The USAID pre-service teacher education program and teacher professionalization in Pakistan / by Khushbakht Hina.

Format:

Book

Author/Creator:

Hina, Khushbakht, author.

Language:

English

Subjects (All):

Education and state--Pakistan.

Education and state.

Physical Description:

1 online resource (188 pages) : illustrations, tables

Edition:

1st ed.

Place of Publication:

Newcastle upon Tyne, England : Cambridge Scholars Publishing, 2017.

Summary:

Since the establishment of Pakistan in 1947, the country has announced more than 15 education policy regimes directing the improvement of education. Each policy has been ambitious in its aims and critical of past failures. A common feature of all policies, plans, programs, and schemes, however, is that all of them have failed to achieve their objectives. Even programmes using international resources have been unsuccessful in significantly changing Pakistan's education sector. The country has been well-advised over the past decade by local, international and donor agencies regarding what is not working in its public teaching system and its provision of professional development for teachers. The issues of lack of accountability, lack of incentives, little hope of a career track, and motivation are some of the problems confronting teachers. Moreover, these issues appear to be widespread as a result of the failure of the government system itself, meaning that there is an urgent need to recognise the teaching professional in the context of teacher professionalization in Pakistan. This book evaluates such issues regarding the USAID's Teachers Education Project, a programme attempting to introduce reforms for long-term sustainability in Pakistan's education sector in partnership with the provincial and regional education departments.

Contents:

Intro

Table of Contents

Abstract

List of Figures

List of Tables

Acronyms

Chapter I

1.1 Background Introduction to the Study

1.2 Definition and Statement of Research Problem

1.3 Purpose of the Study

1.4 Research Questions

1.5 Objectives of the Study

1.6 Significance of the Study

1.7 Delimitations of the Study

1.8 Limitations of the Study

1.9 Methodology and Nature of Approach

1.9.1 Data Sources and Collection

1.10 Semi-Structured Interviews Procedure

1.10.1 (Interview) Data Presentation and Tabulation

1.10.2 Ethical Considerations

1.11 Conceptual Definitions of Key Terms

1.12 Composition and Design of the Thesis

1.13 Chapter Summary

Chapter II

2.1 Country Profile (Islamic Republic of Pakistan)

2.2 Education in Pakistan

2.3 Educational Statistics by Categories of Institutions

2.4 Teachers in Pakistan

2.5 Educational Statistics and Worst Facts

2.6 Indicators of Quality Education

2.7 Overview of Pakistan Educational Policies

2.8 Educational Reforms Initiative (1947-59)

2.8.1 First National Educational Conference 1947

2.8.2 First Five-Year Plan (1952-1958)

2.8.3 First National Commission on Education 1959

2.9. First National Policy Reforms for (East and West Pakistan)

2.9.1 New Education Policy (1970)

2.9.2 The New Education Policy (1972-80)

2.9.3 National Education Policy 1979

2.9.4 National Education Policy in 1992

2.9.5 National Education Policy (1998-2010) IQRA Policy

2.9.6 Education Sector Reforms 2001-2005-06 (for Action Plan)

2.9.7 Education for All (EFA) Pakistan International Commitments

2.10 Critical Brief Analysis of Previous Education Policies

2.11 Renovation of Teacher Education

2.11.1 Issues in Teacher Education Program of Pakistan

2.11.2. Agenda of Change (Origin of New TE Program).

2.12 Revolution of Teacher Education - 2009

2.13 Chapter Summary

Chapter III

3.1 Overview of the Chapter

3.2 Introduction

3.2.1 Initial Teacher Education in Pakistan

3.3 Overview of Foreign Assistance and International Funds Support

3.4 Brief Overview and Recent Change in Teacher Education of Pakistan

3.5 Introduction of (Pre-STEP) USAID Teacher Education Project

3.6 Comparison of Previous and New Teacher Education Program

3.6.1 Prior Structure of Teacher Education in Pakistan

3.6.2 Structure, Curricula and Duration

3.6.3 Admission Criteria

3.6.4 Absence of Supervision, Checking and Performance Appraisal regarding Trainers

3.7 Teacher Education Reforms 2001 in Pakistan

3.7.1 New National Scheme of Studies (2006)

3.8. Teacher Education 2009 (Era of Change in Pakistan)

3.8.1 National Professional Standards for Teachers

3.8.2 National Accreditation Council for Teacher Education

3.9 Introduction of New Teacher Education Program (2009)

3.9.1 Objectives/Components (New Pre-Service Teacher Education Program)

3.9.2 Format of TE Studies

3.10 Strengths of Recent Teacher Education Program of Pakistan

3.11 Factors and Forces Influencing the New TE Program in Pakistan

3.11.1 Emergent Issues and forces

3.11.2 Political Establishment as well as Interface

3.11.3 Economic Constraints and Pressure

3.11.4 Energy Crisis Global Trends of New Technologies and Innovation

3.12 External Factors Related to Structure, Implementation and Assessment

3.12.1 Administrative Structures Issue

3.12.2 Program Evaluation

3.12.3 Assess Teachers' Competence for Certification

3.12.4 Three Streams of Teacher Education Institutions

3.13 Chapter Summary

Chapter IV

4.1 Chapter Introduction

4.2 Introduction to Factors Affecting the TEI.

4.2.1 Global Challenges of Initial Teacher Education

4.2.2 Challenges and Problems in the TEI of Pakistan

4.3 Methodology

4.3.1 Nature and Purpose of Interview

4.3.2 Population of the Study

4.3.3 Sampling Technique

4.4 Procedure of Semi-structured Interview

4.4.1 Important Points and Steps to Follow in the Semi-structured Interviews

4.5 Instrument of the Study

4.6 Data Analysis

4.6.1 Transcribing Interviews

4.6.2 In-depth Reading of the Data

4.6.3 Generating Codes and Themes

4.6.4 Interpreting the Meaning of the Themes

4.7 Results Interpretation and Findings

4.8 Discussion on Findings

4.8.1 Vision and Policy

4.8.2 System-related Problems and Challenges

4.8.3 Resources-related Problems

4.8.4 Curriculum and Research-related Problems

4.8.5 Quality Education and its Assurance Problems

4.8.6 Assessment and Evaluation-related Problems

4.8.7 Political and Social Problems

4.9 Summary of the Chapter

Chapter V

5.1 Chapter Introduction

5.2 Summary of the Findings

5.3 Conclusion

5.4 Recommendations

5.4.1 Suggested Framework for Teacher Education in Pakistan

5.4.2 Adaptable Model for Quality and Evaluation of TE Program

References

Appendices

Acknowledgement.

Notes:

Includes bibliographical references.

Description based on online resource; title from PDF title page (ebrary, viewed July 18, 2017).

Description based on publisher supplied metadata and other sources.

ISBN:

1-4438-7363-2

OCLC:

991596129