STUDENT NAME : AHTSHAM KHALIL

FATHER NAME : [Link]

ROLL# : CB646772

PROGRAM : ED 1.5 YEARS

SEMESTER : SPRING 2020

TUTOR NAME : MUHAMMAD ISHFAQ

KHAN

ASSIGNMENT# :1

COURSE CODE : 8626

Q.1
Critically analyze the aims and objectives of teacher education given in the National
Education Policy 2009. How far have the objectives been achieved to date?
Answer

Teacher Education
Providing knowledge, skills and temperament to individuals, which is focused on enhancing their
teaching abilities, is considered teacher education. Teacher Education Advance and on-the-job
service equips teachers with the professional knowledge and skills necessary to teach others in
general specialized subjects. Teacher training is generally considered as formal teacher training
in training institutions. In general, it does not refer to individual-acquired informal learning that
may be part of a teacher's work or career.
According to UNESCO, educational institutions act as "key agents of change in education and
in society". Because aims and objectives are like a goal in a common language, they reflect a
goal-oriented learning process alike. So, thankfully, Pyongyang Assets Benn challenged these
men's expressions: "Learning outcomes are being replaced with objectives with some outcomes
in the course description section while objectives are commonly used."
The teaching profession does not attract the best talents in Pakistan. Enlightened people either
join professions such as medicine and engineering and try to migrate to the West, or are attracted
to high-ranking civil service positions, which open the door to widespread corruption and
corruption. Are Some exceptions will be some highly respected university faculty and scientists
working at the highest levels of the country's research establishment, especially those involved in
missile and nuclear technology.
Reasons for reluctance to join the teaching profession at the primary and secondary levels
include relatively low salaries, unfavorable working conditions, and a high teacher-student ratio,
which is 1:40 in primary and 1:36 in secondary. Is close Levels In the early 1990s, there were 87
primary teacher training institutes offering one-year programs that resulted in a Primary
Teaching Certificate (PTC) for teachers in grades one to five or for teachers in grades six to
eight. Certificate of Teaching (CT). While 10 years of education is required for admission in
PTC course, 12 years in CT course and FA / FSC certificate is required. Allama Iqbal Open
University also offers distance education courses for its PTC and CT programs.
Aims
A goal can be defined as a long-term goal. Sometimes the goal is to give the teacher a goal to
achieve the goal related to the learners and sometimes the goal of the course is to show that there
are long term goals related to the learner and sometimes there is a common goal for the teacher
and the learner. Is. This goal can be expressed as a goal for the teacher within the course range
while it can also identify goals for the learner outside the course.
Objectives of Teacher Education

Some of the most important objectives of teacher education are as follows:

Subject Matter Knowledge:
The most important objective is to cultivate an expertise of the knowledge of subject matter.
Pedagogic Skills:
The main purpose of teacher education is to improve teaching skills so that they are taught in an
artificially created order. Teachers must have the ability to do, observe, evaluate and generalize.
Learner Psychology:
It is very important to know the psychology of children so that the teacher can easily understand
the difficulties faced by the children. Understanding child psychology will lead to new goals.
One of the major objectives of teaching methods and the attainment of a progressive attitude
towards teaching is to create an appropriate attitude towards teaching so that maximum success
can be achieved through material and human resources.
Self Confidence in Teaching:
The objectives of teacher education develop self confidence in teachers. He should be fully
capable of adjustment with the physical conditions; He should develop adjustment with the
social environment and adjustment with himself to develop emotional contentment in his life.
Empowering Learners.
The purpose of teacher education is to develop proper body care habits. Children's behavior
should show confidence not only at home but also in school and on the streets.
Appropriate use of instructional facilities
The objective of teacher education is to develop the enabling skills of teachers. The teacher
should develop the capacity to best utilize the available resources of the school by means of
inventiveness of learning facilities.
Understanding Individual differences:
The objective of teacher education is to understand the individual differences so that he may take
appropriate steps to develop the abilities of children so that he may develop himself as a fully
grown individual.
Imparting an adequate knowledge of the subject matter:
The objective of teacher education is to develop a good command of the subject matter of the
assignment given to him in the colleges.
Equipping the prospective teachers with necessary pedagogic skills:
 The main objective of teacher education is to develop a skill to stimulate experience in the
taught, under an artificially created environment, less with material resources and more by the
creation of an emotional envoirment.
Enabling the teacher to acquire understanding of child Psychology.
objective is to understand the child psychology so that the teacher is able to appreciate the
difficulties experienced by children so as to bring about new modes and methods of achieving
the goals in consonance with the reactions of the children.
Developing self-confidence in the teachers:

The objectives of teacher education are development of the ability to take care of himself in
terms of:
(a) Adjustment with the physical conditions, (b) Healthy adjustment with the social
environment.(c) Adjustment with himself to derive emotional satisfaction with his life.
Enabling teachers to make proper use of instructional facilities:
The purpose of teacher education is to develop the ability to increase school resources through
the improvement of educational facilities. Enabling teachers to understand the importance of
individual differences and to take appropriate steps for their maximum development: The
purpose of teacher education is to identify the causes of individual differences so that they can
develop the ability to be one. Will A child with children, an adult with adults, a responsible
citizen of the community.
Development of the ability to give direct satisfaction of parents from the achievement of
children in terms of:
(a) Proper habits of taking care of the body,
(b) Proper attitudes reflected in the behaviour of the children at home, in the school, in the
streets, at the farms and fields etc.
(c) Progress in the class.
Teacher duties are very relevant in nursery, primary, middle, secondary and higher secondary
schools. Therefore, the scope of teacher education is very wide. The duties of the teacher at
different stages of education depend on the basic education of the teacher. Emphasis is placed on
practical aspects rather than emphasis.
How far
Due to the explosion of knowledge, the role of teachers in the new world order is becoming more
specific and specific and yet it is being demanded. This will mean an increase in professionalism
in the incoming teaching community. If the goals are to reflect new national and international
needs, local working conditions need to be integrated and the realities of the Indian social
context need to be more responsive to the needs of international competition.

Q.2 Explain the responsibilities of teachers in Islamic perespective, how can teachers help
in improving social values?
Answer
Responsibilities of a Teacher in Islamic Education
Although teachers are given a higher status in society, at the same time some responsibilities are
assigned to teachers, whom they consider to be performing their duties. The Qur'an and hadiths
give many instructions to teachers. "As part of God's mercy, you deal with the odor with them. If
you were disconnected and hard-hearted, they would separate from you." (Al-Imran, 3: 159) This
verse of the Holy Qur'an is a guide or advice for teachers and teachers are asked to be kind to
students, they are asked to be kind to them because If you will be strict with them. They will not
come to school and will be fed up. If we look at modern theories about teacher behavior, it is
suggested that teachers "need to love to punish students." It was shared centuries ago but it is
unfortunate for our nation that teachers in Pakistan are not following the instructions given in the
Holy Quran that is why Pakistani children are not interested in learning, it is only because of the
attitude of teachers Don't want to go to school It has been observed that sometimes teachers do
very little injustice to their students, they do good to the students who are close to them or who
give long extra benefits or who take tuition from them or who Belong to the same religion. But it
is very clear from the above statement that teachers should not discriminate in any way in the
above matters.
But teachers in Pakistan are suffering from this kind of discrimination that is why our students
are not interested in coming to school or have no interest in studying because of the dominance
of teachers and it has destroyed the entire education system of Pakistan. Is. . Ibn Muskab said,
"Students should be praised and rewarded for their good behavior and good deeds." Teachers are
very afraid of the marks given to students or when they behave well. Demonstrate good manners
and praise them when they show good manners. From the above discussion, it can be concluded
that teachers should not only focus on traditional teaching methods. They should include
traditional and modern teaching methods in a classroom. There is no right to follow the
traditional way and no right to follow the modern way. The teaching methods of both positions
are important. According to two famous Muslim scholars, al-Ghazali and Ibn Jama,ah the
teaches is as follows.
Al-Ghazali
1. Should be sympathetic to students and treat them as his own children. gent's
2. Follow the example of the 3. Mastering comprehension of the specialized subject area.
5. Should not belittle or degrade the value of other sciences before his students. 6. Should limit
the student to his level of Should not require anything which the students cannot grasp.
Ibn Jama'ah
1. Placing knowledge and instruction above selfish interest.
3. Should not withhold from the student any advice or allow him to attempt.
2. Conforming to the ethics and manners of teaching.
work unless he is qualified for it.
4. In dissuading his students from evil ways, he/she should do so by suggestion rather than
openly and with sympathy rather than with odious upbraiding.
5. Understanding his contemporary times and his social environment.
6. Good understanding of the learners and their individual limitations.
Improving social values qualities
The philosopher John Dewey wrote, "Education is not a preparation for life, but life itself."
Dewey widely reflected on the page about the role of education in a healthy, ever-evolving
democratic society, and he believed that classrooms were not just a place to study social change,
but to bring about social change. Is the place of.
1. Encourage active participation and students experimentation, with ideas among

Unfortunately, teachers and students who want to see some kind of paper-based progress often
insist on memorizing dates, facts and definitions. However, this type of education is not a
society-changing classroom activity that Dewey wrote about. Instead, teachers should create
active learning opportunities, where students can be fully engaged with the material and play
with ideas without being reprimanded for going too far.
2. Teach students how to think instead of teaching them what to think.
Advancing in this area can be as easy as rethinking common JG assumptions about which
subjects are suitable for which student and when. For example, numerous studies have shown
that philosophical inquiry is not above the head of early students. An article in the Washington
Post on the subject describes the philosophy of the children's movement, in which a teacher
presents a poem, a story, or something else, and W uses the Socratic method to encourage
classroom discussion.
3. Prepare students to anticipate the need for change and to believe in their ability to take
positive action for the benefit of society.
A classroom where they are given the responsibility and authority to make some important
decisions. If teachers have all the answers, it means that students are expected to acquire
knowledge, not offer solutions or improvements. But if teachers make it clear that, especially
when we all face big questions, even those in authority, don't know it, then students have to rely
on their own intellectual abilities and problem-solving skills. There is more room.
4. Democratize the classroom process so that the idea is formed that if we actively
participate in our communities, we can help them make decisions about how they work.
Dewey noted that if we want our education system to serve the larger purpose of a healthy
democratic society, it is important that we place democracy as the central "frame of reference" in
our classrooms. They often say, we forget that participating in democracy is a skill that needs to
be respected in our daily lives. The classroom is just a good place to learn: Consider making
classrooms more democratic than dictatorial, starting with a young person What decisions you
can make for students in the classroom Before you vote, do you disagree? Can the parties clearly
motivate them? State your position and try to understand and respond to the answer.
Students who spend time in classrooms with such processes will be learning more than how to
cast a vote when that opportunity is presented to them, they'll be learning that their thoughts and
ideas count and can be applied to benefit their larger community-all while welcoming opposing
sides on an issue.
5. Facilitate discussions among teachers as a group - starting with student
Dewey clarified that he believes that teachers and schools have a great influence on society,
whether it is real or not. If you think Dewey was on something with that point, you may agree
that teachers should be aware of how they are affecting our society. The best way to do this is to
come together as a group to share ideas, experiences, readings and achievements. As these group
discussions become larger and wider, teachers may begin to raise policy questions that should be
decided by looking at the influence of teachers.
Q.3 Explain the existing teacher education system in Pakistan. Discuss its problems and
give suggtestions to overcome them.
Answer

Teacher Education System in Pakistan Historical Background

In the British era, there is a great need for teacher training institutions in the education system to
create awareness about this. The prevailing pedagogy was more mechanistic and theoretical,
limited to textbook learning, the first educational system aimed at creating a class that went into
the country, serving the bureaucracy to advance the socio-economic system. The social and
economic order was designed by the colonial powers to exploit the people of the subcontinent.
All curricula, textbooks and teaching materials were designed to prevent him from accepting the
lives of dynamic and progressive people in the country. The following objectives are required
after the education of the National Assembly.
• Be academically well trained in the objects, the teacher teaches.
• Have had sound professional training in that how to teach the subjects. had
 • Have had sound proficiency in that how to understand his charge.
• Have a deep sense of professional honour.
• Have security of tenure and pay scale, commensurate with the status.
Work in an environment that honors him for his contribution to society. The Education Policy
1972-80 recommended that many teacher training courses be outdated and not based on the 25
scientific and technical aspects of education or that all teacher training courses be revised and
refined using modern methods and techniques. Will . In view of these important issues, the
Curriculum Wing of the Federal Ministry of Education reviewed the curriculum of teachers for
all stages. In the first phase, the teachers' curriculum for the initial phase was revised.
The curriculum for secondary teachers was then reviewed. Teacher Education in Pakistan
"Teacher" is the key to achieving quality education in Pakistan. The teaching force in Pakistan is
working 1.35 million in government schools. There are a total of 275 teacher training institutes
for pre-service training. There are 300 teacher training resource centres in the districts. They are
recruited on the basis of professional qualifications.
Most lecturers in college education universities are simply untrained without academic
qualifications. But now higher education experts have been set up to train in-service teachers in
Pakistan with some modules of the Higher Education Commission and qualification courses.
The purpose of teacher education
primarily to equip potential teachers not only with the appropriate teaching skills but also with
the appropriate skills and abilities needed to make them effective and efficient professionals.
Through various theoretical and practical activities, it helps them not only to understand the
philosophical, psychological and social foundations of teaching, but also to understand the
relationship of education with society and its values through the process of teaching and
learning. The process of formal teacher education can help reduce the difficulties of potential
teachers and save students from the loss of hits and trials. Adequately trained teachers provide
ample opportunities for teachers to understand the nature of teaching. Imagining the
responsibilities of a teacher, discovering that becoming a teacher is more than learning the
philosophy and ideas of learning from the heart and understanding the practical implications of
the teaching strategy.
It has been found that the profession of education actually facilitates the acquisition and
maintenance of knowledge, values, skills and right attitudes for a successful life which can
initiate and promote positive changes in the society. With a view to educating teachers, the focus
is on developing the skills and competencies of teachers over the years that will not only make
them competent teachers but also motivate them to perform their duties effectively, take action,
and motivate students. And facilitate learning. With the belief that practice makes perfect,
teachers are given the opportunity to teach or instruct students during the educational phase and
to receive constant guidance and encouragement during practical delivery, in order to strengthen
good habits and Weaknesses can be overcome.
Overview of Teacher Education Training Institutions University of Education, Punjab.
The University of Education Punjab was recently established in September 2002. The
administrative, financial and educational control of all primary (primary and middle) and
secondary teacher education i.e. GCETS and the College of Education is controlled by the
University of Education. The university oversees the Pre-Service and the Provincial Institute of
Teacher Education, which was established in 1996. Thus, pre-service is in complete control of
both. And teacher education in the service, primary and secondary, including curriculum,
assessment and examinations, and assessment and research are under the control of the
University of Punjab.
Bureau of Curriculum and Extension Wing, Sindh
The Bureau of Curriculum and Extension Wing Sindh, (BC-2 W EW) and the Institute of
Teacher Education (PITE) provide a wide range of in-service teacher education in the province.
University Graduate and Postgraduate Level Education ([Link], [Link], PhD)
Problems of Teacher Education
1. Absence of Practical Policy & Standards:
To date, all teacher training programs have been operating without a viable policy framework.
The government is aware of this gap and has not yet taken any concrete steps to implement the
policy of bringing all teaching programs under one umbrella. As a result, educational institutions
develop and implement teachers' educational programs at their own discretion, resulting in
uneven and sometimes substandard curricula, teaching methods and procedures.
2. Institutional Clutter:
At the provincial level, several government teacher training institutes (BOCS, PITE, DSD, UoE,
DCTE, etc.) have unclear mandates. There is also an overlap between their roles and
responsibilities. Except for Punjab, which has recently split the role of providing pre-service and
in-service training between its two top organizations: UoE and DSD. Other provinces still suffer
from institutional disarray. There is no special body to regulate and guide these institutions,
especially in terms of academic leadership in the provincial departments.
3. Lack of Linkage between the Institutions:
There is a wide range of communication and cooperation between provincial training
institutions. Instead of working towards good practices, research and sharing experiences, they
have worked more or less in isolation.
4. Core Competencies:
Teachers have in developing core competencies competencies are the pillars built upon.
adamental to their profession. These core Witoiably lagged behind in which subsequent
knowledge and skills are
5. Recruitment: Not selecting teachers on merit, lack of proper screening and relaxing of
qualification : Requirements have jeopardized the end objective of providing quality education.
Job descriptions and performance appraisals are lacking.
Recommendations
1. Provide a Policy & Framework Cover:
There is a need to develop a workable policy and strategic framework for TPD. With
accreditation and certification scheme. The minimum requirements for resource institutes in
terms of staff, infrastructure and organization need to be developed in collaboration with the
respective heads of these institutes to ensure equitable and quality delivery of the system.
Certificates for teacher education programs should be transferred to an independent body such as
the Higher Education Commission. Uniform work requirements for teaching and supervision
loads should also be developed.
2. Fixing the Institutional Puzzle:
The existing institutional infrastructure must be adapted to any policy and program. It should be
overseen by a federal authority that is responsible for overseeing their actions and performance.
It is proposed to reconstitute the Technical Panel of Teacher Education at the national level to
monitor and report on the implementation of policy directors on TPD (AED, 2006). To prevent
duplication and overlapping of functions, various provincial institutions: BoCs, PITES,
universities, GCETs need to work together to establish educational links to improve their
services. Institutions should be given more autonomy to generate sources of income to meet their
needs.
3. Developing Teacher Core Competencies:
All teaching programs should on developing a list of a core set of competencies among the
teachers (both pre and in-service) to prepare them adequately for classroom te teaching and to
make them effective and professional educators. On the basis of these core competencies a
performance appraisal system can be devised.
4. Proper Recruitment Practices:
IDEOS Selection of teachers should be merit-based. Schools should select teachers based on a
minimum qualification of intermediate and satisfactory performance on a selection test based on
the teachers' core competencies Ba (World Bank. "Balochistan Education" 2006).

Q.4 Discuss the nature and scope of In-service Teacher Education. Highlight
its significance.
Answer
Educational Extension Centers / Directorate of Staff Development Education Extension Center is
now renamed as Directorate of Staff Development (DSD). The training of teachers in the service
is being conducted by the Education Extension Center under the direct supervision of the
Provincial Ministry of Education. The frequency of the course depends on the resources
available. Continuous professional development is the focus of provincial governments. After the
18th Amendment, education will be provided by the provinces and no longer the Federal
Ministry of Education, the role of the DSD (Directorate of Staff Development) is more
important. The DSD has to meet the CPD programs and maintain the quality of education.
Induction training is another internship that DSDs have focused on. The coalition, drawn from a
UNESCO report, could help understand the structure of education in the provinces after the 18th
Amendment. Refresher Training Course is a short course organized by Aga Khan Central Board
of Education in Northern Area. RTC is an in-depth course and provides excellent classroom
teaching skills. Both refresher training courses. Refresher Training Course is a short term course
organized by Aga Khan Central Board of Education in Northern Areas. Its duration is usually 12
days. This course has been running annually since 1976. About 200 to 250 teachers are trained
each year during their two-month vacation. RTC is an in-depth course aimed at providing a
better year. Classroom teaching skills for both trained and untrained teachers, RTC55 was
initially for DJ schools, but since 1982 the program has also included government school
teachers.
Primary and Non-Formal Education (PNE)
The learning modules of the PNE wing mean that the Primary and Non-Formal Education (PNE)
wing has been developed to introduce innovation in teaching. The Ministry of Education has
organized a service program for primary school teachers in the schools of the Primary Education
Project. It was a three-tier service training program based on learning modules. There are three
levels: master trainers, supervisors and primary school teachers. Master trainers were trained to
instruct supervisors and primary school teachers. The master trainers were trained to instruct the
supervisors who trained the teachers' primary school in the project areas. Supervisor training was
organized in the provinces in collaboration with the PNE wing.
Significance
Training in the service can also change teacher attitudes and skills and further enhance student
performance. It can also help change teachers' methods, attitudes and practices, the way students
learn and create a better school culture in schools. According to Frederick ^ ~ ‫ن‬Stephen (2010),
during in-service training, teachers will acquire school management skills. The reason is that
teachers and educators need to step up their efforts to promote and implement in-service training
in schools to improve the effectiveness of development in schools. The importance of training in
service should be viewed from different perspectives.
It promotes a very flexible environment and allows teachers to adapt to the work situation and is
also a form of motivator and will continue to enhance creativity in the teaching and learning
process. It enables teachers to gain new insights and teaching skills so that they can improve
their effectiveness in the classroom. In-service training for teachers should have a positive effect
on communication with teachers, including their involvement in school activity planning, and it
also increases staff motivation. A study by Thomson shows that, after undergoing service
training, there is a positive change in the attitude of teachers, their stamina increases so that they
can face any kind of self-confidence and teachers Should also follow the preparation.
The resistance situation shows that a well-planned and well-implemented training program will
have a positive impact on students, teachers and schools. In-service training puts teachers at the
center of any improvement effort and assumes the work of teachers and teachers who focus on
improving their work. According to Owen, the positive aspect about teacher professional
development is that the program will ensure that learning activities are planned and focused on
empowering effective teachers so that they are accurate. Policies, Curriculum Development,
Teaching and How to Achieve High Productivity and Student Performance It is imperative that
positive student performance results in self-efficacy based on additional recognition from the
workplace and administration. ‫۔‬Students and schools Because change is expected, there is a
close relationship between teachers, students and schools.
The effectiveness of service training in the school is also related to the attitude of the teachers in
the school. Teachers should have a positive attitude towards the service training administered by
their school. Teachers' attitudes toward teaching philosophy, in-service training, and educational
reform can influence their response to training. In-service training is a key aspect of teacher
vision to enhance teachers' professionalism so that the quality of their work can be improved.
Through service training, teachers can identify and review the school's critical culture that can
change the working culture. Ekpoh's study shows that teachers who attend in-service training
perform effectively in their work on subject knowledge, classroom management, teaching
methods, and student assessment. Jahangir's study also shows that in-service training plays an
important role in improving the performance of teachers in schools.
Q.5 Elaborate the structure of Teacher Education in Pakistan. Critically analyze quality of
teacher education across the country.
Answer
Structure of Teacher Education

We strongly admit that teacher education in Pakistan should be rich and highly developed, as
teachers are responsible for raising the status and honour of education. The father of the Nation
Muhammad Ali Jinnah also emphasized on the importance of teacher education. He in his
message to the 1st educational Conference, held in Karachi in Nov- Dec 1947, said that: "We
should redouble our efforts to the cake teacher education rich. This will strengthen then the
system of education and in this we can raise the status and honour of Pakistan in he community
of Nations Around the world, the main focus of teacher education is on effective teaching
techniques and pedagogies. can be achieved by various pre-service and in-service trainings at all
levels. These trainings are offered to novice teachers to equip themselves with new teaching
techniques and technologies, which are socially accepted by society. These teachers enhance
their content pedagogied by the knowledge and skills according to the needs and interest of the
society and the learner. By these courses and trainings, teachers achieve educational and
professional excellence.
The structure of teacher education and training in Pakistan is developed between academic and
professional education departments. These departments provide basic and core courses which
can be effectively and successfully implemented in almost all educational institutions throughout
the country. In Pakistan, the quality of teacher education is overlooked and compromised by
concerned constituencies. The National Education Policy: 1998-2010 observes The qualitative
dimension of teacher education program has S $25 received marginal attention resulting in mass
production of teachers with shallow understanding of both the content and methodology of
educate These gaps ultimately affect the overall teaching learning process in educational
institutions. UNESCO published a report about teacher education in Pakistan that "absence of
quality has to be tackled urgently in a context where teacher-learner interactions are mediated by
a supportive management, as well as by an enabling policy environment.
There are three types of teacher training programs in Pakistan. The first is a one-year primary
school teacher training program that covers basic subjects and teaching methods, including child
psychology. Secondary school teachers are required to join multiple teacher training colleges or
the University of the Department of Education to obtain either a Bachelor of Education Diploma
in a one-year program or a Bachelor of Education degree in a three-year program. Admission to
any program requires a bachelor's or master's degree in any field from any university. Advanced
work in master's or doctoral level education is done in the fields of education in universities,
which are prepared by experts as well as educational administrators. There are also in-service
training programs for "untrained" teachers or for curriculum upgrades. Teachers assigned to such
programs are nominated by school principals and approved by the district officer and are usually
paid in full during their in-service training. Special emphasis has been placed on science and
technical education by the federal government.
Thus, Islamabad-based Institute for the Promotion of Science Education and Training (IPSET)
and National Technical Teachers Training College (NTTTC) secondary school and junior
college science teachers as well as instructors in technology colleges. Are doing their best to
improve their knowledge. Polytechnics is the Academy of Educational Planning and
Management (AEPAM) in Islamabad for educational administrators, which provides training in
courses and services for school and college principals, district education officers and regional
directors. There are very few facilities for special education in Pakistan.
The first courses for master's degree in special education were started at Karachi University,
National Institute for Persons with Disabilities (NIHUS) at Islamabad University, and Allama
Iqbal Open University. With the establishment in 1985 of the Office of the Director General of
Special Education within the Ministry of Health, Social Welfare, and Special Education, special
education attracted national attention. In 1989, NIHUS received a major boost with the opening
of 45 special education canters with a combined enrolment of 3,500. In addition, a National
Training Centre for Persons with Disabilities and a National Movement for Freedom and
Freedom Training Centre were set up in Islamabad to train teachers in special education. Most of
these projects were made possible by funding, overseas training, and technical guidance from the
WHO, UNICEF, UNESCO, and UNDP. The programs were set up for overseas fellowships as
well as trips to Europe and the United States.
Pakistan is converting its raw talents of teachers into constructive and productive asset to
compete in the global knowledge economy. The ministry of education instructs and inspires
educational organizations to inculcate quality teaching and quality education in teachers and
educators to uplift the standard of education in Pakistan. Educational researchers and
professionals are dedicated to the principles of continuous professional developments of teachers
in the following areas:

• Acquisition of current and recent content knowledge of subjects:

• Use of broad knowledge of instructional tools, strategies and pedagogical

• Ethical monitoring and assessing of student learning outcomes; disposit te
• and Cultivating students the ethical scholarly

In Pakistan, various public and private educational institutions provide pre service and in-
services standard raining’s to teachers, obligatory for them at various levels, such as PTC, CT, B.
Ed. M. Ed. etc. These institutions develop curriculum by in view the national and international
needs and requirements. Teachers learn new innovative and effective teaching techniques and
methods and implement those in their classroom for effective teaching learning process s and
education. In present educational systems throughout the world, the role of teacher has shifted
from dictator and instructor to guide, facilitator and organizer. In career structure of the
profession, training regarding new innovative teaching methods, administration, social welfare,
diagnosis and remedial practices, team teachings, etc are provided to novice and young teachers
to implement these for effective learning.
The Government of Pakistan is liable to uplift the standard of education at all level and for that
the teacher education plays an instrumental role. Teacher education is an important pillar of the
Draft National Education Policy 2008, as it is the need of hour that professionally trained and
competent teachers are inducted in the education system. Professionally knowledgeable and
trained teachers can handle the students' more effectively as they are more aware of the teaching
pedagogies and measuring techniques.
Quality of teacher education across the country
The teachers may be newly qualified or experienced but his professional commitment,
pedagogical competence excellent in his subject speak high about his performance in the
classroom situation In Pakistan teachers at the elementary and secondary levels are mostly
trained under a prescribed curriculum and they are recruited on the bases of those qualifications
(Professional Qualifications) but in the college Education & Universities most of the lecturers
are untrained with only academic qualifications. But now Higher Education academies have been
established to train the in-service teachers with competences courses of Higher Education
Commission expected that now onwards the quality teachers will modules and Pakistan. It is
quality education to students. To Change the mood are Mode teaching and learning the U.S
started a project Pakistan with title Pre-STEP in Pakistan. However, despite of Donor
interventions in Teachers Education in Pakistan, Teachers Education has not improved. This is
because of non seriousness of purpose and wastage of money, time and man power on the part of
all stakeholders.
There are very many i is the e innovated reformers of the society, critical inquirer related to
Teacher Education, however this the Pakistan people, and they are responsible to resolve these
issues. Some of the measures taken by the Govt. of Pakistan to strengthen teacher's education
National Professional Standards, Accreditation of Teacher Education and other reforms in the
Curriculum of Teacher Education.
Generally, the processes at majority of TE institutions found satisfactory not efficient ,
transparent and meritorious. Especially some of the selected TE are highly competent enough to
make their system efficient but majority are selected through different foul means that make the
system inefficient through participation in unions and pressure groups. For quality maintenance,
the trainings are conducted by HEC for all university faculty members to keep up to date the
every one through professional knowledge and lifelong learning. After professional trainings and
routine practices, the majority of the TEs learn to take care about their students, their study
matters positively depending on gender sensitive, social enriched and culturally effective with a
belief and trust that each student is unique and able to learn well.
In some of the TE institutions the students are given proper attention, special assistance and
suitable intervention as per their needs and requirement for better results; time management and
utilization skills; language access; utilization of student-centered methods; advance planning
through designing of annual and semester wise calendars, time table and events; effective
engagements and supervision responsibilities; and administrative support and leadership
appreciation to acquire and accelerate the active students participation for departmental and
institutional achievement and success.