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.
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