Teachers & Teachers' Education

The problem of inappropriate teachers training and ineffective teaching methodologies is directly associated with the drop out dilemma of our public education. Improved and long term pre-service training is the vehicle to attract and absorb willing and devoted teachers in the system.

USAID supported 4 years BS (Education) program in 17 universities of Pakistan is expected to bring positive change in the coming years. However, improved and relevant pre-service training should be introduced with special emphasis on practical teaching techniques and emerging social problems, like peace education, national harmony and cohesion, environmental threats and so on.

Research studies indicate that alternate route certification of teachers or short term courses have no or very low impact on over all students’ achievement. In this regard, the professional impact of teachers graduated through distance learning from Allama Iqbal Open University (AIOU) need to be evaluated scientifically. Teachers’ preparation through cheap and substandard means must be revisited.      

Teachers training should also focus on the distinctive schooling features of the province where multi-grade and in some cases, over-age children at primary and middle level could get benefits. There is no precise definition and yard stick to assess the teaching quality in our system. In the presence of such standards, teaching quality and skills could be judged in a better way. In-service training should be structured with the maximum participation and engagement of students.

If we prioritize our educational problems, we find teachers related implications at the top of our agenda. Particularly the way they are recruited, the way they are trained and most importantly, the way they are utilized. Proper utilization of manpower is as much important as its appointment itself. If we give due attention to the three areas, we would be able to resolve more than 40% of our educational problems at once.

the article originally published on Halaat.pk. Here is the link;

  http://halaat.pk//english_artical_detail.php?a=19

Curriculum and Textbooks

Curriculum development is an important sub-sector of our education system. It was a federal subject before 18^th amendment. However, after the amendment provinces are being empowered to do the job on their own. It is a sensitive subject in our country as different political and religious philosophies exist in our society. Basically, curriculum process gives sufficient answers to the questions like what to teach and how to teach. It is just like the blueprint of an architect. Curriculum planning is almost impossible without a consensus on core national issues. Political interference in the curriculum is mostly observed in our country to promote specific ideology of the sitting political parties. This situation leads the nation to split opinion and mistrust on the entire public schooling system.

Curriculum Evaluation is an integral and regular process within the curriculum development. Scientific approach to the evaluation of curriculum at different stages does not exist at national and provincial level. Curriculum evaluation identifies problems at gross root level and paves the way towards improvements. This aspect of the process has not been institutionalized to make the curriculum students-friendly and socially acceptable.

Another important aspect of curriculum is its implementation. Most of the problems of our system pertaining to curriculum relates to this domain. Proper guidance and training to the teachers ensure and strengthen the implementation process of curriculum. There is no proper mechanism in our system to monitor the curriculum implementation process and provide on-the-spot academic support to teachers. Presently, the process of supervision is only limited to administrative activities and academic supervision does not exist in our system at all.

Textbooks assume a position of central importance in the schooling system; unfortunately the sole vehicle to incorporate and interpret curriculum concepts and the only base for all types of students assessments. Text books are currently prepared by the Textbook Board. Textbook Board has no capacity at all to test its material in the field during or after development. It totally depends on the experience of authors, face value and expert judgments. There is no rigorous and scientific process of trial and revision before large scale publication. 

Text book is the only source of knowledge in our system. We can expand the scope of knowledge by introducing other supplementary reading materials, educational Television, internet and field trips etc. Unfortunately this aspect has been ignored by the planners of our education. Our politicians and other stakeholders usually use the terms ‘Curriculum’ and ‘textbooks’ interchangeably. However, it is essential to keep in mind that curriculum is a plan and textbook is a tool through which a plan is implemented. We can implement our plan through other tools, as mentioned earlier, beside textbooks. 

It is important to produce variety in the knowledge base of our education by introducing other crucial knowledge sources beyond text books. Textbook quality also needs to be improved in the light of scientific approaches. Capacity building measures are also important to undertake the vital job of curriculum and textbook evaluation on regular basis.

Swat crises, war 1857 and curriculum

Language politics in education

Distant prospects

 It is generally recognized that the public of Pakistan in general and the policy makers in particular are very slow to recognize that the country's young population is illiterate and ill-equipped to contribute actively to the social and economic growth of the country. It is also a fact that some crucial decisions about the educational needs of the country have not been taken as yet to ensure harmony and cohesiveness at national level and understanding the importance of globalization at international level.

The situation is further aggravated by different types or systems of education prevailing in the country including; (1) upper or ruling class education system  in the shape of Cadet Colleges, Cambridge/Oxford and Conventional English institutions, giving input to the political and bureaucratic system of Pakistan in one way or the other, (2) public education system which is insufficient and ill-managed to meet the growing educational needs of the society, (3) private mechanism of education   being managed by individuals or groups on business grounds- affiliated and registered with the Government but free in  policy making, etc., and (4) Madrasa education system being managed by various religious groups or sects, independent totally in making their choices and promoting religious learning with their traditional curricula and teaching methodologies without giving due consideration to modern sciences for the emerging needs of the society. The situation has led the nation towards split opinion on the issues of national concern and divided the society into many sects and social classes.

All the national and international experts are of the opinion that there is an intense need to introduce drastic changes in each category of the above systems in terms of introducing modern curricula (beyond textbooks), strengthening managerial and teaching capabilities and above all, addressing the social inequalities – as a wide range of disparities exist in the country.The situation clearly demands for close interaction and interrelationship among the systems in order to establish uniformity. Otherwise, the national harmony and cohesion, social and economic development and democracy and prosperity will remain distant prospects.