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Abstract
Teacher and teacher
education has an important role in any education system, both
developed and developing countries. No doubt, the welfare,
prosperity and security of a nation depend upon the quality of its
education. In the present era the nations are competing in the field
of knowledge only. The quality and level of excellence in education
depend upon the quality and competence of teachers. If the teachers
are knowledgeable, competent and committed, they can deliver well. A
successful teacher is emotionally matured, user of different
teaching techniques, facilitator for the students and an instrument
of character building.
In 1990, the Asian Development Bank approved a Project Preparatory
Technical Assistance to prepare a detailed proposal for a Teacher
Training project in Pakistan. It aimed at upgrading the quality of
teacher training, increasing the number of trained female teachers
in the rural areas, strengthening the relevance of training
curriculum, methodology and materials, and promoting efficiency and
effectiveness in policy making, management and resource generation
of the teacher education sub sector.
This study was aimed to investigate the Impact of Teacher Training
Project on the Quality of Teacher Education in Pakistan.
The main objectives of the study were: 1) To assess the extent to
which Teacher Training Project (TTP) objectives have been achieved,
2) To examine the impact of capacity expansion on the quantitative
improvement of teacher education, 3) To investigate the impact of
Teacher Training Project (TTP) on the qualitative improvement of
human resource development in teacher education through In-Country
Fellowship Programme, 4) To explore the outcomes of up gradation of
management techniques under the Teacher Training Project, 5) To find
out the effectiveness of Training Out-posts (TOs) and their input in
the improvement of training of teachers, and 6) To suggest measures
for the improvement of Teacher Education in Pakistan.
The population of the study consisted of all the heads of Provincial
Institute of Teacher Education, Govt. Colleges of Education and, the
Govt. Colleges of Elementary Education, all teacher educators of
Govt. Colleges of Education and, the Govt. Colleges of Elementary
Education, all the heads/ masters trainers and trainee teachers of
Training Outposts,(4 PITEs, 16 GCEs, 90 GCETs and 66 TOs),all the
experts/ consultants and officers of Teacher Training Project (TTP)
and all the officers of the Technical Panel on Teacher Education (TPTE).
A stratified random sampling technique was used for this study. The
sample of the study was: a) 34 heads of PITEs, GCEs and GCETs, b)
145 teacher educators (ICF Training receivers), c) 150 teacher
educators (ICF non-training receivers), d) 30 educational managers
(Training receivers through Overseas Fellowship), e) 20 heads/
master trainers of Training Outposts (TOs), f) 100 trainee teachers
(Training receivers through TOs) = 100 (from one TO i.e Ckakwal), g)
30 experts/consultants and officers of Teacher Training Project and
TPTE.
After reviewing the related literature and all the official
documents of Teacher Training Project, the research instruments for
heads, teacher educators (ICF training receivers and non-training
receivers), educational managers (Overseas Fellowship), heads/master
trainers and trainee teachers of TOs were designed and used for data
collection. Interview Schedule for the experts/consultants and
officers of TTP and TPTE was also developed.
The instruments were developed keeping in view the various aspects
of teacher education like office equipment, electronic media,
furniture, teacher training, curriculum, management,
competency/attitude of teachers, teaching methods and instructional
material.
Data were collected through personal visits, with the help of
research assistant and by mail from the different institutions.
Data were tabulated, analyzed and interpreted keeping in view the
objectives of the study. For this purpose, Percentages, Mean, Chi
Square and t Test were used.
The conclusions of the study were: a) Office equipment and furniture
were sufficiently provided and maximum utilized, b) Electronic media
was insufficiently provided, but it played a vital role in
strengthening the teacher training in all the four provinces, c)
Construction of four PITEs, one/ two rooms in GCEs, GCETs and TOs,
enhanced the enrolment and facilitated the prospective teachers. The
teacher educators – training receivers were practicing project
method and simulation method more than the non-training receivers
and were consulting reference books / latest books. Teacher
educators’ non-training receivers were adopting question answer and
lecture method during their teaching and were following the
textbooks for teaching.
The teacher educators who had received training, had more skills to
use A.V. aids and modern technology during teaching as compared to
the non training receivers. Set induction, classroom management and
personal skills were developed in the trainee teachers of TOs. The
objectives and the scheme of studies for Diploma in Education were
well formulated. Textbooks for Diploma in Education were poorly
developed and the contents were to some extent relevant and
adequate. Diploma in Education was not a successful programme.
Educational managers/teachers were well trained through Overseas
Fellowship training but after training they did not monitor the
broad aims/ goals and teaching learning process in their
institutions. The courses such as home food processing, family
planning, environment and adult literacy were not taught during the
training in Training Outposts. The Provincial Institute of Teacher
Education and Training Outposts were not functioning according to
the objectives formulated in Teacher Training Project and after
completion of project Training Outposts were closed. The
coordination was weak among the Federal Coordination Unit,
Provincial Implementation Units and Technical Panel on Teacher
Education. Professional attitude was developed in teacher educators
and management techniques were improved through In Country/Overseas
Fellowship.
The recommendations of the study were: Electronic media may be
provided in sufficient quantity and short term training courses may
be arranged for imparting training to faculty in utilizing office
equipment and electronic media. More rooms may be constructed in
existing GCEs and GCETs to facilitate the prospective teachers. The
teacher educators – training receivers and non training receivers
may adopt project method, micro teaching and simulation method
during teaching.
The non-training receivers may be trained to use the modern
techniques like multi media, overhead projector etc. The Overseas
Fellowship trainees may monitor all the tasks and activities of
their institutions. They may also provide the rigorous managerial
training to other managers. FCU, PIUs and TPTE may be revamped and
strong coordination through electronic media may be established
among them for an objective output. PITEs and TOs may be reactivated
and in-service and pre-service training may be offered to teachers
at all levels.
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