Quality Assurance of Teacher Training Programs

Published:

Government Colleges of Elementary Teachers Education and their functions

The GCETS are to provide revised and up-graded pre-service teacher education programs to prepare more effective teachers of elementary schools. DSD has been given the task of transforming the curricula, pedagogical practices and infrastructure of facilities of GCETs to transform them from old normal schools to modern collegiate level teacher education institutions. The GCETs are also to be integrated with the Continuous Professional Development Framework and provide in-service professional development support services to K-6 grade teachers through DTSCs that are set up on their campuses. GCETS are to actively participate in the District level training and support services to teachers in their jurisdiction. An additional task has been assigned to the GCETS that deals with developing action research projects, on issues related to teachers' development, pedagogical strategies, school management, material development and improving student learning outcomes.

The faculty and administrators of GCETs are to be carefully selected, provided with resources and incentives to build capacity of district level educational authorities and institutions to constantly strive for equitable and quality educational opportunities. A new service cadre has been approved in the province by (Government of Punjab) for teacher educators under the leadership of DSD.

AIOU's successful Distance Teacher Education program

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Since 1974, the Allama Iqbal Open University (AIOU) has been running a highly successful distance learning program for teachers in Pakistan.

This program has been so successful, that it has led to the expansion of AIOU's education programs with the help of international financial assistance from NORAD (the Norwegian Agency for Development Cooperation) and the Japanese government.

In a country where the news about education and literacy tends to be bad rather than good, AIOU's distance teacher training program offers a ray of hope in how Pakistan's educational system can produce quality teachers and, by extension, students.

What is significant about this program is that it has reached students who have traditionally been ignored by teacher training centers, especially women and the Pakistanis from the rural part of the country. Over half of the university's student body is female and close to 60 percent are from rural areas.

AIOU's distance learning program for teachers has produced about 1,920 television programs and close to 11,000 radio programs since its inception. These programs offer Bachelor's and Master's degrees in education, while providing pre-service training for primary school teachers, as well as courses to update skills of existing primary and secondary school teachers.

Cost is another incentive for enrolling into the program. During 1995-96, close to165,000 teachers were enrolled in AIOU's PTC (Primary Teaching Certificate) program. More than 70 percent of them were women. Fees charged for this program are normally between Rs. 150 and Rs 450. These lower fees allow greater access to teachers of quality training.

As the name implies, most of the teaching at AIOU is carried out through correspondence, radio and television. However, no teacher training program would be complete unless teachers were required to also practice their skills in the classroom as well. This is why teachers also have to attend demonstration lessons and workshops in addition to four weeks of practical training in a real school environment.

It seems AIOU's success in this area led to confidence in its ability to train in-service teachers as well. Perhaps this is why this task was delegated to them as well. Since every government primary school teacher in Pakistan must attend a four week training course every five years, the AIOU was made responsible for a Primary Teachers Orientation Course (PTOC) in 1990 where about 55,000 in-service teachers from all over the country receive intensive primary school teacher training. In 1995-96, about 10,000 government primary school teachers were enrolled in this orientation program.

These teacher training programs organized by AIOU are a necessary tool in the challenge of properly training Pakistan's teachers to build the knowledge of tomorrow's Pakistanis. They are especially important since they fill the needs of women and the rural populations of Pakistan, where traditionally, education and literacy have lagged far behind their urban counterparts.

If the above-mentioned sources of finance from NORAD and the Japanese government are used to improve the quality and reach of the training programs, AIOU's distance teaching programs can play a key role in improving the level of primary school teaching throughout the country.

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Date/Time Last Modified: 6/17/2002 3:45:02 PM

1.8 Limitations of the Study

Like many other empirical studies (Devos et al., 2007) this study has both

strengths and weaknesses. The weaknesses observed were as follows:

a) Data were obtained using multiple choice questionnaires. This measure

is adequate to gather a large amount of data within limited time. Though

a longitudinal study would have been desirable, it was beyond the scope

and possibilities of this study.

b) This study has accounted for only teachers' Professional competencies

as stipulated in the BETD training programme to measure the teachers'

productivity. It would be interesting (for example, curricular focus) to

include other professional aspects of teachers' professional training. This

could test the effect of a hidden curriculum and whole-teacher training.

c) Data were collected from the school managers and teachers of Caprivi

region alone. There are twelve more regions in Namibia. Caprivi was

chosen through random sampling. As a relatively small and rural region,

the teachers of Caprivi may have fewer teaching facilities than other

region. This result could differ for other regions.

e) Response bias, Measurement bias, Selection bias

Factors such as selection bias and assignment bias can also decrease the accuracy of teacher productivity measures. Selection bias means that students self-select to certain schools based on housing patterns and where families live. Assignment bias means that principals may affect measures of teacher productivity by the way that they assign students to teachers. For example, a principal may assign more difficult students to his or her strongest teachers. Other principals may reward their strongest teachers with better performing, better behaved students (Rivkin, 2007)

http://www.aiou.edu.pk/DeptDetail.asp?DeptID=92

Name :

EARLY CHILDHOOD AND ELEMENTARY TEACHER EDUCATION

Establishment :

The Department was established in 2003  

Introduction :

It is the largest departments of AIOU, in terms of student enrolment. Presently the department is offering B.Ed, CT, PTC and Diploma in Education (10 +3). The department also offers courses of Education at Secondary, Higher Secondary and Graduate Level level.  

Objectives :

1. To prepare teachers for primary, elementary and secondary classes

2. To bridge the gaps between supply and demand of teachers

3. To explore new areas of elementary teacher education.  

Future Plans :

1. BS.Ed Early Childhood Education 2. BS.Ed Elementary Teacher Education 3. M.Ed (Elementary) 4. M.Phil Elementary Teacher Education 5. Ph.D Elementary Teacher Education  

Academic Facilities :

• Internet availability 

Programmes >> Diploma in Education (10+3 Model)

Programme Detail [Diploma in Education (10+3 Model)]

Programme Name: 

Diploma in Education (10+3 Model)

Introduction: 

It is and approved scheme of the Ministry of Education. Diploma in Education was started with an objective to prepare more skillful teachers for elementary schools. The duration of the programme is three years.

Admission Requirement: 

Minimum Admission requirement is secondary school Certificate with 45% marks.

Selection Process: 

Only those candidates may apply who fulfill the admission criteria otherwise the candidate would not be given admission

Duration: 

Six Semesters

Medium of Instruction: 

urdu

Teaching Methodology: 

a. Study Material comprises of books.

b. The students are required to prepare and submit two written assignments for a half credit course and four assignments for a full credit course, within the given time. 

c. Tutorial support is provided at the nearest possible places. 

d. Written examination is held at the end of each semester. 

e. At the end of sixth semester a workshop is conducted which includes fourteen days' teaching sessions and six weeks teaching practice. 

f. Final lessons of the students are also evaluated by a team of evaluators.

AIOU Credits Required: 

15

Course Required: 

N/A

Collaborations: 

N/A

Workshop: 

1 course

Thesis: 

N/A

Practical:

N/A

Viva:

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