Education and Development of Pakistan: A Study of Current Situation of Education and Literacy in Pakistan

Ashraf, Muhammad Azeem; Azeem, Muhammad; Ismat, Hafiza Iqra

doi:10.17265/2161-6248/2016.11.003

Cited by 27 publications

(22 citation statements)

References 1 publication

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“…Such as, Sabatayeva et al (2017) discussed that the overall students were satisfied with the facilities provided in higher education. Ashraf, Muhammad Azeem, and Hafiza Iqra Ismat (2016) concluded that the outdated curriculum decreased educational quality. The teachers are the main source to transmit the quality of any program and deliver prestigious knowledge to the students.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Jalal¹,

Buzdar²,

Naoreen³

2020

GSSR

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This study examined the effectiveness of an accreditation mechanism for teacher education exclusively with a fragile higher education system in Pakistan. A quantitative research method was employed. Using the stratified technique, 614 participants from 24 higher education institutions were selected. Questionnaires were used to collect data from participants. The findings revealed that the standards of national accreditation council for teacher education (NACTE) cannot win wide acceptability and support of educators. The accreditation mechanism in Pakistan has emerged less effective in meeting standards of imparting modern, relevant and quality teacher education in the country. A comparative perspective to explore the factors affecting the effectiveness of accreditation in assuring quality teacher education in an academically underdeveloped country Pakistan is discussed at the end of this article. This study provides essentialities of accreditation in teacher education programs. It carries the value of graduate attributes that is a brand image in the quality of teacher education program development.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Jalal¹,

Buzdar²,

Naoreen³

2020

GSSR

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“…Pakistan is the sixth most populated country in the world, with 63% population under the age of 25 years and the fourth largest pool of out-of-school children (UNESCO, 2017). Most of these out-of-school children are residing in remote, rural or underprivileged city areas where prevailing challenges in providing quality education include a shortage of good teachers, the hidden child labor challenge, affordability and cultural barriers to pursuing educational goals (Titola-Meskanen, 2014;Ashraf & Ismat, 2016). Family socioeconomic status (SES), parents' education, income, and occupation all determine the level of respect in the society (Ghazi, et al, 2013).…”

Section: 2mentioning

confidence: 99%

Towards Digital Multigrade One-room Schoolhouses for Underprivileged Communities in Rural Pakistan

Badar¹,

Mason²

2020

Preprint

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Context matters in the design and development of educational opportunities. Despite extensive global efforts to make education accessible for all, one out of every five children are outof-school. The situation demands re-thinking of learning strategies, particularly in underprivileged contexts. Continued advancements in learning technologies may offer novel solutions. The one-room schoolhouse is a centuries-old proven educational system, which has yielded promising results for rural areas. Using a multigrade teaching method, the one-room schoolhouse provides a resilient model for educating children where school administration faces typical issues of remote and rural areas such as lack of quality teachers, fewer children in each level, low socio-economic status of parents, lack of rooms in a school building, etc. This paper reports a case study of an integrated approach to teaching out-of-school children in rural Pakistan using education technology in a one-room schoolhouse environment using a multigrade teaching method. The paper (1) synthesizes the knowledge of practice and research on one-room schoolhouses, multigrade teaching, and education technology developments; (2) reports the on-ground practices of multigrade one-room schoolhouses in a real-life scenario in rural Pakistan and integrating digital capabilities into these schoolhouses; and (3) proposes the ways to implement and scale this method to educate out-of-school children in other underprivileged communities. Cite as Badar, F., Mason, J. (2020) Towards Digital Multigrade One-room Schoolhouses for Underprivileged Communities in Rural Pakistan. Computer-Based Learning in Context, 2(1), 21-39. DOI: 10.5281/zenodo.4057844

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“…However, EE consists of grade I-VIII in the country as it is mentioned in the NEP (1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010), while before, the elementary education was counted from grade VI-VIII. As far as the function of the EE is concerned, it is a well-known fact that lack of attention on the quarter concerned and shortage of funds, make the primary schools of public sector non-functional and thereafter the administration of public sector schools does not utilize the given funds properly (Ashraf & Hafiza, 2016). B.Ed.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Challenges Faced by the Teacher Educators after Implementation of Pre-Service B.Ed (Hons.) Elementary Four-Year Program in Sindh

Gopang¹,

Parveen²,

Kamran³

2021

IJITL

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The main purpose of this article is to bring up the challenges faced by the teacher educators during the implementation of B.Ed (Hons.) elementary program initiated by the provincial governments and HEC in collaboration with United State Agency for International development (USAID) in Pakistan. In this study two general universities i.e., University of Sindh and Karachi University were included which received the funding from USAID for upliftment of Elementary Education in the Sindh province, where this teacher educators’ program was piloted and later on fully implemented. In-depth semi-structured face to face interview schedule was developed to conduct the survey type qualitative research design. Five teacher educators from each university (N=10) through purposive sampling were selected and interviewed to collect the data. The gathered data were thematically analyzed on the pattern of Braun & Clarke (2006) approach. On the bases of the analyses, it was inferred that the program despite of its successful completion of first round faced many intrinsic problems such as the lack of trained human resources, lack of involvement of the concerned faculty in curriculum decisions, lack of implementation of the modern pedagogies for bringing quality into the program. Moreover, the external factors such as physical resources and the quality of the intake were also slanting the performance of the program to some extent. These finding are in alignment with the previous studies conducted in the similar context to assess the implementation of teacher education programs. However, the administration of the institutes of so far found playing active role in carrying on the program smoothly despite of the challenges. In the light of the findings of the study, it is recommended that the intervention to provide the funds as well as physical facilities at this stage is inevitable. Keywords: B.Ed elementary teacher educator program, implementing program, challenges

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Education and Development of Pakistan: A Study of Current Situation of Education and Literacy in Pakistan

Cited by 27 publications

References 1 publication

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Towards Digital Multigrade One-room Schoolhouses for Underprivileged Communities in Rural Pakistan

Investigating the Challenges Faced by the Teacher Educators after Implementation of Pre-Service B.Ed (Hons.) Elementary Four-Year Program in Sindh

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