (such as reading, writing, calculating, etc.) as prerequisites for productive self-expression

Since the creative process involves new ways of using existing knowledge, it is important to provide opportunities for students to acquire such knowledge (which can be acquired by convergent teaching). Hence, convergent and divergent teaching strategies are both needed and the challenging question is how to find the balance between them within the complexity of the process of teaching and learning. It is likely that the two approaches may increasingly become not mutually exclusive but interrelated and interdependent.

An important development is a growing awareness that academic achievement could improve by adapting teaching to students' individual differences. This awareness is finding its most distinct expression in the education system’s attempts to deal with the issues of students with special needs. However, other aspects of adaptation to students’ individual differences get far less attention.

In general, adaptation to individual differences under convergent teaching tends to be limited. The students are all expected to strive toward one goal of learning specified required knowledge; some may attain it and others may fall by the wayside or be given some remediation with limited results. Nevertheless, there are various possibilities of effective adaptation to individual differences under convergent teaching. In addition to

adaptation in the rate of learning, where each student can be allowed to work at his/her own pace, there are many possibilities of adaptation through the use of diverse methods of teaching. Even when all the students are taught the same material, teachers can use different methods, different techniques, or different media, to cater to individual differences in abilities and personality characteristics. Such a ‘multi-convergent’ approach can be more effective in giving the students opportunities to use their aptitudes and inclinations for learning and attaining higher achievements. As the students experience success and consequently a sense of competence, their motivation is enhanced to pursue further learning. Such an approach has a better potential for success than the common reality of students with learning difficulties, who often struggle through remediation with a sense of inadequacy and discouraging experiences of failure.

Teaching Methods and Techniques Recommended by Muslim Scholars | The Usability of These Methods in the Current Teaching-Learning Environment | Teacher Education in Pakistan | B.ED Course Code 8626 | AIOU |

 Q 2. b) Highlight the teaching methods and techniques recommended by Muslim scholars. Discuss the usability of these methods in the current teaching-learning environment?

Course: Teacher Education in Pakistan

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

Answer:

The very first teachers were commissioned by the Prophet, and like him, they taught for free. Next to him, they were the architects of an educated society whose leaders were truly its teachers. Members of this society, the teachers, and the taught were collectively and individually responsible for upholding its moral standards and correcting lapses: `bidding to honor, forbidding dis honor.' The number of kuttabscut tabs(learned) and mallams (teachers) in the Muslim world increased rapidly and on a large scale until almost every village had its own kuttab if not more than one. In Palermo, for example, Ibn Hawqal on his visit to Sicily claimed to have counted about 300 elementary teachers.

 A contemporary of Caliph Umar's, Jubayr b. Hayya, who was later an official and governor, was a teacher in a school in Taif. Famous men like al-Hadjadd and the poets al-Kumayt and al-Tirimmah are said to have been schoolmasters. In the search for knowledge, al-Faruqi insists, `everybody felt himself to be a conscript.' In early times it was thought wrong to take payment for teaching, especially the Qur'an and religion.

This was carried to extremes; a man fell into a well and would not let a pupil pull him out, lest this should be considered payment for his teaching. A scholar bought some things at a shop, more than he could comfortably carry, so the shopkeeper offered to carry some for him. On the way, the shopkeeper asked a question. Before he would answer it, the scholar took from him what he was carrying. The voluntary help would have become payment.

A youth studied the traditions without paying any fee, but when he asked to read al-Mutanabbi with the commentary of Abu Zakariya, his teacher demanded a fee because it was poetry; the boy's father paid five dinars in advance. A man took a mithqal of silver a day for teaching someone the Qur'an; the instruction lasted for five or six months but in the end, the money was returned to the student because the payment had been only a test of his zeal.

How were these scholars able to devote so much to the performance of such intellectual feats? According to Pedersen, it was largely because most of them lived a life of 'great contentment.' Learning, the life of the intellect, was 'intimately bound up with religion, and to devote oneself to both afforded an inner satisfaction and was [a] service to God [...] it not only made men of letters willing to accept deprivation; even more, it prompted others to lend them aid.'

The Mosques received a wide variety of aid and grants for scholars from a
a number of institutions. `No matter what their social origins, the subsistence of the scholars was assured, often in ‘liberal measures'.' Caliph Umar (12-23 A.H./634-644CE) is famed for his saying: `Teach your boys swimming, archery, horsemanship, famous proverbs; and the good of poetry.' Another public curriculum is ascribed to Ibn al-Tawam who is recorded to have said: `To do their duty towards their sons, fathers must educate them with writing, arithmetic, and swimming.' When those who had learned the Qur'an took up the task of educating children, the Qur'an became the Centre of this elementary course. Learning the Qur'an then preceded everything, and next came religious instruction. With grammar and arithmetic, the primary course was concluded.

Ibn al-Hajj (d. 736H/1336CE) has much to say about the school in general as here summed up by Tritton: ‘The schools should be the Bazar or a busy street, not in a secluded place. The emphasis on publicity is strong; the master must not send an elder boy to his house with a message lest rumor should start about the relations of the boy with the womenfolk. The Mosque is no place for a school for some people send little boys to school to get them out of the way and such children defile their clothes and the place where the Qur'an is taught.

 A school is a place for teaching, not an eating house, so the boys should not bring food or money to buy it, but should go home for meals. A check should be kept on the time taken for the trip to prevent idleness. One reason for this ruling is respect for the feelings of poor boys who might be jealous of the food brought by the well-to-do. If food had to be brought, the master might not share it with the boys nor send any of it to his house. He might take their leavings or if a boy ate none of his food, he might have it all but, in either case, he must tell the parents.'

From the early times, renowned scholars taught in schools. Thus Dahak ibn Muzahim, the exercise, traditions, and grammarian, who died in either 105H/723CE) or 106H/724 CE, had a school in Kufa, said to have been attended by 3,000 children, where he used to ride up and down among his pupils on an ass. As language was of the utmost importance, we find a Bedouin being appointed and paid as a teacher of the youth in Basra [26]. Writers of that period were not class-based but came from all walks of life. For example, al-Ahmar (d. 194H/810CE), who taught the children of Harun al-Rashid, gave his lectures drenched in musk and incense and supplied his audience with all necessary writing materials. His contemporary, al-Farra, however, was modestly dressed and sat on the floor, while his audience squatted in the dust in front of him. Normally the author would sit cross-legged with his listeners seated in a circle. Next to him would be his most trusted student who would faithfully transcribe all that his teacher said.

Responsibilities of a Teacher to Provide References from Islamic Sources. |Teacher Education in Pakistan | Course code 8626 |AIOU | B.Ed Solved Assignment

Q 2. a) Highlight the responsibilities of a teacher to provide references from Islamic Sources.

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A right can be interpreted as an authority or power that ethically one can work, own, abandon, use or demand something. The right can also mean a calling of the will of others to the mediator of reason, contrary to the power or physical strength to recognize the authority that exists on the other. Every human has a right, so the teacher has some rights too. The teacher is the one who gives knowledge to the learners. Teachers in the community view are those who carry out education in certain places (not only in formal educational institutions) teachers have heavy duties and responsibilities.

The teacher is a leading figure. “And among men and moving creatures and the cattle (are) various [their] colors likewise. Only fear Allah among His slaves those who have knowledge. Indeed, Allah (is) All-Mighty, Oft-Forgiving.” (Fatir 35:28) Teachers have spent time with learners in educating the nation’s children so that teachers have some rights like below.

1. Lead his pupil

The duty of a teacher is to make her pupils become smarter and have a good akhlaq. In this case, the teacher should lead his pupils to obtain the objectives that they are looking for. “From Ibnu Umar RA said: The Messenger of Allah said: each of you is a shepherd and each responsible for the shepherd: the leader is a shepherd, the husband is a shepherd to his family members, and his wife is a shepherd in the middle of her husband’s household and against her. Every one of you is a shepherd, and each is responsible for what is the shepherd. “(H.R.
Bukhari – Muslim) 

2. Salary/wge

Regarding the receipt of this salary at first, there was a dispute. Regarding this salary, the pikers and philosophers differ in the opinion of the teacher receiving the salary or rejecting it. The most famous who refused to receive a salary is Socrates, then followed by the Muslim philosophy of al-Ghazali, concluding forbidden salaries. While Al-Qabisi has different opinions, he considers receiving the salary may be held. Al-qabisi’s reason, teachers receive salaries because educators have become professionals, of course, they are entitled to get prosperity in economic life, in the form of salary or honorarium.

Teachers are part of the state apparatus that serves the benefit of the State through the education sector, appointed civil servants, given salaries and educational personnel allowances. But if compared with developed countries, the income is not satisfactory but the task is noble, not an obstacle for teachers in educating students. For teachers whose status is non-civil servants then they are on the salary of the foundation, not even a few do not get it but they still serve in order to seek Allah SWT pleasure. “Give a worker his wages before his sweat is dry.” (HR Ibnu Majah)

3. Getting the award and appreciation

The teacher is the spiritual father of the students. He is the one who provides spiritual nourishment and improves the behavior of learners. That is the profession of teachers must be honored, given its very significant role in preparing future generations. Respecting teachers means respect for our children. A nation that wants to advance is a nation that is able to give awards and respect to teachers.

4. Give his pupil a lesson

It is the duty of the teacher to give his pupil a lesson. This lesson will make his pupils more knowledgeable and smarter. There should not be an intervention for the teacher to give the lesson.“As We sent among you a Messenger from you (who) recites to you Our verses and purifies you and teaches you the Book and the wisdom and teaches you what not you were knowing.” (Al-Baqarah 2:151)

5. Give his pupil a direction

Pupils are like people that don’t know a direction and still do not know anything. As a teacher, he should give his pupils a direction and make them a clear path in the future. “You will not achieve that science except with six things. I will explain to you broadly: intelligently, earnestly, patiently, there is the provision, there is a guiding teacher and a long time. ” (Burhanuddin al-Zarnuji)

6. Have the freedom of expression

The teacher should have freedom of expression because how a teacher can transfer his knowledge to his pupils without freedom? Obstacles and interventions should be cleared. “I am the servant of the man who taught me a letter. If he wants to sell me and can also set me free. “ (Sayyidina Ali r.a.)

7. Judge which is the right and the wrong one

There are some cases that make the teacher should choose between two options. As the pupils, they need to accept the judgment of the teacher.
“Indeed, Allah orders you to render the trusts to their owners, and when you judge between the people to judge with justice. Indeed, Allah excellently advises you with it. Indeed, Allah is All-Hearing, All-Seeing.” (An-Nisa 4:58)

8. Get respect from people

The words of Allah and the words of the Apostle describe the high position of the one who has knowledge (teacher). It is argued that knowledge can lead people to always think and analyze the nature of all phenomena that exist in nature, so as to bring people closer to Allah. With the ability that exists in humans are born theories for the benefit of human beings. So, we need to respect the teacher who is willing to give us the knowledge.“Stand up and respect the teacher and reward him, a teacher is almost like an Apostle.” (Syauki)

9. Accept or reject a gift

Teachers should avoid livelihoods that are contemptible in the view of Syria and away from situations that can bring slander and not do something that can drop the price in the eyes of the people. They also need to choose carefully between accepting or rejecting a gift from the parents or pupils to avoid slander.
“O you who believe[d]! Eat from (the) good (of) what We have provided you and be grateful to Allah if you alone worship Him.” (Al-Baqarah 2:172) 

10. Advise his pupil

 The teacher should advise and correct those who do not maintain good manners in class, such as insulting friends, laughing loudly, sleeping, talking to friends, or not accepting the truth. By doing this, the teacher can create good behavior and akhlaq for his pupils.

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.