A Brief Introduction of Teacher-Training Programs in Punjab

 

At early stage, after the Pakistan came into being, there were three Normal School in Narowaal, Pasroor, and Kasur respectively. These schools offered a 9 months teacher training course named as J.V Teacher-Training Course.

In Ghakhar (Distt. Gujranwala) the courses for S.V, D.M (drawing master), and O.T (oriental teacher) were offered.

There was also a Govt. recognized Normal Christian School in Raiwand for J.V and S.V Courses. All of these programs except J.V, later on, replaced by B.Ed Course. J.V later on turned into PTC.

By and by, M.A and M.Ed in different fields of education were introduced besides in-service teacher training programs conducted by different teacher training institutes of Punjab including N.G.O’s and a few private institutes.  

 

A good teacher-training program enables a teacher for the following task;

 

  1. Readiness measures (Physical and psychological)
  2. Special sitting-plan of the students according to the need of the lesson.
  3. Appropriateness of the material used for teaching.
  4. Lesson planning (in written form and practically)
  5. Motivational strategies
  6. Orientation of the lesson
  7. Appropriate delivery of the information
  8. Techniques for teaching
  9. Using appropriate language for communication
  10. Appropriate body language for communication
  11. Speaking power/ability
  12. Appropriate use of the material for instruction
  13. Use of the material at appropriate time
  14. Maintaining the hierarchy of questions asked to the student
  15. To feed back to the students on their specific problem
  16. Use of experiences of the students for learning
  17. Appropriate use of text book
  18. Appropriate home task
  19. Maintaining student's involvement in the tasks
  20. Evaluation of the student
  21. Use of reinforcement
  22. Controlling students having inappropriate behavior
  23. Self consciousness of the teacher actions
  24. Developing self concept in the students

 

Teacher Education and Training

Development / Structure / Future 

1.  It is a fact that the academic qualifications, knowledge of the subject matter, competence and skills of teaching and the commitment of the teacher have effective impact on the teaching-learning process. Recognizing the deteriorating quality of education at various levels, efforts need to be intensified to accord adequate priority to the effectiveness of teacher education programs in the country. 

2.  Many factors are responsible for shaping the quality of teacher education in the country. These factors range from ideological and socioeconomic needs to the existing structure of education system.

The quality concerns of teacher education relate to 

·         policy formulation and planning

·         development and management of teacher education programs

·         provision of adequate infrastructure to training institutions

·         pre-service and continuous in-service education of teacher educators

·         regular enrichment of curriculum content

·         methods, evaluation techniques

·         teaching aids and other teacher related resources.

3        The existing teacher education program is considered not being adequately responsive to the demands for quality education in the school system. To improve the existing situation, in the field of teacher education, development of any strategy should give due consideration to these issues.

4        Some of the major issues and concerns emphasized by the experts are indicated as under:

1.      Lack of professionalism, commitment and motivation 

2.      Imbalance and short duration teacher education programs

3.      Political interference and malpractice in appointment of teachers

4.      Inadequate facilities in teacher training institutions

5.      Imbalances between the demand and supply of teachers due to poor planning

6.      Poor learning material / text books (for teacher and student)

7.      No standardized procedure for the appointment of teachers in teacher training institutions

8.      No institutionalized arrangement for providing regular training to teachers and teacher educators

9.      The examination system is highly defective.

10.  Teacher absenteeism, defective management, lack of supervision and accountability 


4.  At present, the following institutions offer various training programs.

Programs and Institutions

Punjab

Sindh

NWFP

Balochistan

Federal

Total

PTC/CT(G.C.E.Ts)

34

24

18

10

04

90

B.Ed/B.S Ed (Colleges of Education)

08

4

2

1

01

16

M.Ed/M.A (Ed) IERs/ Univ. Depts. of Education

04

2

2

1

-

9

Extension/Staff Development (In-service Education) P.I.F.Es

1

1

1

1

-

4

P.l.T.Es

1

1

1

1

-

4

5.  Since Independence, there has been a substantial expansion in teacher education institutions. At present, there are 90 elementary colleges and 30 high schools which offer teacher training programs for PTC (-Primary Teaching Certificate) and CT (Certificate in Teaching) to teachers. 

Institutions which prepare secondary school teachers are known as Colleges of Education. There are 11 Colleges of Education, 4 Institutes of Education and Research and 2 Departments of Education of universities which offer programs of secondary school teacher education leading to a Bachelor's degree in Education (B.Ed). 

The Allama Iqbal Open University (AIOU) is also contributing in the training of teachers by means of distance learning. It offers PTC, CT, B.Ed and M.Ed programs of teacher education. 

The description of various training programs is given below:

Training Program

Qualification for Admission

Duration of Training in Academic Years

Classes to Teach

P.T.C

Matriculation

1

IV

C.T

Intermediate

1

I-VIII

B.S.Ed. (12 + 3)

Intermediate

3

VI-X

B.Ed

B.A/B.Sc.

1

VI-X

M.A Edu.

B.Ed.

1

VI - XII + Students Teachers of PTC, CT and B.Ed + Supervision

 

B.A/B.Sc.

2

VI - XII + Students Teachers PTC, CT and B.Ed + Supervision


6 The annual training capacity of all the formal training institutions is about 30,000. The total enrollment of AIOU is about 10,000 per annum of which about 7,000 complete various courses every year. 

7 Keeping in view the existing capacity of our teacher training institutions, which is around 40,000 including AIOU, one may safely conclude that the existing institutions are sufficient to meet the quantitative requirements of teacher training in the country. It is estimated that around 65,000 teachers with different qualifications are unemployed because of the imposition of a continuous ban on new recruitment during the past six years.

National Education Policy for Teacher Education 

Objectives

1.      To create a matching relationship between demand and supply of teachers.

2.      To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher trainers and educational administrators.

3.      To upgrade the quality of pre-service teacher training programs by introducing parallel programs of longer duration at post-secondary and post-degree levels.

4.      To make the teaching profession attractive for the young talented graduates by institutionalizing a package of incentives.

5.      To develop a viable framework for policy, planning and development of teacher education programs, both in-service and pre-service.

6.      To provide for management training of educational administrators at various levels.

Policy Provisions

1.      The annual requirement of teachers in each province shall be worked out on short and long-term basis. The teacher training institutions shall be required to restrict their admissions accordingly.

2.      For training educational administrators during the coming years, departments of educational administration and management offering M.Ed. and B.Ed. degrees shall be opened. The Academy of Educational Planning and Management shall develop specialized training programs for in-service educational administrators.

3.      Effective measures shall be taken to strengthen in-service institutions for providing regular and quality in-service training to the existing corps of educational administrators.

4.      Both formal and non-formal means shall be used to provide increased opportunities of in-service training to the working teachers, preferably at least once in five years.

5.      Special arrangements shall be made for the training of teacher educators by using the National Institute of Teachers Education and its affiliated centers.

6.      The curriculum and methods of instruction in teacher training institutions shall be reviewed and revised for bringing them in line with the requirements of modern trends in this field.

7.      On the pattern of B.S.Ed, being offered in only two institutions in Punjab, FA/F.S.Ed and BA Ed shall be introduced.

8.      Special incentives shall be provided to attract and retain talented students in the teaching profession.

9.      A special package of incentives package shall be provided to rural females to join the teaching profession.

10.  A new stream of vocational and technical training shall be introduced in pre-service teacher training institutions, initially at post-degree level.

11.  A new cadre of teacher educators shall be created.

12.  In order to make the integration of secondary and higher secondary level possible pre-service training shall be made compulsory for those teaching at the higher secondary level.

13.  Academy of Higher Education in the University Grants Commission shall be strengthened to provide in-service training programs to the degree and post-degree teachers.

Implementation Strategies

1.      In order to strengthen the primary level teacher training programs, it is proposed to start a 3 year Diploma in Education for matriculates. This will enable them to pursue either general studies up to BA, B.Sc. and M.Sc. level or continue to serve the teaching profession.

2.      Like B.S.Ed program it is proposed to expand this facility horizontally to those students who want to pursue general education as well as obtain a B.Ed degree through an integrated BA + B.Ed. program at the colleges of education. The students of these programs will have the opportunity to continue their studies at MA, M.Sc. or M.Ed. levels. 

3.      To impart management capability, the M.Ed degree at the university level will be improved/strengthened to produce a corps of trained educational administrators and supervisors who can become headmasters/headmistresses of middle and high schools as well as DEOs, SDEOs and ADEOs to provide leadership in the field of education. 

 

4.      Good governance in educational institutions will be achieved by imparting intensive training in management and supervision through Provincial Institutes of Teacher Education (PITES) to all headmasters/headmistresses and personnel of supervisory cadres.

5.      A National Institute of Teacher Education (NITE) will be set up at the national level to improve the capability of academic staff in teacher training institutions. About 300 teacher educators will be enabled to improve their professional qualifications through this Institute every year.

6.      The curricula of PTC., CT., B.Ed. and M.Ed. levels will be improved so as to make these programs learner-centered. They will also provide opportunities to the prospective teachers to receive necessary training in pedagogical skills involving creativity, problem-solving project method and use of other innovative approaches.

7.      The academic calendar of these institutions will be extended by curtailing spring, winter and summer vacations.

8.      The programs will be based on semester system.

9.      Apart from the sporadic non-formal education training programs run by NGOs, an extensive nation-wide orientation program for providing basic teaching skills will be run under the umbrella of Allama Iqbal Open University.

10.  In order to attract talented students to the teaching profession, a stipend scheme will be started for studies at the intermediate and degree levels. Those receiving higher qualifications during their service will be given adequate incentives of advance increments, as well as, rapid promotion within their cadres so as to retain them in the profession.

11.  The Academy of Educational Planning and Management (AEPAM) is the prime training institute at the national level educating administrators, supervisors and planners. Its training capacity and resources shall be strengthened and long-term training programs shall be launched for school administrators.

12.  Teacher Foundations shall be established in all the provinces. These will provide financial assistance to the spouse of the deceased teachers and scholarships to their talented children for pursuing higher education. 

13.  There is sufficient evidence to substantiate the fact that female teachers are more effective than male teachers at the primary level. In order to encourage more female teachers to join the primary institutions, three-pronged measures will be adopted, viz: 

·        70% newly established primary schools will be staffed by female teachers. 

·        staggered pro-service training courses during summer vacation will be launched at PTC and CT levels through which untrained female teachers will be provided pre-service training during summer vacation: and

·        there will be no upper age restriction for female teachers joining the teaching profession.