1. Pre-Service Training
There are two types of
pre-service teacher qualification: these are the Primary Teaching Certificate
(PTC) and the Certificate of Teaching (CT). The academic qualifications
required to attend these trainings are Secondary School Certificate(SSC) and
Higher Secondary School Certificate (HSSC) respectively. In addition to the
training institutions mentioned above Departments of Education in the
universities(Public and Private) provide teacher education at graduate and
postgraduate levels(B. Ed, M. Ed, PhD). Since the establishment of University
of Education in Punjab (September 2002) the PTC, CT certificate courses have
been abolished and only graduate and postgraduate courses are offered. The
Curriculum wing of the Ministry of Education in collaboration with the
provincial curriculum bureaus are responsible for developing the framework for
teacher training in Pakistan. The PTC and
CT courses were last revised in
1995. The B. Ed. and M.Ed. wing
but routed courses are designed by the curriculum to the Universities through
the Higher Education Commission. The pre-service curriculum for primary school
teachers tends to over emphasize theoretical aspects poor quality teacher
training coupled with outdated curriculum.
The Curriculum Wing has six
sectors: Islamic Education, Language/Social Sciences & Teacher’s Education,
Basic Sciences, Textbook development/Testing & Evaluating, Population
&environment and the Coordinating
Agency for Vision 2010 Programme. “Organization and
textbooks, and a dysfunctional institutional and organizational set-up has
resulted in low teacher motivation, absenteeism, and a largely dissatisfied
teaching force. Some of the weaknesses of the curriculum framework are that it
does not differentiate between the needs of urban and rural schools, and how
teachers should be prepared to handle the two settings. The techniques and
methods of training teachers is another issue that undermines the development
of competent and confident teachers in
Pakistan. The lecture method remains
the most commonly used instructional approach in teacher training institutions.
Although there are a few compulsory school attachments, these do not provide
ample exposure to how teachers should relate and deal with real teaching
challenges e.g. large class size, poor teaching and learning infrastructure
etc. Problem solving and group work approaches are rarely followed. Thus,
teacher training programmes provide little opportunity for teachers to develop
the kind of skills that can make them more successful in their practice and
build their confidence and motivation in teaching.
2. In-Service Teacher Training
Generally, primary teachers
do not have sufficient opportunities for in-service training on a continuous
and regular basis. Usually there is no recurrent budget allocation for this
activity. Some provinces fund teacher training from their development budgets,
but none of the provinces have a sustainable and coherent model for continuous
in-service teacher training. Only a few teachers from the public sector attend
the limited number of in-service courses on offer
because of favoritism in the
selection process. The policy is
that every teacher should have in-service training after five years
on the job. If this is to happen, then
20 percent of the stock of teachers will have to be trained every year. However, there is lack of infrastructure
and human resource capacity to deliver in-service on this scale. In-service
teacher training is funded mostly through donor support, with little or no coordination
among the donors themselves. The result is duplication of effort and alack of systematization
of professional development and learning that has been identified after a
careful analysis of teacher needs .The management of in-service training
programmes is a complex and difficult issue .One challenge is identifying
teachers who need specific training. In most cases, it has been observed that
the same teachers are the ones
attending in-service. Nomination to attend
in-service training has been corrupted because of the financial incentives
of attending, in the form of per diems and allowances. The lack of
adequate facilities and other support measures for women teachers to
participate in the residential training programme has also been identified as a
disincentive for attending in-service training.
Most critical ones are day-care centres for
children and the absence of women resource persons. A general insensitivity towards
the specific needs of young mothers or middle-aged women in the training programmers’
discourages women teachers from participating.
Quality control is another
problem issue. The short duration of courses, the lecture style delivery, the
absence of supervision, the lack of monitoring and performance appraisals of
trainers are contributory factors to the low quality and committed certified
teachers in public schools. Also, trainers are usually close to retirement by
the time they join training colleges
and lack interest in the job. Another observation is
that many trainers of primary teachers (PTC courses) have never taught
schoolchildren, and therefore, lacks practical insights into the needs of
primary school teaching. Also, there is no
system of performance appraisal
of teacher educators to ensure that only
competent and motivated ones are selected as facilitators for in-service
training. The lack of instructional materials, laboratory schools and other
facilities also affects the quality of training.
Thus, trainers are generally not motivated and interested in their
jobs.
3.
Private sector
Elite
private schools arrange different training workshops and exposure experiences for
their teachers. Such opportunities are offered to teachers with 2-3 years
teaching experience. Teachers sign a bond that commits them to serve the
schools for a specified period, after receiving this training. However,
training opportunities are not equally distributed among schoolteachers. Training
and professional development opportunities for ‘medium level school’ teachers
are limited whereas teachers in what is classified as ‘low level schools’
hardly get any opportunity to attend training courses.
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