Comparison of Teacher Education Programmes in Pakistan UK

Comparison of T individu al hotshoty(prenominal)er precept Programmes in Pakistan UKComparative abridgment of instructor cultivation Programmes in Pakistan UKCHAPTER 1INTRODUCTIONBackground of the guideThe over t step forward ensemble development side of e truly estate depends upon the cadence of takeing up prevalent across that realm. It is an era of knowledge based economies, and countries failing in gentility find it hard to catch up with the essential world. In opposite words a countrys economic and cultural future as well as its scientific and technological growth owe to the schoolman beats be maintained by the instructors in its nurtureal institutions. Thus instructors contri besidesions ar well acknowledged as builders of the nation and molders of personalities. In item the get a line player of e precise informational frame is the get winder, who is considered the backb angiotensin-converting enzyme of the entire formation all over the world, and a pivot around which the whole gaining up corpse revolves. instructor is the major implementer of all bringing upal reforms at the break root take aim. Teaching with push through doubt is considered unmatchable of the truly noble professions. It offers everlasting intellectual challenges, acknowledgement, respect in the society and above all the probability to mould the personalities of a big majority of youth. This centrality qualifies he atomic human action 18rs to be the crucial sight holders in creating impact on all aspects of disciples personalities. They argon the instructors who bring roughwhat positive behavioural changes in disciples by grooming and developing their personalities. That is wherefore it is necessary that they should be nicely equipped with skills and abilities that would enable them to play an trenchant role in valet development both from national and worldwide perspectives.The Indian command Commission 1964-66, as observed by galla nt M.A (1998)1 had ranked the t single of voice and competence of the instructors as the most classical broker determining the fibre of grooming signifi jakestly modify to the national development. zero point is to a greater extent(prenominal)(prenominal)(prenominal) principal(prenominal) than securing a sufficient supply of lofty look recruits to the pedagogy profession, providing them with the best possible skipper preparation and creating satis layory conditions of educate in which they lav be salutaryy effectual. as yet, this central federal boardncy, exacts great aid and attention in the discipline and instruct of instructors, who develop and enable students carry out effectively the challenges of be and future. Ascertaining the effectiveness of these preparations asks for the epitome of enlightener study calculator designmes in the neighborly context of every country socio economic, cultural and historic instruments sincere influence its dis invest and value.Concept of driller commandment instructor statement is a discipline and sub sector of procreation with its distinct pre helper and in attend to forms. It equips prospective and in suffice instructors with information, knowledge and pedagogic skills to help reform their attitudes and behaviour to the profession of instruction. The cay objective is to drive the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In separate words instructor learn refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to action their tasks effectively in the school and classroom. (Wikipedia, 09) 2 According to beau M.A (1998), teacher preparation encompasses acquiring all that knowledge, skills and abilities which ar relevant to the feel of a teacher as a teacher It reshapes the attitudes, remodels the habits , and develops the personalities of teachers.Need for Teacher didacticsTeachers superior worldwide raising and pro bringing up both require utmost superintend and attention, as whatever is acquired by them is transferred to their students with senior high multiple effects. The act has witnessed and is unperturbed experiencing a rapidly precisely positively changing scenario of processes and procedures of teacher class period. pertly innovative methods be constantly being added to the already practiced tralatitious pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of in force(p) precept reading standards. Good property teacher breeding round these key elements paves the commission of the development of the grooming outline in the large run.Teachers argon the layers of the foundations of future citizens, hence need to be educated with futurist perspective, so that they can deve lop the personalities of their students, non only as per present requirements but in like manner for the remoteseeing prison term to come, accommodating the new trends from the orbicular outlook. This is very important as teacher is angiotensin-converting enzyme of the key epochnts of change in all communities and a helping give upr as per rent of the future. Changes ar taking place non only at national but similarly at international direct. With every release day distances atomic number 18 shrinking and communities argon coming closer to each new(prenominal) modify each opposites practices of bread and butter.Purpose of Teacher didacticsThe purpose of teacher schooling primarily is to equip prospective teachers not only with suitable aptitudes for belief but also with appropriate skills and abilities required to stupefy them effective and in force(p) professionals. Through different theoretical and practical activities, they be helped to understand not o nly the philosophical, psychological, and sociological basis of direction, but also the relationship of cultivation with the society and its values through inform and instruction processes.The process of starchy teacher pedagogics can help the prospective teachers minimize the troubles and redeem the students from the wastages of hit and trial. Appropriately rendered teacher pedagogics, decl ar whizz(a)selfs ample opportunities to would be teachers to understand the reputation of learn to envisage responsibilities of a teacher to discover that to be a teacher is much more than than learning by heart the philosophies and theories of learning and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in even outt facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can instruct and promote positive changes in the society.Keeping this in vie w teacher tuition, through teacher-preparatory cardinalmonths focuses on the development of abilities and skills that would not only base them capable teachers but will enable them to discharge duties effectively, take initiatives, go students and promote learning. With the belief that practice leases star perfect, students during teacher reading grade are given the luck to teach or instruct and assemble unending guidance and encouragement during practical delivery, in post to sanction good habits and to overcome the pedagogical weaknesses.Phases of Teacher readingFarrant, J. S. (1990)3, observed that since the first light of the twenty first century teacher raising in develop countries remained divided into three arranges1) Initial Teacher pedagogics2) Induction3) act Teacher reading1) Initial teacher ad favouring / procreationThis knowledge pertains to the preparation that is under taken before statuesquely starting the teaching profession. It is a pre-service signifier d integrity before entering the classroom as a to the to the full trustworthy teacher. It is usually sufferd in genteelness colleges and schooling departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are shewedly taught the important comp wizardnts of this profession including aims of schooling, history of teaching, perspectives of education, modern approaches to learning, assessment and evaluation of learning and fundamentals of dustup of study development, educational psychology, philosophy and pedagogy. It also set asides first hand start out of the practical aspects of the teaching profession. It usually takes a division or so and culminates into a certificate or a degree.2) InductionThis in chunk flesh begins when a student teacher changes from being a part time, see student teacher to a full time fair to middlingly obligated professional. Bas ically induction refers to the process of providing on the job guidance and nutriment to the teachers during the first few months of teaching or the first socio-economic class of the professional reverenceer. In countries like UK, during induction the teacher is on probation, and sop ups guidance and oversight formally by the teacher-tutor, and informally from all separate colleagues head teacher. The report load during this phase of education is reduced in send to yield time and opportunity for guidance, reflection and grooming. This is a transitional phase from being a student to being a full time teacher.3) Teachers continuous professional developmentIt is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and round d bear up the potentials of the teachers. It includes professional preparations like cultivateshops, short courses and seminars. This is usually formally position by g ood schools or can be self direct through reading of professional books, discussions with colleagues, benefiting from on line courses, or aid teach actshops, conferences, and symposiums.With the passage of time, all institutions have started to value in service homework of teachers more and more and are regularly arranging learning programs of different durations for their teachers. These subscribeings are sometimes world-wide in genius for the forward motion of the overall teaching methodologies, and sometimes focused on improving special(prenominal) depicted object-teaching skills, enabling teachers master innovative concepts recently incorporated in the existent computer program. Such in service trainings are usually taken up in anticipation for the judge promotions.Usefulness of Comparing Teacher instruction SystemsSodhi (1993)4 documented, Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and po int India. It is considered so, as education has been acknowledge an investment for development of benevolent resources, which is in accompaniment the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of early(a) lands. Apparently the educational clay of a country grows out of the historical background, economic and tender conditions, geographic features and political strategys and no country is in a position to totally ad prefer the educational patterns of an some other country as such. yet lessons can be learnt, and successful practices can be adopted to stomach the take from the angle it looks upon them.With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The akinities caused by scientific discipline and technology are overpowering the differences resulting from cultural dive rsities. The fact suggested by increasing quasi(prenominal)ities is that different nations of the worldwhich looks like a global colonization now, can learn a lot from each others escorts and progress to ransom time, energy and resources required for the try and learn activities. The knowledge round the successes and failures of other systems can be very awakening and beneficial in comprehending atomic number 53s declare educational problems. The backwardness or advancement of unitarys own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries.In spite of increased investment in education sector, Pakistan has not yet achieved its target of UPE (Universal Primary learning) set in 1960 that was to be achieved by 1980. psycho digest of the educational consideration of Pakistan reveals that a presumable progress has been made by it since independence. At that time not even a million stude nts were studying in schools, whereas now more than xii million children are in schools. exactly at the same time over due(p) to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational view in mainland mainland China and India examine that Pakistan is tacit out-of-the- air(prenominal) behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are considerably ahead of Pakistan. The berth of full enrollment which is a far cry is further exasperate by an alarmingly high rate of dropouts. Female literacy rate is outrageously low, and education of egg-producing(prenominal)s and rural population at all directs is much underrepresented.As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the valued expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not run acrossd adequate attention, resulting in handout out of scores of teachers from different teacher education institutions with inadequate apprehend over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world.As the education system has grown over old age, the way out of teachers has also introducenincreases, but it is still far from being adequate, particularly for theatres like acquisition and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by A sia and the peaceful Program of developmental Innovation for Development (APIED)(1987)5, and are reproduced hereunderi) trivial duration of teacher training programsii) Minimal interaction of trainee teachers at schoolsiii) modify methods of teaching and evaluationiv) absolutelyage of audio visual aids and other educational equipment in teacher training institutions.v) Deficiency of supplementary reading material/professional magazines/ research journalsvi) Lack of co ordination among training institutions.vii) Absence of incentives for prospective teachersThese and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) 6 would be to find out1) How the two systems streng whence subject area preparation?2) How long and adequate is the duration of pre service training of teachers?3) How theory and pr actice address better inclusion of the practice of teaching in learning to teach effectively and effectually?4) What level of commonplace education would be necessary for all prospective teachers? and5) What major and little subjects would be preferred as most houseive for the profession of teaching?In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would see pertinent to critically analyze the local prevailing teacher education programs and to compare them with unrivalled and only(a) of the educationally advanced countries, like that of the United Kingdom, which had set(p) the foundation of the brisk education system in the sub-continent during the colonial rule. direction System in Pakistan tuition in Pakistan comes in the domain of the responsibilities of the provinces. that the Federal presidential term is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of teaching method (MOE) deals with policy-making, class development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. fosterage up to substitute level is leadd by public and occult schools, and by Islamic madrasahs, (the faith schools). commandment plyd at the public/ governing body schools is free of cost, but in the confidential sector institutions educational expenses are borne by the parents for the purpose of good quality of education.Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher grooming Commission (HEC). Both public and secluded universities and other high education institutions are overviewed by HEC for the planning, development and granting of charters. The faculty member progress of these institutions is coordinated, reviewed and evaluated by the HEC.Primary commandPrimary education begins at vanadium-spot years of age and is completed in fiversome years. The sensitive of instruction at the government schools is either Urdu or the regional vocabulary and is English at the nonpublic educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, familiar science, Social studies, Islamic studies, and Physical training. tributary Education petty(a) Education comprises of three stages a three-year stage of middle level education other biennial of supplementary education and a further two-year of high(prenominal)(prenominal)(prenominal) secondary education at intermediate and degree colleges. At the pump level, ( grievances VI to V common chord), at ages 11-13, imperative subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are analyze and students are examined on terminal and annual basi s. In home runs IX and X at ages 14 and 15 studies are divided into streams of experience and humanities, and externally examined by the board of Intermediate and secondhand Education to award Secondary schooldays award on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in acquaintance orliberal arts at the ages of 16 and 17, with external examination and certification by the progress of Intermediate and Secondary Education. Many students in the cliquish sector opt for the examination of (GCE) common protection of Education.Madrassahs / Madaris (Religious instills)The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and occult schools. These give Islamic education through Urdu and Arabic as phrases of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the pro phet Muhammad p.b.u.h). enrolment and boarding lodging facilities are mostly free of charge, although in some cases they puzzle grants from the federal government.The primary level institutions called maktabs, are usually attachments of mosques, and entrust basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher(prenominal) level of Islamic education. For better standards of education and in order to amalgamate the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and estimator Science are now analyse compulsorily at all madaris. Madrasahs are largely self-governing and fencesitter. The official regulatory and certificates/Sanads laurels bodies include Jamea-tus Safiya Wafaq-ul-Madaris, and Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like Tajweed wa Qiraat Ibtidaya is equal to primary schooling, Mutawassi ta is at par with pump level, Saniya Aama is equated with Secondary inculcate Certificate, and Saniya Khasa to the Higher Secondary instruct Certificate, aft(prenominal) which the students are eligible to insure higher education at Madrasah or at Universities of the formal sector.Vocational / Technical Secondary EducationNearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in respective(a) trades at the secondary level (Grades IX and X) lead story(p) to the Secondary School Certificate in adept foul education adjustment students to stay fresh their education at Technical Institutes of higher education.Higher EducationAt the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognize Universities in the country, 68 of these univers ities are public sector universities and 56 are from the private sector. The guidelines for charter and trading operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as culture medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for assenting to the study at the university.University Higher EducationStage I A Bachelors Degree is awarded afterwards two years of formal education and with honour after three years of fulltime study in humanities, sciences or commerce. intravenous feeding years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine.Stage II Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters DegreeStage collar A minimum of f our to five years of study beyond masters degree leads to the doctoral degree. But the duration of study is five to septet years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD).Higher Education (Non University)Polytechnics, technical and commercial institutes and colleges generate non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education.Teacher Education Programs at PakistanPrimary School TeachersTeacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal undecided University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector.Secondary School TeachersGovernment training institutes of education and different affiliated colleges in private sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate.Teacher Education at UniversitiesThe prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.Policy Priorities for Teacher EducationAll the content Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on discipline Education stressed upon the necessity of adequate pre service teacher education gave re commendations most functions of teachers in a university and close to selection and promotion of teachers. The Education Policy 1972-80 estimated the teacher producing capacity of and then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students expiration these subjects were suggested to be taken as primary, middle and high level teachers. rest of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educational Administrators training was recommended to be set up. The outdated temper of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard tex tbooks for teacher trainees were advised.The National Education Policy 1979 had vividly valued the probatory role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were plan to be upgraded to Colleges of master(a) Education. An Academy of Higher Education was approved to be builded to proffer in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to domiciliate opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be judge to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was aforethought(ip) to be instituted. Every year ten teachers of non-homogeneous levels and categories were planned to receive these awards from the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors.The 6th five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special silver categorically for the teacher education programs. Prior to this the trend of blanket compliment was in practice and the badly needed requisite gain in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher educatio n.Table 1.1 The sixth Five Year Plans (1983-1988) Allocations for Teacher EducationYear Recurring expenditure Developmental use of goods and services (in million rupees)1983-84 12 161984-85 14 201985-86 18 271986-87 20 321987-88 24 38 centre 88 133The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT the inadequateness of the training duration, of in service training, and lack of good bursting chargeer prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by step by step raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the spikeing of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teacher education by all the governments of Pakistan.Entry QualificationThe requisite entry qualifications into the teaching profession at different levels are as followsa) Primary direct (I-V) Matriculation + one year teaching certificate (PTC)b) Middle level (VI-VIII) Intermediate + one year teaching certificate (CT) and,c) Secondary Level (IX-X) B.A/B.Sc + one year Bachelor of Edu. degree course/B.EdNon Formal Teacher EducationAllama Iqbal vindicated University (AIOU) is offering non formal teacher training courses for both male and young-bearing(prenominal) students living in the far away areas of the country. These programs are substantially add to the provision of trained teachers.United Kingdoms System of EducationIn Britain positive schooling takes place between the ages of five and 16. The over riding objectives of the gover nments education policies are to raise standards at all levels of ability, increase parental choice, flip further and higher education more widely accessible and more responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) 7 Parents are legally bound to ensure that their children aged five to cardinal regularly receive efficient full time education. Most students receive free education financed from public coin, and a small proportion attends private schools sovereign of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few schools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of Ge neral Certificate of Education. (GCE A Levels)Primary and Secondary SchoolsNinety share of boys and girls are taught together in most primary schools. Most independent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the topical anesthetic Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. controlling education begins at five at infant schools and at septet they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18 middle schools whose students move on to senior all-around(prenominal) sc hools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and schoolman courses for students over 16.ExaminationsAt the completion of the secondary education at UK, at the age of sixteen, secondary school students shape up for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), workaday Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a septenary point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities.Educational StandardsHer Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the topical anesthetic Educat ion Authorities (LEA) and the government, and enunciate the reports. LEAs also employ inspectors or advisers to guComparison of Teacher Education Programmes in Pakistan UKComparison of Teacher Education Programmes in Pakistan UKComparative Analysis of Teacher Education Programmes in Pakistan UKCHAPTER 1INTRODUCTIONBackground of the canvasThe overall development status of every country depends upon the standard of education prevalent across that country. It is an era of knowledge based economies, and countries failing in education find it hard to catch up with the developed world. In other words a countrys economic and cultural future as well as its scientific and technological growth owe to the academician standards being maintained by the teachers in its educational institutions. Thus teachers contributions are well acknowledged as builders of the nation and molders of personalities. In fact the key player of every educational system is the teacher, who is considered the back bone of the entire system all over the world, and a pivot around which the whole education system revolves. Teacher is the major implementer of all educational reforms at the crazyweed root level. Teaching without doubt is considered one of the very noble professions. It offers constant intellectual challenges, acknowledgement, respect in the society and above all the opportunity to mould the personalities of a big majority of youth. This centrality qualifies teachers to be the crucial position holders in creating impact on all aspects of students personalities. They are the teachers who bring most positive behavioural changes in students by grooming and developing their personalities. That is why it is necessary that they should be adequately equipped with skills and abilities that would enable them to play an effective role in human development both from national and global perspectives.The Indian Education Commission 1964-66, as observed by Sheikh M.A (1998)1 had ranked the qua lity and competence of the teachers as the most important factor determining the quality of education importantly contributing to the national development. goose egg is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional preparation and creating satisfactory conditions of work in which they can be fully effective. However, this central position, demands great care and attention in the education and training of teachers, who develop and enable students affect effectively the challenges of present and future. Ascertaining the effectiveness of these trainings asks for the analysis of teacher education programs in the social context of every country socio economic, cultural and historic factors substantially influence its nature and value.Concept of Teacher EducationTeacher education is a discipline and sub sector of education with its distinct pre service and in service forms. It equ ips prospective and in service teachers with information, knowledge and pedagogical skills to help reform their attitudes and behaviour to the profession of education. The key objective is to facilitate the transfer of knowledge (cognitive, affective and psychomotor) to students and to build their character and personalities. In other words teacher education refers to the policies and procedures designed to equip teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. (Wikipedia, 09) 2 According to Sheikh M.A (1998), teacher education encompasses acquiring all that knowledge, skills and abilities which are relevant to the life of a teacher as a teacher It reshapes the attitudes, remodels the habits, and develops the personalities of teachers.Need for Teacher EducationTeachers general education and professional training both require utmost care and attention, as whatever is acquired by them is transfer red to their students with high multiple effects. The present has witnessed and is still experiencing a rapidly but positively changing scenario of processes and procedures of teacher training. in the buff innovative methods are continuously being added to the already practiced traditional pedagogical techniques. Acquainting with these developments to the point of mastery is needed for the promotion and maintenance of good teaching learning standards. Good quality teacher education about these key elements paves the way of the development of the education system in the long run.Teachers are the layers of the foundations of future citizens, hence need to be educated with futuristic perspective, so that they can develop the personalities of their students, not only as per present requirements but also for the years to come, accommodating the new trends from the global outlook. This is very important as teacher is one of the key agents of change in all communities and a service provid er as per needs of the future. Changes are taking place not only at national but also at international level. With every passing day distances are shrinking and communities are coming closer to each other bear upon each others practices of life.Purpose of Teacher EducationThe purpose of teacher education primarily is to equip prospective teachers not only with suitable aptitudes for teaching but also with appropriate skills and abilities required to make them effective and efficient professionals. Through different theoretical and practical activities, they are helped to understand not only the philosophical, psychological, and sociological basis of teaching, but also the relationship of education with the society and its values through teaching and learning processes.The process of formal teacher education can help the prospective teachers minimize the troubles and economize the students from the wastages of hit and trial. Appropriately rendered teacher education, provides ample opportunities to would be teachers to understand the nature of teaching to envisage responsibilities of a teacher to discover that to be a teacher is much more than learning by heart the philosophies and theories of learning and to comprehend the practical implications of the pedagogical strategies. It is learnt that the profession of teaching is in fact facilitating the acquisition and retention of knowledge, values, skills and right attitudes for successful life that can inform and promote positive changes in the society.Keeping this in view teacher education, through teacher-preparatory years focuses on the development of abilities and skills that would not only make them capable teachers but will enable them to discharge duties effectively, take initiatives, motivate students and facilitate learning. With the belief that practice makes one perfect, students during teacher education phase are given the opportunity to teach or instruct and receive constant guidance and encouragem ent during practical delivery, in order to strengthen good habits and to overcome the pedagogical weaknesses.Phases of Teacher EducationFarrant, J. S. (1990)3, observed that since the morning time of the twenty first century teacher education in developed countries remained divided into three phases1) Initial Teacher Education2) Induction3) go along Teacher Education1) Initial teacher training / educationThis education pertains to the training that is undertaken before formally starting the teaching profession. It is a pre-service course done before entering the classroom as a fully responsible teacher. It is usually provided in education colleges and education departments of universities where the student teachers are introduced to the knowledge and skills needed to be professional teachers. The students are formally taught the important components of this profession including aims of education, history of education, perspectives of education, modern approaches to learning, asses sment and evaluation of learning and rudiments of curriculum development, educational psychology, philosophy and pedagogy. It also provides first hand experience of the practical aspects of the teaching profession. It usually takes a year or so and culminates into a certificate or a degree.2) InductionThis informal phase begins when a student teacher changes from being a part time, visit student teacher to a full time adequately responsible professional. Basically induction refers to the process of providing on the job guidance and support to the teachers during the first few months of teaching or the first year of the professional career. In countries like UK, during induction the teacher is on probation, and receives guidance and watch formally by the teacher-tutor, and informally from all other colleagues head teacher. The work load during this phase of education is reduced in order to provide time and opportunity for guidance, reflection and grooming. This is a transitional p hase from being a student to being a full time teacher.3) Teachers continuous professional developmentIt is an in-service process for professional refinement of practicing teachers. It is a life long process in which efforts are made to improve and finishing up the potentials of the teachers. It includes professional trainings like workshops, short courses and seminars. This is usually formally staged by good schools or can be self enjoin through reading of professional books, discussions with colleagues, benefiting from on line courses, or tending training workshops, conferences, and symposiums.With the passage of time, all institutions have started to value in service training of teachers more and more and are regularly arranging training programs of different durations for their teachers. These trainings are sometimes general in nature for the improvement of the overall teaching methodologies, and sometimes focused on improving unique(predicate) subject-teaching skills, enab ling teachers master innovative concepts recently incorporated in the existing curriculum. Such in service trainings are usually taken up in anticipation for the expected promotions.Usefulness of Comparing Teacher Education SystemsSodhi (1993)4 documented, Comparative education is a popular educational venture and is considered very useful in countries like USA, UK, Russia and even India. It is considered so, as education has been recognized an investment for development of human resources, which is in fact the development of human capital formation. All people engaged in the field of education have much to learn from the policies and educational practices of other lands. Apparently the educational system of a country grows out of the historical background, economic and social conditions, geographical features and political systems and no country is in a position to totally adopt the educational patterns of another country as such. But lessons can be learnt, and successful practices can be adopted to act as the needs from the angle it looks upon them.With advancement in technology and with communication explosion, the geographical distances are shrinking and people are coming closer to each other. The similarities caused by science and technology are overpowering the differences resulting from cultural diversities. The fact suggested by increasing similarities is that different nations of the worldwhich looks like a global colony now, can learn a lot from each others experiences and progress to indite time, energy and resources required for the try and learn activities. The knowledge about the successes and failures of other systems can be very awakening and beneficial in comprehending ones own educational problems. The backwardness or advancement of ones own system can be ascertained only through analytical comparison, particularly with those of the economically and educationally advanced countries.In spite of increased investment in education sector, Paki stan has not yet achieved its target of UPE (Universal Primary Education) set in 1960 that was to be achieved by 1980. Analysis of the educational status of Pakistan reveals that a probable progress has been made by it since independence. At that time not even a million students were studying in schools, whereas now more than twelve million children are in schools. But at the same time due to a very high population growth rate, more than twelve million school age children are out of school, doing jobs or just doing nothing. The recent comparisons with the educational situation in China and India show that Pakistan is still far behind than the more thickly populated neighbouring countries, where China with literacy rate of 90% and India with 65% are substantially ahead of Pakistan. The situation of full enrollment which is a far cry is further exasperate by an alarmingly high rate of dropouts. Female literacy rate is abysmally low, and education of females and rural population at all levels is much underrepresented.As the population is growing at a geometrical rate, the need for more schools and for more and better teachers has risen substantially. With increased focus on the numeric expansion necessitated by substantial raises in population, the qualitative dimension of teacher education in Pakistan has not received adequate attention, resulting in passing out of scores of teachers from different teacher education institutions with inadequate get by over the content and teaching methodologies. This demands special focus to improve the status of teacher education, by learning through analysis and comparison with education systems that are progressing and delivering well in other countries of the world.As the education system has grown over years, the number of teachers has also shownincreases, but it is still far from being adequate, particularly for subjects like science and mathematics. Along with this teacher education programs in Peshawar based teacher education institutions like other similar institutions of Pakistan have some critical deficiencies, which are hampering their effectiveness. Some of those were summarized by Asia and the peaceable Program of Educational Innovation for Development (APIED)(1987)5, and are reproduced hereunderi) Short duration of teacher training programsii) Minimal interaction of trainee teachers at schoolsiii) outmode methods of teaching and evaluationiv) Shortage of audio visual aids and other educational equipment in teacher training institutions.v) Deficiency of supplementary reading material/professional magazines/ research journalsvi) Lack of co ordination among training institutions.vii) Absence of incentives for prospective teachersThese and similar other deficiencies ask for keen analysis of the local system and for its comparison with better performing systems. The best way to analytically compare any two teacher education systems, as highlighted by Galambos C. Eva, (1986) 6 would be to fin d out1) How the two systems strengthen subject area preparation?2) How long and adequate is the duration of pre service training of teachers?3) How theory and practice address better inclusion of the practice of teaching in learning to teach effectively and efficiently?4) What level of general education would be necessary for all prospective teachers? and5) What major and nipper subjects would be preferred as most supportive for the profession of teaching?In order to survive successfully in the global community, and to bring the indigenous teacher education at the international level it would reckon pertinent to critically analyze the local prevailing teacher education programs and to compare them with one of the educationally advanced countries, like that of the United Kingdom, which had place the foundation of the existing education system in the sub-continent during the colonial rule.Education System in PakistanEducation in Pakistan comes in the domain of the responsibilities of the provinces. However the Federal government is responsible for over viewing Pakistans entire system of education, and is assisted by the provincal ministries and departments of education in all the provinces. The Federal Ministry of Education (MOE) deals with policy-making, curriculum development, accreditation and coordination as an advisory authority, along with the direct administration of the educational institutions situated in and around the capital. Education up to Secondary level is provided by public and private schools, and by Islamic madrasahs, (the faith schools). Education provided at the public/government schools is free of cost, but in the private sector institutions educational expenses are borne by the parents for the purpose of good quality of education.Provincial governments overview and administer all the Universities which are financed by the Federal government through the Higher Education Commission (HEC). Both public and private universities and other hig her education institutions are overviewed by HEC for the planning, development and granting of charters. The academic progress of these institutions is coordinated, reviewed and evaluated by the HEC.Primary EducationPrimary education begins at five years of age and is completed in five years. The medium of instruction at the government schools is either Urdu or the regional language and is English at the private educational institutions. The curriculum revolves around Reading, Writing, Arithmetic, General science, Social studies, Islamic studies, and Physical training.Secondary EducationSecondary Education comprises of three stages a three-year stage of middle level education other two-year of secondary education and a further two-year of higher secondary education at intermediate and degree colleges. At the Middle level, (Grades VI to VIII), at ages 11-13, compulsory subjects of Urdu, English, Mathematics, Social Studies and Islamic studies are studied and students are examined on terminal and annual basis. In Grades IX and X at ages 14 and 15 studies are divided into streams of Science and Humanities, and externally examined by the Board of Intermediate and Secondary Education to award Secondary School Certificate on successful completion of ten years of education. However, Intermediate or Higher Secondary Education stream involves studies of Grade XI and XII either in Science orHumanities at the ages of 16 and 17, with external examination and certification by the Board of Intermediate and Secondary Education. Many students in the private sector opt for the examination of (GCE) General Certificate of Education.Madrassahs / Madaris (Religious Schools)The madaris, operating simultaneously with regular schools are fewer in number as compared to the public and private schools. These provide Islamic education through Urdu and Arabic as languages of Instruction. The key features of the curriculum are the study of the Holy Quran and Hadith (teachings of the prophe t Muhammad p.b.u.h). enrollment and boarding lodging facilities are mostly free of charge, although in some cases they receive grants from the federal government.The primary level institutions called maktabs, are usually attachments of mosques, and provide basic Islamic education focusing on the reading and learning the holy Quran by heart. Secondary school madrasahs deal with the higher level of Islamic education. For better standards of education and in order to commix the Islamic and formal education systems, the formal schools curriculum of English, mathematics, general science and computer Science are now studied compulsorily at all madaris. Madrasahs are largely self-governing and independent. The official regulatory and certificates/Sanads accolade bodies include Jamea-tus Safiya Wafaq-ul-Madaris, and Tanzeem-ul-Madaris. Different madrasah levels correspond to the formal system, like Tajweed wa Qiraat Ibtidaya is equal to primary schooling, Mutawassita is at par with Midd le level, Saniya Aama is equated with Secondary School Certificate, and Saniya Khasa to the Higher Secondary School Certificate, after which the students are eligible to continue higher education at Madrasah or at Universities of the formal sector.Vocational / Technical Secondary EducationNearly all vocational schools run both certificate and diploma programmes. The duration of certificate courses is one year and that of diplomas is two years, in various trades at the secondary level (Grades IX and X) leading to the Secondary School Certificate in technical education qualifying students to continue their education at Technical Institutes of higher education.Higher EducationAt the time of partition in 1947 the country had only one University, the Punjab University. Now as of 2008-2009 Pakistan, according to Higher Education Commission of Pakistan (HEC), there are 124 recognized Universities in the country, 68 of these universities are public sector universities and 56 are from the pr ivate sector. The guidelines for charter and operations of Universities are issued by the HEC. For standardization, all degree-granting higher education programmes are assessed by HEC. With English as medium of Instruction the Higher Secondary School Certificate, a pass in the entry test, are the essential pre requisites for entranceway to the study at the university.University Higher EducationStage I A Bachelors Degree is awarded after two years of formal education and with honours after three years of fulltime study in humanities, sciences or commerce. quaternary years of formal education is required for Bachelors degrees in engineering, pharmacy computer science, whereas five years are needed for Bachelors in medicine.Stage II Two years of study after the bachelors degree and one year after the honors bachelors degree leads to the acquisition of Masters DegreeStage III A minimum of four to five years of study beyond masters degree leads to the doctoral degree. But the durati on of study is five to sevensome years for programmes like the Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law (LLD).Higher Education (Non University)Polytechnics, technical and commercial institutes and colleges provide non-university higher education comprising programmes of two or three years leading to certificates and diplomas in commercial and technical fields, awarded by Provincial Boards of Technical Education.Teacher Education Programs at PakistanPrimary School TeachersTeacher training at the post secondary level takes place in Regional Institutes of Teacher Education (RITE), and at the Allama Iqbal Open University Islamabad for a one-year program known as the Primary Teaching Certificate. In addition, prospective teachers are also prepared at the private sector institutions affiliated or enlisted with universities of public or private sector.Secondary School TeachersGovernment training institutes of education and different affiliated colleges in pr ivate sector train teachers for the secondary school level. They are awarded a Certificate of Teaching (CT) for one year study after passing the examination of Higher Secondary School Certificate.Teacher Education at UniversitiesThe prospective teachers aspiring to teach at the higher secondary school level study for one year at the Education Colleges for the Bachelor of Education (B.Ed.) degree, after two-year bachelors of Arts or Science (BA/BSc) education. Teachers possessing B.Ed degree are eligible to teach at the Secondary school level. Masters of Education (M.Ed) is a one year university education after completion of B.Ed.Policy Priorities for Teacher EducationAll the National Education Policies of Pakistan have accorded great importance to teacher education. The 1959 Commission on National Education stressed upon the necessity of adequate pre service teacher education gave recommendations about functions of teachers in a university and about selection and promotion of teache rs. The Education Policy 1972-80 estimated the teacher producing capacity of then existing 12 teacher training colleges and 55 teacher education institutions in Pakistan, to be four thousand which was much less than the estimated demand of three hundred thousand additionally required teachers. It recommended the introduction of Education subject at Secondary, Higher Secondary and Degree level and students qualifying these subjects were suggested to be taken as primary, middle and high level teachers. remainder of training requirements for women teachers in special cases was recommended in order to increase the number of women teachers. An academy for teachers and educational Administrators training was recommended to be set up. The outdated nature of the teacher training courses was admitted, and their revision was recommended, along with this preparation of model standard textbooks for teacher trainees were advised.The National Education Policy 1979 had vividly valued the signific ant role of teachers in the effective implementation of the education policies. It was asserted that teacher is the pivot of the entire educational system. In order to promote pre-service teacher education, all the Primary Teacher Training Institutions were planned to be upgraded to Colleges of round-eyed Education. An Academy of Higher Education was approved to be established to provide in-service and pre-service training to the College and University teachers. Another Academy for Educational Planning and Management was also established to provide opportunities of training to administrators and supervisors working at different levels of the educational system. This National Education Policy envisaged that every teacher would be expected to undergo one in-service course during five-year cycle of his/her service. A system of National Awards for best teachers was planned to be instituted. Every year ten teachers of various levels and categories were planned to receive these awards fr om the President of Pakistan at national level. Similar awards were planned to be given to selected teachers by the respective provincial governors.The Sixth five Year Plan (1983-88), earmarked sixty million rupees for the teacher education programs to establish additional primary and secondary teacher training institutes and to enhance the training capacity of the existing primary and secondary teacher training institutions, and departments of Education at the Universities. This plan was unique in the sense that it allocated special funds categorically for the teacher education programs. Prior to this the trend of blanket applause was in practice and the badly needed requisite improvement in the standard of teachers could not be facilitated. The incremental allocation, as given in the following table reflected the increased importance accorded to teacher education.Table 1.1 The Sixth Five Year Plans (1983-1988) Allocations for Teacher EducationYear Recurring Expenditure Developmen tal Expenditure (in million rupees)1983-84 12 161984-85 14 201985-86 18 271986-87 20 321987-88 24 38 lend 88 133The Seventh Five-Year Plan (1988-93) identified a number of shortcomings in the teacher training programs, which included the irrelevancy of curriculum for PTC and CT the inadequateness of the training duration, of in service training, and lack of good career prospects due to which good students were not attracted to the profession of teaching. It was proposed to improve the efficiency of teachers by step by step raising the minimum qualification, revitalizing the teacher training programmes, continuous in-service education and providing better career proposals to teachers. The Ninth Five-Year Plan focused upon the strengthening of one hundred and twenty then available teacher training institutes. The high priority attached to the promotion and facilitation of teacher education as envisaged in the above mentioned policies and plans spoke of the importance accorded to teac her education by all the governments of Pakistan.Entry QualificationThe requisite entry qualifications into the teaching profession at different levels are as followsa) Primary Level (I-V) Matriculation + one year teaching certificate (PTC)b) Middle Level (VI-VIII) Intermediate + one year teaching certificate (CT) and,c) Secondary Level (IX-X) B.A/B.Sc + one year Bachelor of Edu. degree course/B.EdNon Formal Teacher EducationAllama Iqbal Open University (AIOU) is offering non formal teacher training courses for both male and female students living in the far away areas of the country. These programs are substantially contributing to the provision of trained teachers.United Kingdoms System of EducationIn Britain compulsory schooling takes place between the ages of five and sixteen. The over riding objectives of the governments education policies are to raise standards at all levels of ability, increase parental choice, make further and higher education more widely accessible and m ore responsive to the needs of the economy, and to achieve the best possible returns from the resources invested in the education service. (Britain 1990) 7 Parents are legally bound to ensure that their children aged five to sixteen regularly receive efficient full time education. Most students receive free education financed from public funds, and a small proportion attends private schools independent of public financial support. Pupils follow a common curriculum leading to the General Certificate of Secondary Education (GCSE) and Vocational Certificate of Secondary Education (VCSE). Students are allowed to select a number of GCSEs, VCSEs as per their personal preferences and aptitudes. Quite a few schools cater for the educational needs of the students for additional two years till they sit for the Advanced Level of General Certificate of Education. (GCE A Levels)Primary and Secondary SchoolsNinety percent of boys and girls are taught together in most primary schools. Most indepe ndent/private fee-charging schools are mixed at the primary level and single-gender at the secondary level. These schools are registered with, and inspected by the government and governed by an independent board. No fees are charged in government schools, which are governed by the Local Education Authorities (LEA). There is no statutory requirement to provide education for the under-fives, but nursery education is well established now. controlling education begins at five at infant schools and at seven they go to junior/primary schools. The average age of passing out from primary school and entry into secondary school is eleven years. Schools are organized in a number of ways including secondary schools with age range, from 11 to 18 middle schools whose students move on to senior worldwide schools at the age of 12 to 16. Tertiary colleges offer a full range of vocational and academic courses for students over 16.ExaminationsAt the completion of the secondary education at UK, at th e age of sixteen, secondary school students seem for the General Certificate of Secondary Education (GCSE). This examination in order to raise the standard of performance has replaced General Certificate of Education (GCE), frequent Level (O Level), and the Certificate of Secondary Education (CSE) since 1988. GCSE examination is taken after five years of Secondary Education and evaluated at a seven point scale of grades, A to G. The GCSE Advanced level (A Level) examination is taken after two years of further study. Its successful completion qualifies the student for induction into universities.Educational StandardsHer Majestys inspectors report to ministers on the quality of education provided at all schools colleges and universities. They also advise the Local Education Authorities (LEA) and the government, and proclaim the reports. LEAs also employ inspectors or advisers to gu