Teacher Education: Position Paper 2004

From Teacher Education to Professional Development .. A (Draft )Position Paper

Introduction This position paper on teacher education in Pakistan documents the sector, highlights important problems of quantity and quality, adds critical analyses and proposes potential areas of systemic interventions for further discussion and action The paper follo!s on from an earlier one prepared by the "inistry of Education, #P$% &ing' in 2004( )t also dra!s upon the questionnaire !hich !as developed by the Technical Panel on Teachers Education #TPTE' of the *urriculum &ing #see +nne, (' and sent to all provinces in -ebruary 2004 Three provinces responded !ith valuable information !hich has been incorporated in the current paper .ections (/0 of the paper provide the overall picture of teacher education in Pakistan This includes the policy conte,t, the quantitative and qualitative dimensions of the problem, the general institutional provisions and practices, as !ell as the public and private sector provisions for pre/ service and in/service teachers1 education .ections 2 and 3 discuss the content of pre/service and in/ service teacher education offered today, !hile section 4 details the ne! initiatives made in communications technology and teacher education .ections 5 and (0 document the problems relating to physical infrastructure and sustainable financial support to teachers1 education -inally sections (( and (2 set out the necessary conditions to improve on the sector today, and present a series of policy, institutional and curriculum/related recommendations around !hich a ne! frame!ork can be built The paper does not, ho!ever, cover gender issues in teacher education, !hich have been covered in earlier studies conducted by 67E.*8 and 789+% 1. The Policy Context

1.1 National Education Policy (NEP 1!!"#$%1% The 7EP provides a sound critique of teacher education issues and proposes corrective steps #see +nne, 2' "any of those issues remain valid as teachers are considered the lynchpin for quality and implementation of reforms in the classrooms, !here the business of learning actually takes place 7EP is comprised of si, ob:ectives and si,teen strategic actions The ob:ectives include matching demand !ith supply, effective institutionali;ation, providing incentives to attract the best talent, improving pre/service and in/service training as !ell as management training opportunities for administrators To take some of the recommendations of the 7EP for!ard, the Education .ector 9eforms +ction Plan !as designed through a consultative process in 200( 1.$ Education &ector 'eforms (ction Plan $%%1#$%%)*+ )n the E.9 +ction Plan, the issue of teacher education is considered implicitly !ithin the cross/ cutting area of quality assurance <o!ever, the action plan does not mention any specific measurable milestones and=or indicator for this area 6nder the quality assurance section of E.9 there are specific sets of actions for upgrading the basic qualification of a teacher to (2>( and (?>(@ the implementation of the 7ational Education +ssessment .ystem #7E+.' for standardi;ed assessments in classes )A and A))) as measures of credible and replicable testing and curriculum revision@ and the setting up of Tehsil=Teachers 9esource *enters #T9*s' as an innovative program 6nder the E.9 an estimated 9s 2000 million !as set aside to establish 000 T9*s for the period 200(/2004=0 These T9*s !ere to provide an opportunity for decentrali;ed in/service training and information facilities for local teachers T9*s !ere seen to be especially critical in districts !here there !ere no Bovernment *olleges of Elementary Training # B*ETs' or Bovernment Elementary *olleges
(

"inistry of Education, 2004 Position Paper: Thematic Broup on Teacher Education, Preparatory Technical "eeting

6.+)% *ommissioned

Teacher Education: Position Paper 2004 of Education #BE*Es' ?40 T9*s !ere established in high schools at the district and tehsil level@ ho!ever, they have not become fully functional due to a lack of financial and human resource support, as !ell as clearly articulated responsibilities The T'Cs can provide an opportunity for decentrali,ed in#service trainin- and cluster .ased professional support sites/ .ut their operationali,ation and optimi,ation remains a challen-e today and for the future 1.0 Education for (ll Plan $%1)

The E-+ 7ational Plan of +ction #7P+'20(0 highlights the problems of quality inputs under the 6niversal Primary Education #6PE' component .everal issues have been highlighted !ith respect to Teacher .upply, Training and .upervision The E-+ 7P+ pinpoints the additional need for ((4,000 #p ?4' teachers up to 20(0 to meet 6PE targets for girls and boys This pro:ection is an under/ estimate as it does not take into account the current shortage of teachers !hich is largely a result of the poor norm of 2 teachers per primary school, a slo! replacement of retiring teachers, a ban on the recruitment of permanent teachers, and the lack of a substitute teachers1 pool available to cover for ?/4 months of teacher shortages and=or absences #pregnancy, study, casual and !ido!hood leaves' &ith respect to teacher education, the E-+ 7P+ recommends the follo!ing: a rela,ation of qualifications for teachers in inaccessible areas together !ith special incentives@ a revamping of in/service training to allo! for its provision every three years rather than every five years@ a scaling up of best practices through the replication of mobile teachers training, Professional %evelopment *enters #P%*s' and T9*s@ reforms of pre/service teacher training@ and revision of curricula and te,tbooks The E-+ Plan 20(0 has recommended ne! methodologies of teaching, !hich include distance learning, information communications technology #)*T'/based system of teaching, as !ell as training strategies to engage head teachers and supervisors through site based as !ell as cluster based teacher training options improvement of teacher training institutions and their facilities #E-+ Plan 20(0@ pp 24/?0' Policies on Teacher Education and 2uality

1.1

+ll discourse in various policies on quality is directly linked to teacher competence, the relevance of curricula, assessment systems, pedagogical methods, teaching environment, and materials + ma:or criticism of teacher education particularly in the public sector is that it has not resulted in improvement in student learning outcomes commensurate to the volume of inputs !hich have been allocated to in/service trainings 2 Teacher education, ho!ever, cannot be seen as the sole e,planatory variable for student outcomes .tudent outcomes depend upon competence #!hat the teacher is able to do' motivation #!hat does the teacher !ant to do' and opportunity #!hat could the teacher do' as !ell as the conte,t #support, culture and environment' in !hich teaching takes place ? (lthou-h there are provisions in various policy documents on teacher education and trainin-/ there is lac3 of a comprehensive vision and policy on teacher education to elevate teachin- into a full fled-ed professional status. There is a complete a.sence of a social dialo-ue that 4ould systematically involve teachers/ experts and teachers or-ani,ations in policy ma3in-. 5&ocial dialo-ues are increasin-ly recommended as the -lue for successful reform6 (I78$%%) 1.

2 ?

PEP and Cridges studies 40s and post E-+ =Domtien studies in 50s Poston, 2004 and 9eimers 2004. 4 )E8=67E.*8 200? 6.+)% *ommissioned

$. $.1

Teacher Education: Position Paper 2004 9a-nitude of the Challen-e: some ;uantitative and ;ualitative considerations The Num.ers

There are almost one million teachers in the public and private sectors up to higher secondary level as illustrated in Table ( belo! The total number of public and private teachers up to grade F)) is 544,000 This is thought to be an under/estimate as it does not include many state and non/state providers The former comprise schools set up by the ministries of defence, labour, manpo!er $ overseas Pakistanis, !omen and social !elfare, industries, !ater and po!er, and the latter consist of madaris, non/formal education, etc
Ta.le: 1 Num.er of Teachers in Pa3istan .y 7evel< &ector(in %%%s Eevel of )nstitution Primary "iddle <igh <igher .econdary Total "ale -emale 9ural 6rban Private Public 242 50 (42 2? 00( (5( (42 (?2 (4 443 ?00 (?2 (24 (5 044 (24 (00 (04 22 404 42 (2( (03 (2 ??0 ?43 ((0 (3( 20 204

Pakistan .chool Education .tatistics 2002/0? #7E").'

Total Num.er of Pu.lic and Private Teachers !""/%%%

=%% +%% )%% 1%% 0%% $%% 1%% % 'ural

Teachers %%%s

>r.an

Private

Pu.lic

$.$

Policy Implications on the Education &ector

9ecogni;ing these challenges, the government is committed to the finali;ed Poverty 9eduction .trategy Paper #P9.P', E-+ goals and "illennium %evelopment Boals )t has adopted a sector/!ide approach !ith a t!o pronged strategy to optimi;e outputs: )mproving e,isting public sector facilities for ma,imum utili;ation and performance and Providing an enabling environment to non/state providers to assist the government in its ne! role as facilitator, financier and efficient provider ?

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Teacher Education: Position Paper 2004 This strategy is applicable equally to service delivery in schools as !ell as in teacher education institutions There is, ho!ever very little stated in any policy document regarding operational procedures for the t!o pronged strategy to enable its !idespread systematic implementation The challen-e remains for pu.lic policy to .rid-e the -ap .et4een those education systems 4ith ;uality support options and those 4ithout/ in .oth state and non#state provision ). This effort is critical to minimi,e the dualistic patterns of education systems 4hich exacer.ate social and economic ine;uities. Public policy in a critical area, such as professional development in general and teacher education in particular must be holistic and non/discriminating in standard setting, creating minimum benchmarks for quality in all sub/sectors, !hich are equally applicable to public and non/state provision $.1 Transition ?ottlenec3s in Education @ Implications for Teacher &upply and Education

-or every (0 primary schools, there is currently ( middle school@ and for every (0 primary schools, there is :ust one secondary school The current gap bet!een public sector primary and middle and primary and secondary schools is therefore (0:( and (0: ( respectively #"inistry of Education, 2004' The lack of transition opportunities bet!een primary and middle and primary to secondary is becoming the main obstacle for Pakistan in its attempt to attain E-+ Boals by 20(0 Primary school graduates have limited access to middle and secondary schools in both state and non/state options The government is a!are of this problem as highlighted in the last Pakistan %evelopment -orum #P%-' meeting in 2004 )t seeks to address this issue boldly and innovatively through afternoon #second' shifts in schools, as !ell as public/private partnerships and enhanced resource allocations for middle level education .uch an approach requires a ma:or infusion of human and financial resources and consistent evidence/based medium to long term policies -or every primary school to be upgraded to middle school #G2/4' it !ould require at least 2 professionals and 4 support staff, !hilst from middle to secondary #G5/(0' the requirement !ould be 4 professionals and 0 support staff The basic pay scale !ould be CP. (4 > *urrently there is a severe shortage of science, mathematics and English teachers in government schools across the country, !ith ma:or implications for teacher education policies, strategies and financing options There is currently no initiative to form active lin3a-es .et4een hi-her and .asic education/ .et4een schools and universities not only to meet the shorta-e of teachers from disciplines such as maths/ science and lan-ua-es for secondary and hi-her secondary education/ .ut also some or-anic lin3s 4ithin education. &uch an initiative 4ould re;uire a flexi.le inte-rated peda-o-ical professional module to meet teacher shorta-e in hi-h schools and also for research and other areas of en;uiry in education(Chanana/ $%%1 . $.). Teachers Trained: 2uality and 9ana-ement Issues

The number of teachers trained #pre/service' in the public sector is 53 H !ith traditional certification as required by the government such as PT* #for primary', *T #post primary=middle', C Ed=" Ed #secondary=postIsecondary ' The comparable percentage of teachers trained in the private sector is 22H #E-+, 20(0' <o!ever, this gap in teacher training bet!een the public and private sector cannot immediately be presumed to reflect quality in public sector 8n the contrary, it is in fact the private sector !hich compensates for lo!er percentage of teacher training !ith better student outcomes compared to those in the public sector on account of better management and monitoring The public sector is largely suffering from an acute management and supervision crisis )n the (5 studies conducted on student assessments since the (540s, the private sector has performed better than the
0

There is a continuum of quality in both government and non/state schools !ith more crises of quality in the former than the latter The %ivisional Public .chools, +rmed -orces schools and urban -ederal %irectorate .chools are certainly far better models of quality in public sector and similarly private sector presents choice, but choice for quality education is limited to some elite schools 6.+)% *ommissioned

Teacher Education: Position Paper 2004 state sector although there is little comparability in these to Junderstand changes in achievement over
time1 #+ndrabi, 2002'

0.

Institutional Provisions and Practices

0.1 Certification 8ptions The current certification options available for pre/service teacher training together !ith entry qualifications, duration of courses, and levels of teaching allo!ed have been covered in Table 2
Ta.le $: Pre#&ervice CoursesA Pre#'e;uisitesA Duration and Eli-i.le Classes for TeachinKualification %uration of Training in Training Program 9equirements for Eevels=classes that can be taught +cademic Lears +dmission PT* "atriculation ( )/A *T )ntermediate ( )/A))) "atric ? years after matric %iploma Ed (/A))) )ntermediate ( year after intermediate C . Ed #(2 > ?' )ntermediate ? A)/F (M years after C+, C .c or ? C Ed C +=C .c A)/F years after )ntermediate )ntermediate -+ =-.*, C + in Education 4 years (/A))) in Private .ector + Eevels " + Education "+ in .chool A) / F)) > .tudents Teachers of " Ed (M years after C Ed, +dministration PT*, *T and C Ed > .upervision "+ and all speciali;ed "CE C+, C.*, C Ed Professional )nstitutions sub:ects in Education 2 years "EET. 6niversities after C+=C.* "T+ "anagement Positions "+ E*E N Professional )nstitutions "Phil $ Ph% in " + " . *, " Ed 2 Lears and ? Lears 6niversities Education "anagement Positions 9?E @ 9asters in ?usiness Education 9.E7T& @ 9asters in En-lish 7an-ua-e Teachin- and 7in-uistics 9TE # 9asters in Technolo-y Education 9( ECE @ 9asters in Early Childhood Education (all of the a.ove .ein- offered at the IE' PunBa. >niversity

There is a !ide range of certification options available from Primary Teachers *ertificate #PT*' to Ph% in education Chilst the PTC*CT certification is approved .y the ?oards of &econdary and Intermediate Education (?I&E / the Burisdiction of certification of all other de-rees at -raduate levels and .eyond lies 4ith the >niversities and the Di-her Education Commission (DEC . Public sector employment eligibility conforms to professional qualifications in pre/service programs such as PT*, *T, C Ed, and " Ed, !hilst the non/state sector is fle,ible in its recruitment entry requirements and has fe! rigorous rules on professional qualifications *onsequently, there is little compulsion to abide by any formal criteria for teacher recruitment The lac3 of an a-reed national minimum criteria for teacher education at various levels of education results in .oth confusion and ;uality attrition/ underminin- not only student learnin- .ut also the professional status of teachers. 0.$ 7o4 Entry 7evel 'e;uirements and the 7ac3 of Professional &creenin0

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Teacher Education: Position Paper 2004 There is a valid concern that the entry level qualification currently fi,ed for primary=elementary teachers at grade F2 and F)) respectively is very lo! "oreover, sub:ect kno!ledge is !eak and there is no screening for aptitude in this profession as compared to other professions such as medicine, engineering, business management etc These traditionally lo!/entry level requirements particularly at the primary level have created the cumulative perception of teaching as a lo! status option, and at best a safe and often Jpart time1 profession for !omen and men !ith average to lo! academic records, poor self/esteem and indifferent or negative attitudes Furthermore/ the entry ;ualifications for teachers vary from province to province/ creatin- variations in the ;uality of teachers and uneven standards of measurement or assessment 0.0 7o4er &tandards for Non#Formal Education and 7iteracy Pro-rams

)t is also a fact that for 7on/-ormal and Eiteracy programs, there are even lo!er qualification requirements ranging from "iddle school to "atric qualifications This issue is forcefully :ustified as a practical necessity in remote and disadvantaged areas !here there are no local female teachers available for teaching girls and !omen It is also a fact that the pre#service and in#service trainin- of NFE teachin- recruits is not standardi,ed in terms of duration/ content/ institutional arran-ements or in relation to any 4ell#defined professional mo.ility plans. &ome NE8s have developed trainin- materials/ .ut these too lac3 standard ;uality assurance -uidelines. The "oE in collaboration !ith E.9+=6.+)% have prepared national literacy guidelines recently !hich merit a closer look from a quality perspective for teacher education 0.1 (reas of Trainin-

Today, a range of options e,ist in the general and=or specific training of teachers ( E*E=Gachi I Early *hildhood Education is a ne! stream !hich has been committed to in the 7EP (554/20(0, E.9 $ E-+ Plans for !hich initiatives have been recently launched by a some government and private sector providers #Pun:ab 6niversity ) E 9 %ept , <ome Economics *ollege, Teachers 9esource *entre IT9*, +G6, etc ' 2 Primary I pedagogy, content, sub:ect/based focus, assessment systems and approaches for both formal and non/formal primary schools ? "iddle I content, sub:ect based focus, methods, assessment systems and approaches 4 .econdary I content and sub:ect based, approaches and assessment 0 <igher .econdary I content and sub:ect based, approaches and assessment systems 2 %ra!ing "aster 3 Physical Education 4 +gro/tech 5 .pecial Education and +A aids #minimal support' (0 "anagement *adre: Principals, <ead masters, <ead teachers I roles, responsibilities and skills (( Technical Education in "iddle and .econdary schools (2 .hort Eiteracy Programs to enhance numeracy, literacy and life skills, such as credit linkage and 7-E There is currently inadequate human resource and financial support in teacher training in the technical education sub/sector This is despite the fact that the government is increasing its focus on vocational technical education at the secondary level Training is provided by the 7ational )nstitute of .cience and Technical Education #7).TE' at the federal level, Technical Education and

)n some provinces teachers are taken !ith grade A))) qualifications !here no other option is available and often !ithout any prospects for any up/gradation in qualification 6.+)% *ommissioned

Teacher Education: Position Paper 2004 Aocational Training +uthority #TEAT+' in Pun:ab and through other master trainers at the provincial level Einkages !ith polytechnics are also minimal, but can be improved -or category (2 or non/formal education=literacy, there is a general under/provision of formal institutional options Training is often provided by 7B8s and 7on/formal Education %irectorates as a series of events rather than as a systematic professional training program !ith formal milestones, certification, equivalence or nationally recogni;ed standards

0.)

Postin- and &ervice &tructure in the Pu.lic &ector +s the

Posting and service structure is commensurate !ith the level of education of teachers qualification levels increase, so do the teachers1 scales "atric PT* -+=-.* = *T C Ed=" Ed CP.: 3 O CP.: 5O CP.: (2 O

9ecently the -ederal %irectorate of Education #-%E', has elevated the entry level position for primary =elementary schools to Brade (4, a longstanding demand of teachers associations %riven by qualifications, primary school pay scales are lo!er than those for middle school, !ith the latter1s lo!er than secondary school The implication of this is that -ood teachers 4ith special primary and middle#school level aptitude are forced out of their preferred areas of teachin- once they improve their ;ualifications. There are fe! opportunities and incentives !hich e,ist for teachers to continue professional development in a systematic and regular manner !ithin the levels of education at primary=elementary and secondary levels Promotion of teachers !ithin sub/sectors of primary, secondary etc is currently linked to number of years served rather than professional capability and performance, undermining motivation for improvement 0.+ Contract Dirin- and Issues

)n Pun:ab the previous policy of traditional government recruitment through Provincial .ervice *ommission #P.*' has been discontinued since 2002 and the current policy for entry is district and school based contract posts The entry level requirement for these educators has been raised to a graduate degree !ith C += C Ed "any " + , and " Phil level applicants have also been selected for entry level posts The contract and institution based hiring policy !ith a minimum qualification of C + =C Ed has led to many equity issues in the educational sector 7umerous teachers !ho have obtained PT* and *T certification feel discriminated against, especially in deprived areas #9a:anpur, %B Ghan, "ian!ali etc' !here female teachers do not have the option to graduate !ith C+, C Ed degrees, etc This criteria of graduate plus is leading to discrimination in the short and medium term !hereby outsiders seek to benefit from employment opportunities for educators, !hilst locally trained teachers are being disqualified in their o!n localities *ritics and teacher unions have e,pressed there opposition to this policy !hich is seen as violating other preferred policies of continuity, tenure, and preference to local and female teachers for entry positions at the elementary school level

6.+)% *ommissioned

Teacher Education: Position Paper 2004 )t has also been noted that teachers !ho are recruited on merit for school based contract appointments make pragmatic temporary decisions and continuously seek alternatives even after their recruitment They sometimes do not even :oin their ne! post because the school site does not suit them This leads to a viable teacher shortage !here a number of teachers=educators selected either stay a!ay or refuse to :oin the target school for !hich the vacancy !as announced and filled Primary schools, particularly in Pun:ab are currently undergoing a critical management dilemma of an anomalous human resource mi, in primary schools )n a ma:ority of primary schools, the school head !ho is the senior/most teacher in terms of years has a qualification of "atric=PT* )n the mid/ (550s, many primary schools !ere provided !ith English language graduate teachers, and since 2002 these have been further supplemented by contract recruitments of educators !ho may have C+, C Ed, " + , " Ed or even an "Phil degree This has created ma:or human resource and professional anomalies in primary schools, having a "atric PT* headteacher !ith (( years of schooling, !orking alongside ne!ly recruited educators or J:uniors1 !ho have (0 and (3 years of education This issue is yet to be fully ackno!ledged and rationali;ed by the government )n the short to medium term it negatively influences the !ork atmosphere of primary schools, thus undermining the very remedy that the government devised in order to address quality in primary schools through improved teacher qualifications #)T+, 2004'

1. 1.1

Pu.lic &ector Provisions for Pre#&ervice and In#&ervice Teacher Trainin&tate Institutional (rran-ements

There are 5 )nstitutes of Education 9esearch #)E9s' in Pakistan attached to public sector 6niversities )n addition there are speciali;ed Teacher Training )nstitutions #TT)s' in Pakistan for preparation of teachers in speciali;ed areas such as the Bovernment *ollege of Physical Education,
Bovernment +gro/Tech Teachers Training *ollege, +udio Aisual +id *enters, Bovernment *ollege of .pecial Education, 7ational Technical Teachers Training *ollege etc
Ta.le 0: +reas Teacher Trainin- @ &tate Institutional (rran-ements in Pa3istan +pe, )nstitutions Pre/.ervice= 8ther )n/.ervice +ffiliate = +ttached *olleges in %istricts *olleges #Pre/.ervice and )n/ .ervice '

.indh

P)TE #2' )E9 P)TE #(' )E9 6niversity of Education )E9 6niversity of Pesha!ar )E9 #('

P)TE#('

Calochistan Pun:ab

Cureau of *urriculum %irectorate %evelopment of .taff

BE*E #24' -emale (( = "ale(? Bovt *olleges of Education #?' B*ETs ((0 planned $ 2( functional T8s B*ETs #?0' (2 for !omen ((0 Established *olleges of Education #2' (2? 6nder Process 9egional )nstitute for Teachers Education #9)TEs' 20 #only in/service' #(( -emale $ 5 "ale'

.upport )nstitutions Training 8utposts #T8s' Teachers 9esource *enters #T9*s' Training 8utposts #(2' $ (2? T9*s

7&-P

%irectorate of Teachers Education and *urriculum %evelopment #+bbotabad' $ and P)TE #Pesha!ar'

22 T9*s &ith 789+% support as many as ?00 T9*s are to be set up

6.+)% *ommissioned

Teacher Education: Position Paper 2004

-ederal Technical Panel on Teacher Education #TPTE'3
Training &ing "oE, -ederal

/ Training &ing "oE #some special innovative in/service courses in emerging areas such as <)A +)%s, Population, Environment <uman 9ights, Bender etc

20 T9*s : -ederal %irectorate of Education supervised by a full/fledged Training %irectorate

*ollege of Education #-*E' +DG )E9 -+T+ -+7+ Bovt *ollege of Education +gro Tech *ollege Bovt *ollege of Education 5 B*ETs # 4 male and 0 female' 2 B*ETs / / (2 T9*s

+ll in all there are 034 capacity building institutions in the public education sector of the country These have been listed belo!

Ta.le 1: Teacher Trainin- Facilities in Pa3istan# Pu.lic &ector *ategory of *apacity Cuilding )nstitutions Provincial )nstitute of Teacher Education #P)TE', Education 6niversities Teachers Training %epartments attached !ith 6niversities Bovernment *olleges of Education in Pakistan Training in Physical Education Training in <ome Economics +gro Tech Training Training in +A +ids and .pecial Education Bovernment *olleges for Elementary Teachers Teachers Training 8utposts #T8s' Teachers 9esource *enters )nitiative under E.9 for decentrali;ed capacity building $ information sharing Total 7umbers 4 ( 5 (3 0? 0( 04 04 45 22 ?40 034

1.$ Teachin- Practice : Dands on Experience for Pre#&ervice )t is a standard practice for P)TEs, Cureaus of *urriculum and Training, %irectorate .taff %evelopment #%.%', )E9s and B*ETs=BE*Es=9)TE. to have schools attached as labs for teacher practice, sometimes on campus and=or off campus. Do4ever/ this lin3a-e is not al4ays so 4ell# esta.lished/ the duration is not sufficient thus limitin- the extent of practical 4or3 underta3en .y the trainees. 1.0 Trainin- 8utposts (T8s

Training 8utposts !ere set up in Bovernment secondary schools under an +sian %evelopment Cank #+%C' assisted program "any of the T8s have since been converted into Teachers=Tehsil 9esource *entres #T9*s' under the E.9 +ction Plan #+nne, ?' There are ?40 T9*s in Pakistan !ith many
3

TPTE !as established under the *urriculum &ing as an institutional output of the +sian %evelopment Cank1s Teacher Training Pro:ect #TTP' in (554 TPTE has been transferred to B8P1s regular recurrent budget in -L 200(/2002 The four P)TEs are also an outcome of TTP 6.+)% *ommissioned

Teacher Education: Position Paper 2004 more being planned to make in/service training accessible at the local level .everal initiatives on T9*s have preceded the current one such as the .chool %evelopment *enters #under .PE%P' and T+9*s #Teachers and 9esource *enters' !hich continue to be undertaken through public private partnership by the +li )nstitute of Education, a non/state provider !orking !ith public and private sector institutions and teachers 1.1 Institutional Diversity or Institutional Confusion

( +pe, institutions for teacher education vary from province to province and the institutional organi;ation of teacher education also varies accordingly &hilst in one province P)TE is the ape, body #.indh' in the other provinces this may be an ad:unct body #7&-P', or simply an attached unit #Pun:ab=Calochistan' 2 )n Pun:ab there are t!o +pe, institutions for pre/service and in/service separately, the 6niversity of Education and %irectorate .taff %evelopment The %.% in its current state is evolving a more holistic plan for inservice training #)7.ET', such that it addresses issues of incentives and accountability, "$E, support and follo!/up %.% intends to !ork !ith district and tehsil based training and support centers, as !ell as cluster schools %.% in its ne! formulation intends to !ork !ith partnerships across government, civil society and donors in a more accountable market oriented service provider and client relationship #%.%, 2004' The B*ETs =*E are the affiliate colleges of the 6niversity but they are also supposed to undertake in/service and must be in concurrent :urisdictions of 6E and %.% ? The affiliate institutions of the ape, organi;ations are also called by different nomenclatures etc Bovernment *ollege of Elementary Training #B*ETs' in Pun:ab and Bovernment Elementary *ollege of Education #BE*E' in .indh, *ollege of Education and the 9egional )nstitute of Teacher Education #9)TEs' in 7&-P 4 T9*s and T8s are located in high schools !hich lie under the :urisdiction of the %istrict Bovernment in general and !ith the E%8/ Education in particular )n Pun:ab $ Calochistan the T9*s have been selected and equipped through the 6E and P)TE respectively )n other provinces this has been undertaken by the %istrict Bovernment itself through its E%8/ Education The link bet!een T9*s=T8s and B*ETs=BE*Es =9)TE. is not clear and there is an institutional disconnection bet!een the line management of T9*s and B*ETs !ith the provincial ape, body for B*ETs and the district education department for T9*s The use of district in#service trainin- facilities in support institutions such as T'Cs and T8s in hi-h schools has to .e clearly specified as they fall under different line mana-ement at the district level compared to apex*affiliate institutions. 0 6nder devolution and the Eocal Bovernment 8rdinance 200(, training has been identified as a provincial sub:ect, !hilst professional development needs, support and follo! up are core service delivery y issues at the district level + key criticism of the e,isting institutional arrangements for teacher education is that of centrally managed, !eak and disparate policies and practices across provinces and at the national level Institutional arran-ements re;uire clarity in the stated functions of (pex .odies and their affiliate institutions in 4hat ou-ht to .e concurrent spheres of 4or3 or Burisdictions at the provincial and district level. ) Non#&tate Provisions for Teacher Education (0

6.+)% *ommissioned

Teacher Education: Position Paper 2004 ).1 Private &ector 7on/state or private sector providers have mushroomed in teacher training as a response to the gro!ing need for differentiated types of requirements !hich the public sector may not have been able to provide Teacher training institutions in Pakistan also include autonomous bodies, private universities, and degree a!arding and chartered institutions These include premier institutions such as )E%/+G6, +li )nstitute of Education, 7otre %ame )nstitute of Education #7%)E', Ceacon <ouse 7ational 6niversity #C76', *ity .chool, 6niversity of "anagement Training 6"T=)E", <amdard 6niversity, )K9+ 6niversity etc "any of these institutions have foreign university links in the 6G, *anada, +ustralia, and .!eden There are also other providers such as TamirIe/7au TT*, %a!n Elementary *ollege of Education, Bha;ali Teacher Training )nstitute, .indh Elementary TT) in Damshoro, Earkana, and Dacobabad ).$ (llama I;.al 8pen >niversity ((I8>

+)86 is an autonomous distance learning university !hich also offers courses in education for managers, planners and teachers )ts courses include pre/service and in/service programs for teacher certification and other graduate and post graduate professional qualifications in education )t enrolls (0,000 students annually for various certifications and diplomas ).0 Education Foundations and the National Commission for Duman Development (NCDD

Coth +)86 and Education -oundations are seen as quasi state providers of pre/service and in/service teacher education for formal and non/formal education .indh Education -oundation has developed its o!n in/house capacity for teacher training and quality assurance, !hile the 7ational Education -oundation out sources teacher education to other non/state providers The 7*<% similarly offers a mi, of training through out/sourcing as !ell as in/house capabilities ).1 Civil &ociety 8r-ani,ations and NE8s

These include civil society organi;ations offering largely in/service programs of teacher education, as !ell as pre/service for the non/formal education sector but also for the formal programs +mongst the notable 7B8s running pre/service and in/service programs are T9*, .PEET, +CE., 79.P and all the 9ural .upport Programs, .ultana -oundation, Cunyaad, Gashmir Education -oundation, G!endo Gor, .+<E, )dara/e/Taleem/o/+agahi #)T+', .ociety for *ommunity .upport for Primary Education in Calochistan #.*.PEC', .udhaar, 9o;an, )ndus 9esource *entre and many more These !ill continue to gro! in response to in/house teacher training needs for their regular basic education programs ).) 'e-ulation in a 'apidly Ero4in- &ector

The demand and supply for teacher education has mushroomed !ith the e,pansion of public and private sector provision of pre/service, in/service and non/formal primary education programs This trend !ill continue in the near future 6nfortunately, there is little evidence of any systematic effort to classify and=or make an inventory of these programs Kuality control therefore remains largely elusive 8ne of the maBor criticisms of teacher education is that there are .oth state and non#state institutions 4hich ou-ht to .e responsi.le for re-ulatin- standards in a sector 4here there are multiple providers and multiple options operatin- in a 4ea3ly defined policy and service
6.+)% *ommissioned

((

Teacher Education: Position Paper 2004 delivery environment. &ome have su--ested that this represents the Fmyth of choice in education6 for Pa3istanis/ 4here ;uality is .ein- consistently undermined in .oth the pu.lic and private sectors." ).+ Tensions .et4een state and non#state providers.

There also e,ists, tension bet!een state and non/state providers on account of the !eak regulatory environment The adversarial relations are reflected in strongly held government institution vie!s that the quality of teacher education is being undermined by the private sector .tringent controls are therefore needed including barriers to the recruitment of teachers !ho have been trained by non/state providers This tension can only be removed by increasing adherence to rigorous comparative research and transparent standards, !hich are applicable equally to public and private sectors. There is little evidence of any serious dialo-ue/ formal or informal/ 4hich 4ould facilitate an understandin- .et4een the different providers of teacher education/ and encoura-e -reater pu.lic#private partnerships. +. +.1 Pre#&ervice TraininTypes of Courses 8ffered

Ta.le ): Pre#&ervice Trainin- Provisions Types of *ourses=%egrees Pre/.ervice for 6ntrained .taff Primary Teachers 8rientation *ourse #PT8*', Primary Teaching *ertificate #PT*' *ertificate of Teaching #*T' %iploma in Teacher Education Aariations in .peciali;ation (2>(M and (?>( year programs, %ip Ed C Ed " Ed, .pecialised " Phil@ Ph% 8ffered Cy B*ETs #Calochistan' =E-+ &ing I 7-E/literacy *ell 7B8s +)86 B*ETs,BE*Es, +)86 B*ETs,BE*Es, +)86 7on/.tate providers eg )E%/+G6, )E", <amdard, +G%7 P%*s B*ETs, BE*E, -ederal *ollege of Education #-*E' Public .ector 6niversities1 ) E 9s, 6E, +)86, Private .ector Public .ector 6niversities1 ) E 9s, 6E, +)86, Private .ector eg )E%/ +G6 Public .ector 6niversities )E9s, 6E, 7on/.tate Providers 5 %uration 8ne/!eek to (2 !eeks (5 !eeks %istance Eearning !ith some face to face ( year ( year 5 months to ( year (4 months I ( year respectively ( Lear 2 Lears 2 Lears I 4 Lears

+.$

(lternative (pproaches in Pre#&ervice Trainin- @ the Elo.al Experience

)t has been seen that globally there is a move to!ards partnerships bet!een institutions undertaking research and practice, !here one reinforces the other These trends further build the case for linkage bet!een basic and tertiary education The university school links, the school industry university

4 5

)rvine, 2004 7on/state providers include +G6/)E%, +)E, T9*, 7%)E, C76, .chool of Education 6"T, <amdard 6niversity, )K9+, etc Education -oudnations and 7B8s also run pre/service for 7on/formal and in/service programs for formal and non/formal sectors eg .E-, 7E-, T9*, .*.*EP, )T+, .+<E, Cunyaad, ""C"T, .ultana -oundation, .udhaar etc 6.+)% *ommissioned

(2

Teacher Education: Position Paper 2004 links, cross country and university links and school net!orks are a case in point as are other initiatives mentioned belo!:
( Professional Partnership models of TT) !ith 6niversity and .chools require institutional support for both pre/service and in/service teachers in school setting .chool/university partnerships tend to encourage research based teaching and learning solutions Cenefits from a layering of e,perienced student teachers, mentors and faculty members eg/Professional %evelopment .chools !ith core )T based outreach program of professional development has been tried in *hina, .ri Eanka and other countries of the developed !orld 6niversityIschool based partnerships, crossing institutional boundaries for optimum professional outreach, fostering linkage !ith t!o cultures, vi; , school and university, creating ne! venues for educator development, and inclusive decision making as in .outh +frica, 6G, *anada etc 2 Eearning *onsortium teacher development partnership formed bet!een four school boards, !ith faculty of education at the 6niversity of Toronto, the 8ntario )nstitute of .tudies in Education #(544', also in 6.+ +n evolving entity !ith vision, !ork responding to emergent issues and concerns, partnerships, conversations, activities and pro:ects to contribute to professional kno!ledge, share practice and insights, assessment ? Teacher +pprenticeship model Program #T+P' 6niversity of Toronto !ith a fe! public schools mentors and apprentices and trans/national models 6.+ =*hile 6niversities and .chools 4 Pre/service programs, schools links to professional organi;ations and industry

0 .chool net!orks #+ustralia' 400 .chools and Teachers 7et!orks linked to research initiatives@ forming ne! communities of practice, reflection, skills build up and practice #9eimers, 2004 pp 3(/((4 '(0

Pakistan is e,perimenting !ith some of the follo!ing approaches, but these efforts are still at nascent stages requiring strategies for scaling up !ith proper financial=resource support The inter/institutional linkage is difficult to establish albeit once established !orks smoothly such as the e,perience of Early *hildhood Education and <ome Economics *ollege in Pun:ab or )E%/+G6 in .indh and Calochistan The public sector is still ne! at initiating such innovative alternatives )t is clear ho!ever that the challenge to raise quality in teacher education requires ne! learning communities as !ell as collective action in order to achieve improved student learning outcomes and teacher self/actuali;ation +. 0 Curriculum for Pre#&ervice Teacher Education

*urriculum variations e,ist bet!een state and non/state providers #PT*, *T, %ip Ed , C Ed , " Ed ' The course!ork is perceived to be embedded in generali;ed theoretical approaches, !ith lo! practical hands/on e,posure (( The e,amining body for PT*=*T and %ip Ed are the Coards of )ntermediate and

.econdary Education #C).E' The e,amining body for C Ed, " Ed " Phil and Ph% programs is the conventional universities !ith !hich the pre/service institution is affiliated Curriculum for Primary Teachers Certificate Pro-ramme ( 2 ? 4
(0

Principles of education and methods of teaching *hild development and counseling .chool organi;ation and classroom management Eanguage and methods of teaching

-or an elaborate enumeration of models in pre/service embedded in school based improvements read 9eimers study on Teachers Professional %evelopment for ))EP, 67E.*8 2004 (( *haudhary, (550 6.+)% *ommissioned

(?

Teacher Education: Position Paper 2004 0 2 3 4 5 (0 (( "athematics and methods of teaching .cience and methods of teaching .ocial studies and methods of teaching )slamiyat=)slamic history and methods of teaching +rts=Practical arts and methods of teaching <ealth and physical education Practice teaching

Curriculum for CT Pro-ramme ( 2 ? 4 0 2 3 4 Theory and history of education *hild development .chool and community %evelopment Beneral methodology and preparation of teaching aids 8rgani;ation of elementary education and school management .pecial school sub:ects and methods of teaching Practice teaching

Curriculum for &econdary Teacher Education &hile different curricula are follo!ed in different training institutions, the follo!ing courses are generally taught at the C Ed level in most institutions ( 2 ? 4 0 2 3 +.1 Perspectives of education Educational psychology and guidance .chool organi;ation and management Evaluation and measurement )slamiat and Pakistan studies *urriculum and instruction Practice teaching Criti;ue

The curricula contents of pre/service certification programs particularly in the public sector, are outdated The course !ork does not fully reflect the emerging global trends in pedagogical methods: the shifts from Cloom1s ta,onomies to constructivism, critical thinking and multiple intelligences, use of )*Ts, life skills=environment, citi;en rights based approaches and e,posure to inclusive education and early detection of impairments The assessment systems for teacher education also need to be revisited giving adequate !eightage to theory process and practice .ome private sector providers, on the other hand do provide diversity in terms of choices and e,perience .ome detractors of private sector provision strongly argue against a heavy reliance on part time faculty !ho cannot give quality time to their students Teacher training like other professional degrees is seen as e,ercise in degree chasing rather than an e,perience to enhance the quality of pedagogy and learning The link bet!een theory and practice of teaching is missing in teacher preparation programs !ith little !eightage on practicum in target schools Teaching practice in PT*=*T and all professional courses needs to be planned more effectively
6.+)% *ommissioned

(4

Teacher Education: Position Paper 2004 There has been no evaluation of the %iploma in Education program introduced across Pakistan by TPTE to replace and upgrade PT* and *T Eack of proactive planning and resource constraints have been cited as the official reasons for this oversight There is insufficient focus on research in teacher education in terms of preparation and delivery areas This results in lack of information to track learning achievements, teacher preparation programs !hich can in turn inform policy on teacher education The lo! standards in a ma:ority of e,isting teacher education programs are compounded by increasing instances of plagiarism and non/authentic research practices The a!arding of undeserved higher degrees both in the government sector and in some of the ne! private sector institutions add to the deteriorating situation (.sence of National (ccreditation and E;uivalence &ystems : There is no system for accreditation or for the re-ulation of teacher standards 4ithin and across provinces especially as provinces have started to adopt variations in criteria for teacher recruitment. Inter# provincial transfers are difficult and intra#sectoral (pu.lic and private employment criteria non#existent. This lac3 of e;uivalence is identified as a maBor .ottlenec3 to the standardi,ation 4ithin teacher education. The -ap .et4een private and pu.lic delivery systems at the local and national levels is therefore much harder to .rid-e =. In#&ervice Trainin-

In#service teachers trainin- or professional development is often seen as a 4indo4 of opportunity for continuous rene4al of professional s3ills and inte-ration of emer-in3no4led-e and technolo-ies in the education system. In Pa3istan there has .een a -reat deal of focus on in#service trainin- .uilt into every education proBect and initiative at the -overnment level and also those offered .y private and civil society sectors. =.1 Fre;uency of In#&ervice Trainin-

%espite policy recommendations that a teacher must have the opportunity for in/service training #)7.ET' once every five years, currently, a primary teacher can only access )7.ET after (? years, a middle school teacher after 3/4 years and high school teacher after (2 years (2 )n recent years the in/service training offered by state and non/state providers has been proliferating !ith many variations in the type of training and its duration .ome e,amples of in/service provision are illustrated in Table 2 belo!:
Ta.le +: In#&ervice TraininTypes of *ourses=%egrees )n/service training of untrained staff in ne! areas through full/time crash = cascade programs 6E I Pun:ab (00,000 7e! +ssessment .ystems .ub:ect based "obile Teachers Training for serving teachers #Calochistan' .hort term refresher courses for
(2

&hich Type of )nstitutions 6niversity of Education, %.%, B*ETs, BE*Es

%uration 8ne !eek, one month to three months duration

B*ETs and Partner 7B8s )n regular govt institutions 8ne !eek to three !eeks

PE- Evaluation .tudy, (554

6.+)% *ommissioned

(0

Teacher Education: Position Paper 2004

those already teaching Aisiting Teachers Program #AT' Educational Eeadership and "anagement +dvanced %iploma in EE" +dvanced %iploma in Education Eanguage Enhancement and +chievement Program #EE+P' %onor/funded pro:ects directed to!ards in/service training of government teachers / Teachers Isub:ect Cased / <ead Teachers, / .upervisors $ E*s as "aster Trainers / 4 tier *ascade district based model / Primary Teachers as "entors / Professional %evelopment *entre #P%*'= &hole .chool )mprovement Programme#&.)P' clusters, mentors, certification etc #P".P, .PE%P, 7+EP, E.%P, CPEP, +GE. Programs' 7on/.tate Providers AT: +G6/)E% EE" : +G6 I)E%, )E" +d %ip in E%/ +G6 I)E% +GE. AT: t!o month certification EE" : (0 months to one year +d %ip ed : ( year

/ %.%, B*ETs=BE*Es, / %esignate .chool %evelopment *enters #.PE%P in 50s' / %ist Education 8fficers: E*s= .upervisors as master trainers in a district #.PE%P/E.%P ' / "entors selected from Primary .chool *lusters and trained by )E%/+G6 #Calochistan' / P%* I+GE. established for multi/purpose strengthening of teachers =managers #7orthern +reas'

/ 8ne !eek, / 8ne month, / *ohort repetition over one year to (4 months cycle #P".P/<T' / (4 days

=.$ In#&ervice Trainin- 9odels ( sample of models of IN&ET are descri.ed .elo4. ( *ascade or Benerational "odel: This is the most popular model in use + first generation of teachers is trained or educated in a particular topic or aspect of teaching to pass on to a second and third generation=tiers of teacher trainers and go up to three or four generations=tiers The outreach of the model is e,tensive but the transmission of content and methodology by the time it reaches the teachers and actual classrooms may be considerable diluted and altered 2 "entor model: This is a process by !hich a colleague !ho is a critical listener= observer asks questions, makes observations and offers suggestions that help to produce different decisions *oaching is a learned skill and mentors themselves need training The mentor model is derived from the apprentice model !here the mentor is a master teacher to be emulated ? 9eflective "odel: This model builds on teachers personal classroom e,periences Teachers sho! commitment to serve the interest of students by reflecting on their !ell being &hen teachers become reflective practitioners they move beyond a kno!ledge base of discrete skills to a stage !here they integrate and modify skills to fit specific conte,ts They eventually move to a stage !here skills are internali;ed, enabling them to invent ne! strategies They therefore develop the necessary sense of self/sufficiency to create personal solutions to problems (? 4 &hole .chool )mprovement or .chool Cased "odel: This P!hole school dimensionQ includes staff development, school infrastructure, emphasis on high e,pectations, careful attention to consistency of teaching and discussion of pedagogy )t pervades the Pculture of schoolQ and mobili;es the local community as support #<opkins' &.)P as a school/based management paradigm under the school improvement and school effectiveness discourse is driven by eclectic approaches to processes, outputs and outcomes considered as the primary focus to !hich inputs serve as a critical but secondary focus

(?

Earivee, 2000

6.+)% *ommissioned

(2

Teacher Education: Position Paper 2004 0 *luster Cased Professional %evelopment "odel: This model !orks !ith a cluster of schools in a specific geographical location served by a group of or a professional development or resource centre There are several e,amples of these are in Pakistan especially in the northern areas, and emergent ones in 7&-P, Calochistan, .indh, Pun:ab, 7orthern +reas supported by BTR, 6. +)%=E.9+, 67)*E-, %f)% as !ell as more established ones in )ndia, .ri Eanka, *hina, .outh +frica, 6ganda etc 2 In#service trainin- placements outside Pa3istan: &hilst this is not a specific model per se, it is a modality of training !hich is on the increase !ithin pro:ects such those supported by +%C, %f)%, 6. +)% #E.9+, +E%', 6. Bovernment #*ongressional Brants=Plymouth .tate 6niversity SP.6T' Placements in institutions abroad, focuses on sub:ect based e,posure training as !ell as training for administrators and other speciali;ed courses )n the past t!o years almost 400 teachers and trainers have been sent abroad for courses ranging in duration from 4 !eeks to 4 months + predominant number of teachers=trainers have been from the elementary school level and some from the secondary level #P.6' This trend of placements abroad is e,pected to increase in Pakistan and can be seen as an opportunity to tailor make such capacity building initiatives to the specific requirements of pedagogy, leadership, assessment systems, leadership and management at the elementary and secondary levels in Pakistan There is a concern that the returned trainees may not be able to form a critical mass or an active net!ork due to lo! interaction and culture of lo! cooperation bet!een different partners, thus undermining the opportunity to enhance dissemination of quality teacher education and practice =.0 Curriculum

The in/service curriculum offers diversity and space for innovations There is a range of options, from very traditional cascade oriented theoretical trainings to !ell designed tailor made courses for specific target audiences )n the innovative programs such as "entoring, "TT, &.)P, *lustering, P%T and also some of the government1s recent commitments to emerging challenges of health, population, environment, <)A +ids, rights, )T, and gender, the in/service curriculum can sometimes be more diverse, focused, and balanced in terms of content and methodology There is an effort to increase attention !hen designing the course contents to the follo!ing areas: .ub:ect based content kno!ledge Kuality of teaching and learning I pedagogical methods, :oyful learning Eo! cost aides for supporting interactive student/centred learning *ommunity involvement Eearning assessment systems )T literacy skills "ulti/grade teaching Eeadership and management #including capacity building for admin and accounts' .pecialised trainings in %ata "). management, Eaboratory management, financial training, )T are also provided as per emerging needs and resource availability )n/service trainings in a B*ET can be varied for diverse participants Table 3 sho!s the case of a B*ET in Pun:ab
Ta.le =: In#&ervice trainin- pro-ram in $%%$#$%%0. ( profile of ECET in PunBa. . 7o ( 2 Training *ourse $ %uration 9epair $ "aintenance of Eaboratory Equipment #2 !eeks' Teaching of Beneral .cience #2 *ategory of Participants .econdary .chool Teachers #.cience' Elementary .chool Teachers 7umber of Participants "ale -emale 00 00 (00 (00

6.+)% *ommissioned

(3

Teacher Education: Position Paper 2004

!eeks' Teaching of .cience to 5th $ (0th *lasses #4 !eeks' 4 Teaching of "aths To .econdary *lasses #2 !eeks' 0 +dministrative=-inancial Training #2 !eeks' 2 "aster trainers in *omputer Education #20 days' 3 Casic training in *omputer +pplications #20 days' 4 Teaching of English at Primary level #2 !eeks' .ource: Rafar, 2004, B*ET -aisalabad %istrict ? .econdary .chool Teachers .econdary .chool Teachers <eads of <igh= <igher .econdary .chools .cience Teachers 8fficials PT* teachers at 40 centres in 2 phases 230 (00 200 00 ?0 2020 (00 (00 (00 40 ( 2000

=.1

In#&ervice Trainin- 8ptions and Patterns: Emer-in- Issues

)n/service training reveals varied patterns of !hat is possible in Pakistan )t represents a continuum of standards, from poorly e,ecuted cascade models to innovative practices such as 4 tier district based cascade training #Education .ector %evelopment Program IE.%P', mobile teachers training I "TT #Calochistan', cohort models #P".P=E.%P', district based and cluster/based mentoring, and Professional %evelopment *entres #+GE.' Coth non/state providers and government initiatives !ith or !ithout donor funding, represent innovations !hich need to be o!ned and scaled up The innovations undertaken through pro:ect pragmatism to demonstrate short term outputs, often have lo! alignment and practical interface !ith government budgetary and planning systems to be integrated in the medium term planning documents and recurrent budgets Bovernment initiatives, although undertaken !ithin mainstream public sector and partner civil society institutions, al!ays run the risk of being unsustainable due to an imbalance of provision bet!een personnel and activities There is a caveat to the Junsustainable1 critique of donor funded programs, as in the case of P)TEs and TPTE and even "TT +lthough, these programs have been institutionali;ed !ith a great deal of effort, demonstrating that mainstreaming of innovations is indeed possible, but even in these mainstreamed institutionali;ed programs, resource use is not al!ays adequately thought through There is a heavy emphasis on recurrent staffing=salary costs The programs are short on : vision@ planning targets over time@ institutional leaders as champions and resources from non/salary recurrent and development activities 7on/state providers, on the other hand, offer several innovative options for upgrading skills through short and long duration courses These are not al!ays assured of equivalence and accreditation in public sector institutions The public sector is selective about recruitment of teachers from the private sector training institutions &hilst public sector !ill admit teachers qualified from +)86, )E9s, specialised TT)s and )E%/+G6, it !ill not al!ays be consistent in entertaining teachers trained by other private sector universities, degree a!arding colleges or 7B8s <o!ever, under E.9 +ction Plan, the public sector is seeking support for in/service training through private sector and 7B8s !ith a track record particularly in Calochistan, .indh and also in the Pun:ab The recent initiative under Pun:ab Education .ector 9eforms #PE.9P' !ith )E%/+G6, +)E and other 7B8s is a case in point as is that of Calochistan !ith .*.PEC The critique of lo! or no follo!/up support to teachers after training remains valid for )7.ET as it is for pre/service

6.+)% *ommissioned

(4

Teacher Education: Position Paper 2004 =.) 7imitations of Garious Trainin- 9odels There is consistent loss of quality=content during the transfer process= training loops from the e,perts to the teachers=Trainers The duration of ToT for master trainers is also thinned out 7on/availability of local teaching supervisors especially in rural and remote areas "inimal classroom teaching practice and support
Cascade:

9entor: Eo! or no administration support to ensure quality of the program Cureaucratic rules obstruct incentives and honorarium to mentors seen as Jirregular1 Teachers1 +ssociations construe this as an additional duty, raising e,pectations !ithout adequate compensation +G6/)E% dependent program for e,pert pedagogical support Eapses in professional refreshers for mentors resulting n lack of continuity in the learning process Chole &chool Improvement Pro-ram (C&IP' &.)P as led by 7B8s and the +ga Ghan Education .ervices There is an inherent dependency on the professional intermediaries and the Professional %evelopment *entres #P%*' )ssues hindering progress include, poor school infrastructure, entrenched routines, culture of dependency, poor content kno!ledge of teachers, motivation, mobility NE8 In#service models for -overnment*NFE teachers The Jone of1 !orkshop model is of little value !ithout follo! up and feedback There may be limited focus on quality assurance in content, or delivery 8ften, these models are unrecogni;ed by the government and lack legitimacy for scaling up .top and go programs !hich are dependent upon donor pro:ects or unreliable resources ". Information Communication Technolo-ies (ICTs

Cridging the digital divide for learning and promotion of kno!ledge based societies is a key concern in Pakistan The country has endorsed its commitment to!ards )*T promotion to meet E-+ goals in national and international forums #%akar, Cei:ing, )slamabad, %elhi etc' This commitment is being vigorously addressed at the secondary, college and university level, albeit !ithout a formal public policy and national strategy for )*T in education(4 ".1 Imperceptible initiatives waiting for formal recognition and integration

)nitiatives to set up )T infrastructure and learning programs have been supported by the "inistries of )T, .cience and Technology and Education They have focused on secondary schools, colleges as !ell as teacher education institutions in the public sector .ome !ell kno!n initiatives supported by donors include )7TEE, )nternational Education and 9esource 7et!ork / iE+97(0 , "icrosoft1s
(4

The 7ational )*T strategy for education !as to be finali;ed in 200? !ith support from 6. +)% + great deal of thinking has already been undertaken to!ards this end (0 iE+97 #)nternational Education and 9esource 7et!ork' is non/profit organi;ation made up of over (0,000 schools in (00 countries, iE+97 empo!ers teachers and young people to !ork together online using internet and other ne! communication technologies +ppro,imately 300000 I (000000 students each day are engaged in collaborative pro:ect 6.+)% *ommissioned

(5

Teacher Education: Position Paper 2004 Partners in Eearning Programme #P)E', the +sian %evelopment Cank #+%C' Programme, D)*+, 6. Embassy and 6.+)%1s E.9+ )T facilities are being provided to teacher education institutions in the public sector "icrosoft intends to provide )T support to a large number of teacher training institutions and has already equipped some P)TEs !ith )T facilities )ntel has trained almost 30,000 teachers, of !hom 40H are in the public sector -aculty training in teacher training institutions is being held for )*Ts so that they can incorporate these skills into their routine teaching and learning + ma:or concern is the consistent availability of resources in recurrent budgets for consumables, maintenance and repair of )T labs !hich often gets ignored in budget planning ".$ 7ead (ctors in Information Communication Technolo-ies:

)n the non/state sector )E%/+G6 has already taken the lead in developing )*T based on/line course !are for its pre and in/service training programs !hich can be emulated by the public sector institutions through a partnership program 8ther organi;ations such as +lif Eaila Cook Cus .ociety, )dara/e/Taleem/o/+agahi #)T+', T9*, C ) T ., are also pursuing an active outreach to support !hole school improvement through )*T based teacher and student applications These in turn are being actively supported by iE+97, )7TEE, the corporate sector such as P.8 #Pakistan .tate 8il', )*), and others ".0 (llama I;.al 8pen >niversity ((I8>

+)86 has state of the art facilities for distance learning through )T support #funded by D)*+' !hich is severely under/utili;ed + -rench language on/line programme is in place +)86 can easily e,pand its teacher education and professional development courses on similar lines .everal developing countries such as *hina, Egypt, .outh +frica, and .ri Eanka have started to e,pand outreach for teacher education through the active use of )*Ts and this needs to be actively emulated in Pakistan through +)86, Airtual 6niversity and also the TT)s !. Physical Infrastructure

The public sector teacher training institutions suffer from the same malaise as all government education institutions: missing facilities, lack of maintenance, repair, support and upgradation costs These are either non/e,istent or minimal The facilities are often housed in huge buildings and over si;ed grounds, often !ith hostels, are quickly run do!n and not conducive to quality learning "oreover, laboratories and libraries are either non/e,istent or have also fallen into disrepair !ith outdated equipment and materials There is no mechanism of ensuring financing !hich is part of the recurrent budget or a domestic driven development programme )nvariably these facilities are improved through donor driven programs and rarely through the government1s o!n regular budgetary resources The recent proposal prepared by *)%+ for the *anadian %ebt .!ap for Pakistan is designed to address the physical functionality of the teacher education institutions across Pakistan for their optimi;ation as !ell as for capacity building programs 8ther donors such as 6. +)%, BTR, +%C, &C, %f)% are also keen to invest in institutional refurbishment and upgradation to improve the functioning of training institutions 1%. Financial Issues# 7o4 understandin- of financin- and .ud-etin- for teacher education

!ork !orld!ide .ince (544, iE+97 has pioneered in on/line school linkages to enable students to engage in meaningful educational pro:ects !ith peers in their countries and around the !orld )ts programs include : *ommunity Aoices *ollaborative .olutions, -riendship through education, youth e,change program etc 6.+)% *ommissioned

20

Teacher Education: Position Paper 2004 + core area in teacher education relates to its financing for improved resource allocations <o!ever, in the earlier meeting organi;ed by "oE in 2004 this !as identified as a !eak area !here skills for planning and budgeting, costing and financial reporting are severely lacking The questionnaire !hich !ent out to the +pe, Teacher Training institutions #-ebruary 2004' met !ith only one substantial response from .indh in !hich some estimates of unit costs have been given for pre/ and in/service training programs Pre#&ervice C Ed U " Ed U In#&ervice Primary U .upervisors=9Ps U <eadteachers =E*8s U #P)TE : 7a!abshah 2004' Note: +s the inputs for the unit costs are not given, these estimates may !ell be operational running costs only and not comprehensive institutional costs inclusive of utilities, !ear and tear etc They thus appear to be under/estimated It is clear that re-ular annual plannin- in pu.lic sector institutions lac3 effective costin- s3ills. Financin- of teacher education is -enerally proBect driven and not part of the recurrent mainstream .ud-ets. There is lack of institutionali;ed approach to financing of teacher education #human resources and financial resources' as a part of an embedded costing approach of institution based costs to meet the needs of upgrading of human resources and quality assurance Cudgetary constraints and conventions of lo! or adhoc budgetary provision for teacher education have constrained provincial and district governments in planning for regular in/service training of teachers as part of non/salary recurrent budgets !hich can be costed on a per/student or even per school=institution basis -inancial short falls also impact availability of learning aids=technology, supplementary teaching material, reference materials, maintenance and monitoring ability in the training institutes Core Conditions and Principles for an Improved Teacher Education frame4or3 ( "any of the issues highlighted above have been raised in the )E8=67E.*8 report on Jteaching personnel and solutions1, !ith reference to policy and institutional arrangements These require linkage to international norms #200?, p (0' The fundamental ne,us bet!een teacher education and student achievement cannot be over/ emphasi;ed Teacher performance is a combination of many factors, such as years of training in both pre/and in/service, content mastery, use of teaching and supplementary aides, contact time !ith students in classrooms, school conte,t and culture, conducive environment, lesson preparation, monitoring of students progress, motivation and attitudes 9s 2030 for si, !eeks 9s ?(20 for one !eek 9s 2,400 for one !eek 9s (0,000 per student 9s (0,000 per student

11.

6.+)% *ommissioned

2(

Teacher Education: Position Paper 2004 Teachers need to be fully engaged in the change and reform processes This must be fully respected so that change is ultimately managed by themselves !ith suitable leadership and not as an e,ternal imposition 8ngoing professional support cannot be a one of event, but such that it leads to professional development for career progression, mastery over sub:ects, ability to ad:ust and update skills according to changing times, access to learning=teaching materials, access to professional linkages and support structures +lternative paradigms of teacher education !hich have proved to bear positive results need to be integrated !ith an in/built research component to track the J!hat1 Jho!1 and J!here1 of learning achievements This entails e,periments !ith the !hole school approaches, local communities such as those e,perimented in Cangladesh, Pakistan, through school based models of training, Professional %evelopment .upport *enters, mentoring, short monthly in/ service at a cluster resource centre or designate school !ith a mentor to support follo! up, %istance Education including )*T based learning, must be engaged !ith fully to alter teacher attitudes and classroom practices )nnovations in teacher education must be embraced in public and private sectors, schools and universities, and tracked for outputs and outcomes independently, and=or through a public and private partnership approach !here state and non/state providers collaborate systematically for optimi;ation

The &hiftin- Paradi-m of Teacher EducationH(dBustin- systemically to ne4 realities

-rom transmission To constructivism teachers as active learners -rom one off training to long term systematic training opportunities at local, national and international levels -rom dislocated training to processes in conte,ts and cultures making space for on/service capacity building opportunities in lifelong teacher education continuum -rom skill training to one supported by school=curricular reforms -rom isolated=individual to collaborative processes !here support groups can be developed -rom empty vessels to adult reflective practitioners seeking support from ne! approaches in cognitive sciences, mental models and leaders of change -rom passive participants to thinkers and actors as key reform agents

&uch an approach 4ould en-a-e simultaneously 4ith the professional and personal dimensions of teachers*educators. <ere content kno!ledge and mastery is :u,taposed against the conte,ts=cultures of implementation #schools=classrooms' and processes through !hich change practices are actually implemented

Content Context s

Processes

This paradigm !ould entail an ackno!ledgement that it is not only content skills that are critical but also there is a tremendous value to the processes of reflection, collaborative !ork, problem solving and the local conte,ts in !hich change and professional development takes place .uch an approach !ould merit conceptuali;ation of teacher education !hich seeks mergers bet!een pre/service, on/service #school based and field based' and in/service training opportunities on the continuum of lifelong learning

6.+)% *ommissioned

22

Teacher Education: Position Paper 2004

.chool based -ield Cased Pre#&ervice 8n#&ervice In#&ervice

From Teacher Education to Professional Ed Development Olifelong learning 1$. ( Proposed Frame4or3 for Teacher Education + systemic response is needed to address teacher education and teacher practice in Pakistan The frame!ork for addressing issues of teacher education comprehensively must have three concurrent dimensions: ( 2 ? "easures !hich address teachers competence, motivation and opportunity #Poston 2004 I +nne, 4'(2 Policy and institutional provisions across schools, district, provincial and national levels .upporting shifts in curriculum and practice #both pre and in/service'

*ompetence, motivation and opportunity in terms of !hat the teacher Jcant1 J!ant1 and Jcould1 do must be iteratively addressed and integrated !ith the policy and institutional as !ell as in curriculum and practice dimensions

P87ICI

Competence/
Practice

9otivation <

)nstitutional at
.chool, %istrict, Provincial and -ederal Eevels

8pportunity

Curriculum
Pre and )n/.ervice

(2

This is a thought provoking note !hich merits revie! to elaborate the discourse on teacher education policy and practices 6.+)% *ommissioned

2?

Teacher Education: Position Paper 2004 1$.1 Policy

( The policy on teacher education both pre and in/service needs to be long term, embedded in a vision, set of criteria, strategies and operational procedures !hich are inclusive, provide scope for elevating teachers status and provision of authority for local level fle,ibility in decision making 2 + systematic institutional provision must be made to include JAoices of teachers1 in the policy making processes through a regular and formal social dialogue forum at the provincial and national levels, providing space to professional associations and e,perts )n the "oE position paper on teacher education #2004', a suggestion !as made to set up a 7ational Teacher Education -orum #7TE-' for policy inputs to be managed by the *urriculum and Training &ings of the "inistry of Education This proposal needs immediate implementation !ith proper representation of stakeholders. This demand has .een reiterated .y teachers in a recent initiative to capture teachers6 voices of coura-e and concern at the Corld Teachers Day $%%1 (IT(/ $%%1 ? + robust and credible database on teachers needs to be established !ithin E"). at national and sub/national levels for information on pre/service and in/service profiles, disaggregated by level, sub:ect, gender and location This database must reflect both government and non/state providers .uch a database !ill help in evidence based policy making, planning and financing )t !ould also help to monitor P9.P indicators 1. 'esearch on teacher education pro-rams (pre#and in#service / practice in the classrooms and student achievements must re-ularly feed .ac3 into theory to provide re-ular o.Bective evidence for iterative policy refinement/ reflection and up-radation.1= 6niversities and their )nstitutes of Education 9esearch #)E9' may be contracted for this e,ercise by the "inistry and %epartments of Education 0 + policy provision for links bet!een basic=school education and higher education must be made along !ith financing arrangements This !ill ensure a steady source of supply of specialist teachers for mathematics, science, social studies, )T and language, particularly for secondary education Teachers can thus be mobili;ed through tertiary institutions !ith some supplementation in pedagogical methods *urrent initiatives of indigenous scholarship programs funded by 6.+)% and BoP in universities can be tapped by school education in the true spirit of sector !ide approaches of E.9 The <igher Education *ommission #<E*' and the "inistry of Education as !ell as the provincial departments of education can collaborate to!ards this end 2 The policy must create space for addressing the status of teachers through their professional standing, certification protocols as !ell as through benefits and salary packages !hich illustrate the critical importance of an active frontline change agent to implement education reforms and transform education practices 3 )ncentive programs need to be instituted for teachers !hich are monetary and non/monetary in order to address the crisis of teacher placement in rural and distant areas This can be overcome through attractive packages of support including transport and residential options, particularly in rural areas 4 9esource allocations for teacher education need to be revisited through a systematic trend e,ercise to capture evidence on allocation patterns and inform policy The !ork should focus on designing ne! resource templates for teacher education #pre and in/service' and to revise the financing requirements for this critical area of human resource development .uch an e,ercise should
(3

)E%/+G6 200? and +ndrabi, 2002

6.+)% *ommissioned

24

Teacher Education: Position Paper 2004 be undertaken :ointly !ith interested development partners !ho !ould be !illing to support the Bovernment of Pakistan for future initiatives in financial realignments for teacher education. 1$.$ ( Institutional

There is an urgency to clarify the current confusion on ape, and support institutions for teacher training in all provinces )t is also important to have in place agreed guidelines on :urisdiction and responsibilities, such that provinces and national institutional arrangements are consistent, fully aligned and transparent + universal terminology needs to be agreed amicably for institutional benchmarking and accompanying protocols across the country )nstitutional =administrative rights and responsibilities need to be clarified at all levels of the system at the national, provincial and district levels in matters of teacher education curricula #pre/service=in/service', delivery, and support !ith clear guidelines for state and non/state providers as critical partners to address the bottlenecks of quality assurance in teacher education for both pre/service and in/service training Durisdiction for learning and quality support must be seen both at the provincial and district levels + formal agreement must be reached bet!een the district and provincial levels so that districts can plan and finance teacher improvement, and can supplement and support initiatives through provincial in/service training plans ( 4ell articulated system of national standards and accreditation needs to .e in place for different levels and cate-ories of teacher education uniformly in pu.lic and private sectors for recruitment criteria/ ac;uisition of competencies and eli-i.ility for teachin- and mana-ement. This !ill be a process !hich !ill not be achieved overnight and needs at least a five and ten year phased planning and implementation period managed through e,pertise and consensus This long overdue e,ercise !ill result in standard/setting and a resultant re/profiling of teachers1 professional status )t is a critical national necessity and must be accompanied by a Jbuy in1 for provincial and national certification of teachers=professionals .uch a process should include: established pre/requisites #basic qualifications= competence benchmarks' to attract the best people in the profession@ specified competency levels by level and sub:ects, and options for modular professional development, career mobility and gro!th through pre/ service and in/service training

4. The T'Cs set up under E&' must .e made fully functional and ideally should .e availa.le
at union council and *or mar3a, level (cluster of >nion Councils to facilitate teacher support. There must .e a lin3 .et4een T'Cs/ ECETs*EECEs*'ITEs and also the provincial level institutions for coordination/ information sharin- and performance feed.ac3. (n institutional assessment needs to .e conducted of the TTIs and T'Cs for their stren-thenin-/ coordination/ relationships and optimal functionin-.

5. (ll teacher trainin- institutions need to .e stren-thened and made effective and efficient
sites for pre#service and in#service trainin-/ 4ith ICT infrastructure in place/ 4ell esta.lished s3ills in trainin- needs assessment*dia-nostics/ desi-n/ research/ monitorin- and evaluation to improve teacher education. (n optimi,ed .ud-et .lue#print must .e prepared to ta3e into account the recurrent salary and non#salary .ud-ets of TTIs 4hich include trainin-/ follo4 up and research/ as 4ell as development .ud-ets for ne4 initiatives.

6.+)% *ommissioned

20

Teacher Education: Position Paper 2004 Provision of programs for school/based or cluster based in/service training programs must be in place !hich are fully reflected in performance evaluation and career mobility of teachers and head teachers +utonomy must be provided to the school leadership and community for e,perimenting improved teaching learning options, !hich can be e,pert led or community led Curriculum for Teacher Education and Practice

1$.0 (

+ technical group #including representatives from <E* and universities' needs to be constituted to revisit teacher education curriculum pre and in/service in formal and non/formal delivery systems, ensuring the necessary updates and guidelines to incorporate the emerging needs of creating kno!ledge society, lifelong learning skills, critical thinking, and use of )*Ts for enhancing teacher skills and bridging the digital divide Periodically, the technical group can co/ opt leading teacher education institutions from any!here in the !orld for technical advisory support services + revie! of pre/service curriculum at various levels must be undertaken to close the gap bet!een public and private providers through agreed core areas, common approaches and minimum norms for teaching practice as part of the teacher certification process It is vital to en-a-e 4ith the DEC and >niversities on matters pertainin- to curricula reforms 4ith respect to all de-rees at ?( and post -raduate levels. + comprehensive checklist of skills and guidelines need to be in place for in/service curriculum !hich should serve as milestones for quality assurance to all providers of in/service training *hanges in curriculum=te,tbooks must be accompanied through proper sequencing and timely training of teachers prior to introduction in classrooms #)T+: &T% 2004'

? 4

). >r-ent attention needs to .e paid to emer-in- disciplines such as technical education/ special* inclusive education/ and early childhood education so that the institutional and professional capacity can .e created to address the current -aps .et4een the tar-eted thrust areas of E&' and trained personnel. These are currently .ein- adBusted throu-h pra-matic adhoc measures in curriculum and also in teacher trainin-. 2 .upport must be e,tended to bolster teacher performance in the classrooms and schools through local sustainable arrangements of mentors, cluster school development coordinators #earlier E*s', school audits The teachers must also have local school/based finances for preparing teaching aides, and easy access to T9*s for reference materials and skill building 7e! models and approaches to school based, decentrali;ed teacher education and support must be encouraged prepared as a directory or menu of options to be provided to district and provincial level authorities for making informed choices The same can be included in leadership and management curricula for education managers and planners <ead teachers must be provided !ith the capacity and authority to undertake collaborative planning, become catalysts of encouraging and managing change !ith teachers, local community and other partners in education +n annual head teachers1 conference must be organi;ed at district, provincial and national level as an advocacy and professional lobby to influence policy and share practice

6.+)% *ommissioned

22

Teacher Education: Position Paper 2004 Eike!ise teachers must have opportunities to share their positive practices at local =cluster levels and e,change professional e,periences formally and informally 9esources and policy ad:ustments must be in place for this type of critical reflective activity !ith peers and mentors

(0 *hanging attitudes and practices must be duly re!arded through an annual system of recognition and a!ards preferably to coincide !ith the &orld Teachers %ay, E-+ &eek or Eiteracy %ay

6.+)% *ommissioned

23

Teacher Education: Position Paper 2004 ?i.lio-raphy +ndrabi et +l #2002' Test -easibility .urvey, P+G).T+7: Education .ector, &orld Cank, &ashington % * *haudhary " + #(550' Teacher Education in Pakistan : 7e! *hallenges Paper presented at the )nternational *onference on Teacher Education : )nnovative +lternatives for the 2(st *entury Thailand *raig, < : #(554'Teacher .upply, Training +nd Professional %evelopment: Teacher %evelopment: "aking +n )mpact, -rom the E,ecutive .ummary of *9+)B, < D , G9+-T, 9 D and %6 PEE..)., D #(554' Teacher %evelopment: "aking an )mpact &ashington %*: 6.+)%=&orld Cank *hanana, G #ed ' 2004 Transformation Einks bet!een <igher and Casic Education : "apping the field .age 7e! %elhi %irectorate of .taff %evelopment: Presentation for E%8s=%E8s #E' #2004' 9estructuring to %eliver the Pun:ab Education .ector 9eform Process )E8=67E.*8: 9eport of the Eighth .ession of the Doint )E8=67E.*8 *ommittee of E,perts on the +pplication of the 9ecommendations *oncerning Teaching Personnel #*E+9T' Paris (4/(5 .eptember 200? )T+ #2004' : .urvey 9eport on &orld Teachers %ay 2004 Eahore "inistry of Education 7ational Education Policy (554/20(0 )slamabad "inistry of Education #2004' Position Paper : Thematic Broup on Teacher Education, Preparatory Technical "eeting "inistry of Education #200(' 7ational Plan of +ction on Education -or +ll 2000/20(0 Pakistan )slamabad "inistry of Education #2002' Education .ector 9eforms +ction Plan 200(/2004 Pakistan Education -oundation #PE-' (554 Evaluation of present in/service training programs for teachers and development of more cost effective methods of )7.ET at various levels )slamabad Poston " #2004' : 7ote on Policies and +ctions to support Teacher Performance: .hared !ith the "inistry of Education %fi% 9eimers/A E #2004' Teacher Professional %evelopment, ))EP, 67E.*8, Paris .trategic Policy 6nit #2004' .trategic 8perational Plan 2004/2005, Education %epartment, Bovernment of -aisalabad !!! spu com 67E.*8 #200?' .tatus of Teachers in Pakistan )slamabad Rafar, - #2004' -irst 9eport Policy 9esearch and Training P.trengthening %ecentrali;ed Eocal Bovernment in -aisalabad %istrict Pro:ectQ # %f)% funded'

6.+)% *ommissioned

24