UNIVERSITY OF MODERN LANGUAGES ISLAMABAD PAKISTAN

SYEDA SAIRA HAMID (PhD SCHOLAR) NATIONAL UNIVERSITY OF MODERN LANGUAGES ISLAMABAD PAKISTAN
                                                                    
                                                            
                                                            ABSTRACT
It is universally recognized that education is the basic human right and teacher education is heart and life blood of educational system, which play pivotal role for the progress of any country. Pakistan has 90 colleges of elementary education, which offer teacher training programmes for PTC, CT, certificates B.Ed and M.Ed degrees. For secondary schools teachers there are 16 colleges of education and there are 9 departments of education in various universities which train teachers at master level. There are only 4 institutions offering in-service teacher education.
In Punjab there are 36 elementary colleges in almost each district of Punjab, University of education Lahore with various sub campuses along DSD and PITE working in collaboration with the university. Institute for Educational Research   
(IER) is also working in Punjab University Lahore for pre-services teachers. There are so many private institutes for teachers’ trainings.


Questionnaires on five/ three point’s scales were distributed. The data was collected through 306 questionnaires and analyzed with the help of Chi-Square. 
The findings showed the increase in quantity not the quality, i.e. increase in literacy rate but the quality of education is still too far. The government schools are not accepting the students from NGO/NFBE schools due to poor quality of education. NGOs can not be a substitute for the government. There should be strict checks and no compromises on quality of education which is the key to the success.
Key Words: Teacher education, Globalization, Pre service, Future demands,     Punjab 

INTRODUCTION
It is universally recognized that education is.

Thanks for your marvelous posting! I certainly enjoyed reading it, you could be a great author. I will always bookmark your blog and will often come back at some point. I want to encourage continue your great work, have a nice holiday weekend!Online chat Room I enjoy studying your publish. It is each useful and interesting to me. I will come back again once again to see your new posts

EDUCATIONAL LEADERSHIP IN PAKISTAN: IDEALS AND REALITIES

EDUCATIONAL LEADERSHIP IN PAKISTAN: IDEALS AND REALITIES
Book Review
      This is the first ever book on educational leadership, published in Pakistan. Dr. Jan-e-Alam Khaki[1] and Dr. Qamar Safdar[2] are the editors of this book. The book consists of a series of empirical studies undertaken by qualified educational researchers in Pakistan, associated directly or indirectly with AKU-IED. There are various thought provoking and insightful topics in this book; each complements our learning experiences. The book is divided into four sections and fourteen chapters; each section and chapter is intertwined with each other and illuminates issues and its remedial measures. Section one describes the development of education leadership in Pakistan. The second sections deals with the Diversity of Leadership: perceptions and practices of leadership in Pakistan. The third session looks at the role of the educational change agents, and the fourth sections explores the future prospects of educational leadership in Pakistan. In order to get in-depth insights from the book, we decided to focus on first two sections and reviewed initial six chapters.
      In first chapter, Dr. Sajid Ali and Muhammad Babur highlight the issues and nature of governance during pre and post independence. Structure of education during British and after independence is analytically compared. Chapter indicates that involvement of educational leadership is missing in both periods, causing various issues in education system, ineffective management and indistinct teaching methodologies, etc. In the second chapter, Zubaida Bana reflects upon the understanding of effective leadership. Using the Katha (storytelling) approach, she starts the discussion pints of a headteacher who imaginatively discovers the meanings in allegories and metaphors in order to understand the roles and responsibilities of an effective education leader in his/her school. Katha of leadership described in this chapter stimulates ou

A critical analysis of education system in Pakistan

A critical analysis of education system in Pakistan

Education is a systematic process of establishing the pillar of society. It brings up an empty mind with discourse tongue of awareness. The literal meaning of education and supplementary definition particularly on the ground of Pakistan poses an alarming condition. Sine the birth of newly independent state Pakistan, education lagged behind due to deliberate negligence of parochial feudal and state politician in particularly and bureaucracy in generally. From the emergence of Pakistan there has been centered censure by conscious group of common people and civil society, finally both influence over the government to think over seriously on their discussing point In the dilemma of authoritarian long regime and fragile civil government, education has been neglected because elite group from ruling class whether in military or so called civil representative, did not seriously boost the level of education through sound education policies. Instead of, political uncertainty, nepotism culture, thirst of power perpetuated the level of education in dregs of glass.

Pakistan inherited the system of education from British but after that no significant changes has been brought in education system of Pakistan. Consequently, the literacy rate have become less than the regional countries which got independence abreast of Pakistan. According to the Education Report 2009, it shows overall figures on education, literacy rate rose to 67 pr cent in 2009-10 than it was 57 per cent at the period of 1998-99. Out of literacy rate, male literacy stood 68 per cent and female 58 per cent in 2009-10. Female literacy rate was 57 per cent in 2008-09. Therefore, a slight one per cent increase was recorded during the period of 2009-10. 

Literacy rate is measured from the prevailing level of education in the country. There are five education levels are operating in Pakistan, primary, middle, high schooling, intermediate and university...

CENTRAL ISSUES AND PROBLEMS IN PAKISTAN EDUCATION SYSTEM

Education System in Pakistan:

An education system is an organized collective effort to teach prescribed subjects and skills to the young ones of a community, prescribed subjects and skills to the young ones of a     community. The system includes books, teachers, students, institutions and examinations. From the beginning of civilization man has taken interest in group education. Gradually schools, colleges and universities came into existence, now all countries have large departments for education headed by a secretly and a minister. 
In Pakistan we have our own education system. There are thousands of schools and colleges with millions of teachers and other employees. Education is carried out in three stages years. After Secondary School Certificate students joins Higher Secondary School or College. After passing intermediate examination brilliant students with excellent grades go to join professional colleges such as Medical, Engineering and Computer and Commerce Colleges. Others may continue their education to Graduation and Post graduation level. Almost all universities offer courses of Master's M. Phil and Ph. D. degrees.
There are many semi autonomous boards of intermediate and Secondary Education meant for prescribing syllabuses for secondary and intermediate classes and conducting their examinations. Universities have their own boards of studies and examination departments. There is Allma Iqbal Open University, Islamabad in distance teaching through correspondence.

CENTRAL ISSUES AND PROBLEMS IN PAKISTAN EDUCATION SYSTEM AND THEIR NEEDED REFORMS:
The existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main...

Cambridge Education System:

The educational system of Pakistan has been a topic of debate in the country since independence. There are different points of views regarding what type of education system would be in the best interest of the country and yet there has been no consensus on this matter.

The educational system of Pakistan could be divided into three categories:

Cambridge Education System:

This education system involves a curriculum based on the UK standard of education. Only the rich and elite of the country could afford having their children acquire UK based education. A majority of children who have acquired Cambridge level education go to foreign countries for higher education. This creates a disparity between the rich and the poor as the employers prefer candidates of the Cambridge education system over others.

Pakistan Secondary Education System:

This type of education system is basically provided by the private and governmental schools. The schools for the middle class students is one in which half of the instructions are in English and the other half in Urdu. If these children are lucky to have parents who could afford the fees of recognized colleges then they are able to go to colleges of their preference, provided they have good grades previously. For children belonging to the lower class, have to study in a full Urdu medium school with little know how about English which is now considered to be a standard medium for education internationally. These people generally occupy the low standard and low paid jobs of clerks, salesmen, factory workers and etc.

Madressah Education System:

It deals with educating children about Islam. Children are basically educated with religious teachings and have no knowledge or education about worldly subjects.

There are various problems associated with these types of systems. The Cambridge Education System in not accepted by many because it promotes inequality in the society as only a smaller proportion of the country's.

The Education System in Pakistan

The Education System in Pakistan 
At independence, Pakistan had a poorly educated population and few schools or universities. Although the education system has expanded greatly since then, debate continues about the curriculum, and, except in a few elite institutions, quality remained a crucial concern of educators in the early 1990s. 
Adult literacy is low, but improving. In 1992 more than 36 percent of adults over fifteen were literate, compared with 21 percent in 1970. The rate of improvement is highlighted by the 50 percent literacy achieved among those aged fifteen to nineteen in 1990. School enrollment also increased, from 19 percent of those aged six to twenty-three in 1980 to 24 percent in 1990. However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling. This fact explains the minimal criteria for being considered literate: having the ability to both read and write (with understanding) a short, simple statement on everyday life. 
Relatively limited resources have been allocated to education, although there has been improvement in recent decades. In 1960 public expenditure on education was only 1.1 percent of the gross national product (GNP); by 1990 the figure had risen to 3.4 percent. This amount compared poorly with the 33.9 percent being spent on defense in 1993. In 1990 Pakistan was tied for fourth place in the world in its ratio of military expenditures to health and education expenditures. Although the government enlisted the assistance of various international donors in the education efforts outlined in its Seventh Five-Year Plan (1988-93), the results did not measure up to expectations. 
Structure of the System 
Education is organized into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, culminating in matriculation); intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science; and university programs leading to...

Education System in Pakistan Produces Spoiled Manpower

Education System in Pakistan Produces Spoiled Manpower

Basic education is the right of every citizen of a country , which enables them to differentiate between the good & bad and favorable and unfavorable. Primary education which is a foundation of a child's education plays a key role. We en light those defects which cause the quality of education lower and lower. Education system evolves as the country's economy evolves.
There is no proper procedure of recruitment including low educational qualification as an eligibility criteria of selection and no authentic training is provided by education   department , which enables the teacher to teach the children(students) in   sophisticated way because they hire illegible candidates by favoritism and bribery basis.

Low quality and outdated course contents
  the text that designed by the text book board are low quality and often outdated contents are included and more important and beneficial contents are concealed ,so that our child mental level will also be growing according to the said books.

Low salary and incentives
Low salary and lack of incentives are also factor which cause the teacher to dis heart and irresponsible from their duties which damage the motive to transform the knowledge to students(children). The govt: should give the incentives and equal benefits to them through they will feel satisfaction and pleasure and in this they will be motivated.

Irresponsibility of Principal
where there is irresponsibility in practice by part of teacher, the principal don't take serious action to justify the negligence which destroy the whole educational environment school, it,s often seen that when some student submit complaint against teacher they oppose the student and take revenge from them .

No check and Balance
the education   authorities also don't inspect regularly on monthly or bimonthly basis which loos the control o the management of educational institutions   and the negligence increase