Criticall Evaluation of B.

Ed (Hons) Curriculum

Submitted by:
Muhassin

M.Phil Scholar

Submitted to:

Dr. ITBAR KHAN

Assistant professor

FACULTY OF EDUCATION

UNIVERSITY OF MALAKAND

Session: 2019-21
1 Situation Analysis

1.1 Journey from Conventional teacher education to B.Ed (Hons)

program.

Until the recent initiation of more comprehensive four-years Bachelor program in

2010, the conventional teacher education remained fix as one to two years post-academic.
The conventional programs include Primary Teaching Certificate (PTC) for primary school
teachers, the Certificate of Teaching (CT) for preparing middle school teachers, and the
Bachelor of Education (B.Ed) for preparing secondary school teachers. While some
institutions offer Master of Education programs (M.Ed) after B.Ed, to prepare educational
administrations and teacher educators. For the conventional teacher education system the
curriculum outline and instructional approaches mostly lecture based and are similar in
most of the provinces, as all of the programs require the completion of ten cources of three
credit hours (each thirty credit hours in total) and, in addition, the practicum/teaching
practice component which equals six credit hours. However, the content of cources and the
evaluation startegies vary from institutions to institutions and provinces, (UNESCO, 2008)

Historically all of the conventional teacher education programs were offered as on-
campus programs in face-to-face mode until late 1970s when Allama Iqbal Open
University Islamabad (AIOUI) began offering a variety programs as off-campus programs
in open and distance mode, (USAID/UNESCO, 2008). The curriculum outline for most of
the programs remained the same. Two decades later, influnced by globalization the
National Education Policy 1998 to 2010 allowed all institutions to offer programs in open
and distance learnng modes, (Ministry of Education, Government of Pakistan 1998).

The off-campus programs have been widely criticized by different stakeholders

including teacher educators, administrators od schools’, and policy analysts. Most of the
criticisms on these programs have pointed out the lack of proper instructions, the inaccurate
curriculum, missappropriations of evaluation and low quality teaching practice
components (Farooq, Al Asmari & Javid, 2012). Teacher educators and policy analysts
have criticized these programs on the grounds that there are only a few instructors (senior
high school teachers) at a typical high school campus centre, and that therefore these
centres lack sufficient and competent human technical expertise to cater to the diverse
needs of the candidates. Further, face to face interaction is very limited; consequently
students lack the experieces and richness of discussions, debates and other critically
interactive activities. School administrators have usually complained of the poor
preparedness of the graduates from these off-campus programs (Farooq, Al Asmari &
Javid, 2012)

Recent past education policy (NEP, 2009) has recognized problematic issues and
malpractices with quality of teachers education, and has proposed phasing out the
traditional teacher education programs (offerrerd in two modes; both conventional on-
cmpuses and market model off-campuses), and replacing them with a more comprehensive
four-years post intermidiate (K-12) program (B.Ed, Hons) (MoE, GoP, 2009a). This reform
program is largely funded by USAID Mission of Pakistan (Pre-STEP/USAID, 2010). The
new program has been inititaed in different institutions.

1.2 Introduction of BS and B.Ed (Hons) programs in Pakistan

To bring international compatibility to qualification held from pakistani

universities/DAIs for promotion of students mobolity and job seekers around the globe, a
committee comprising of conveners of the National Curriculum Revision Committee
(NCRC) of Higher Education Comission (HEC) met in 2009 and developed a unified
template for standardized 4-years/8-semesters BS degree programs. That unified template
was aimed to inculcate broader base of knowledge in the subjects like English, Sociology,
Philosophy, Economics etc, in addition to major disciplines of study. The bachelor (BS)
degree course requires to be completed in 4-years/8-semesters and shall require qualifying
of 130-140 credit hours of which 77% of the curriculum will constitute discipline specific
and remaining 23% will comprise compulsory and general cources, (HEC,2010).

In line with above, NCRC comprising senior university faculty and experts from
varios stakeholders and the respective accrediation councils has finalized the curriculum
for BS and MS (Education). The same is being recommended for adoptation by the
universities, (HEC,2012).
1.3 Rationale of B.Ed (Hons) program

B.Ed (Hons) program developed in 2006 for the purpose to make teaching
a profession of choice, and to revise the old curriculum for further improvement of teacher
development program. In keeping with the tradition of professional education a new four
years program B.Ed (Hons) is presented. Such as the Engineering, Medical and Law
professions, the professional Education needs life commitment and intensive training of
four years education (HEC, 2012).

To prepare prospective teacher as professionals in education, a blend of content and

pedagogical cources has been provided in the scheme of study.

In order to ensure students expected learning outcomes, a teacher in the classroom

needs to be competent in the content areas as well as in teaching strategies (HEC, 2012).

Just like other professions, teachers should be given the opportunity to practice
teaching through interacting with school and community. Through their attachements with
school and comminity, a prospective teacher should gain adequate insight into the ground
realities of school and classroom. Through practice experiences a prospective teacher
should bring positive attitude in classroom teaching and understanding of cultural
diversities (HEC, 2012).

Teaching practice is a joint responsibility of teacher training institutions involving;

teacher educators (supervisors), prospective teachers and school teachers (co-operative
teachers). Short and long term teaching practice will enable prospective teachers to extend
their role in school situations other than classroom teaching. During their short term
teaching practice a prospective teacher can be engaged in administrative activities under
supervision of of school co-operative teacher and can play role such as maintinance of
school records and registers, management of laboratories and liabraries, preparation of tests
and assignments, admissions and selections of students and classroom managements etc
(HEC, 2012).

To develop the habit of inquiry into practice, a prospective teacher must be given
an opportunity of planning and carrying out an action research, must be given an
opportunity to engage in cources, critical thinking and reflective practices, studying
contemporary issues and trends in education and involvement of prospective teachers in
practical/field work (HEC, 2012).

In addition, the revised (2012 curriculum) is based on choice and flexibility

allowing different entry points and the accumulation of credits for the two years degree
cources’ to be transfered to join the 4 year B.Ed (Hons) program (HEC, 2012).

2 Aims/Goals/Objectives, Mission & Vision

2.1 Mission of the program.

The Institute of Education and Research provides a supportive learning
environment to equip graduates with advanced knowledge and skills in pedagogy, research,
educational leadership, management, and values for the development of society (NACTE-
Templates)

2.2 Vision of the program

As one of the leading institutes in the region, the Institute of Education and
Research aims to produce quality educators who can cope with future challenges and
ensure a peaceful society by tapping potential resources (NACTE-Templates)

2.3 Goals of the program:

 To develop professional skills of the prospective teachers.
 To equip them with new knowledge of teaching and learning.
 To train future teachers as reflective practitioner.
 To develop the pedagogical skills of the prospective teachers (NACTE-Templates)
2.4 Objectives of the program:
The program will enable the prospective teachers to:
 Learn new pedagogical skills and knowledge.
 Understand the process of reflective teaching and learning and practice them.
 Relate the concepts to daily life experiences of the students.
 Enable the students to develop critical thinking skills
 To enhance knowledge of the prospective teachers on quality teaching and learning
 To develop the pedagogical skills of the prospective teachers
  To promote their reflective and critical thinking skills
 To enable them to become lifelong learners (NACTE-Templates)

3 Description of Program
Eligibility Criteria

1. FA/F.Sc / A level or equivalent with minimum 2nd Division.

2. FA/F.Sc / A level with school subjects .

Duration: 4 years
Semester Duration: 16-18 weeks
Semesters: 8
Course Load Per Semester: 15-18 Credit Hours
Number of Courses per semester: 5-6 (not more than 3 lab/ practical courses) (HEC,
2012)

4 Program courses/Contents
4.1 structure of the scheme
Courses Credit Hours
Compulsory Courses 19
Professional Courses 51
Foundation Courses 24
Content Courses 26
Teaching Practice 15
Total Credit Hours 135

Initials:
Compulsory Course= Comp
Professional Course=P
Foundation Course= F
Content Course= CON
4.2 semester wise courses description
Semester# Title of the Course Duration Credit Total
(in weeks) Hours Hours
1st Functional English-1 (Com) 16 3 48
1st Islamic studies (Com) 16 2 32
1st Child development (F) 16 3 48
1st Urdu Languages (Con) 16 3 48
1st General Science (Con) 16 3 48
1st General methods of Teaching (F) 16 3 48
2nd English II (Com) 16 3 48
2nd Computer Literacy (Com) 16 3 48
2nd classroom management (F) 16 3 48
2nd General Mathematics (Com) 16 3 48
2nd Pakistan Studies (Com) 16 2 32
2nd Method of Teaching of Islamic Studies (P) 16 3 48
3rd Teaching Literacy Skills (P) 16 3 48
3rd Art, Craft & Calligraphy (Con) 16 3 48
3rd Teaching of Urdu (P) 16 3 48
3rd Teaching of General Science (P) 16 3 48
3rd ICT (P) 16 2 32
3rd Teaching Practicum (P) 16 3 48
4th Classroom assessment (F) 16 3 48
4th teaching of English (P) 16 3 48
4th Teaching of Mathematics (P) 16 3 48
4th School, Community and Teacher (F) 16 3 48
4th Teaching of social studies (P) 16 3 48
4th Teaching Practice (P) 16 3 48
5th English III (Com) 16 3 48
5th Foundation of Education (F) 16 3 48
5th Content Course I 16 3 48
(General Science-I) (Con)
5th Content Course I from Discipline II 16 3 48
(Introduction to Linguistic-I) (Con)
5th Curriculum Development (F) 16 3 48
5th Educational Psychology (F) 16 3 48
6th Contemporary Issues and Trends in 16 3 48
Education (P)
6th Content Course II from Discipline I 16 2 32
(General Science-II) (Con)
6th Content course II from Discipline II 16 3 48
(Introduction to Linguistic-II) (Con)
6th Comparative education (P) 16 3 48
6th Introduction to Guidance 16 3 48
and Counselling (P)
7th Content Course III from Discipline I 16 3 48
 (General Science-III) (Con)
7th Content Course III from Discipline II 16 3 48
(Introduction to Linguistic-III) (Con)
7th Pedagogy I 16 3 48
Methods of Teaching of Science (P)
7th Pedagogy II 16 3 48
Methods of Teaching of English (P)
7th Research Methods in Education (P) 16 3 48
7th Teaching Practice (P) 16 3 48
8th School Management (P) 16 3 48
8th Test Development and Evaluation (P) 16 3 48
8th Teaching Practice (P) 16 6 96
8th Research Project (P) 16 3 48

5 Methodologies

 Inquiry method
 Reflecting
 Project based learning
 Presentations
 Discussions
 Question/answer
 Constructivist Approach to Teaching
 Groups work (NACTE-Templates)

6 Assessment/Evaluation Prosedures

 Assignments
 Classroom observations
 Semesters examination
 Tests and Portfolios

The evaluation system of the program has the following break up of marks:

 Mid-term Examination=30% marks

 Final-term Examination=50% marks
  Internal Evaluation=20% marks
 Internal Evaluation is done on the basis of presentations, tests, assignments,
observations, attendance and behaviors of students’ (NACTE-Templates)

7 Critical Evaluation

7.1 Positive Aspect

1. Course descriptions, syllabus, course outlines and teaching and learning strategies are
pre-determined.

2. Encourage constructivist approaches, paractical activities and use of technology in

classrooms situation.
3. Based on students centred, and emphasize students active involovement.

4. Emerging of teaching practicum as a professional cources which ensure theory and

practice side by side.

5. Internationally recognized and executed with help of USAID/Foreign Aids.

6. A pre-planned mannual of every each subject including course syllabus, outlines, and
detailed references as well as described the concerned teaching methods.

7. Teaching practice encourage the collaborations of tria (supervisor, prospective teacher

and co-operative teacher).

8. For the first time empasized teaching as a profession.

7.2 Short comings

1. Although the program and its significance mentioned in policy 2009 but unfortunately
there’s no job description for graduates of B.Ed (Hons). The reason is political instability
and inconsistincy in education policies also the sytem of de-centralization.

2. Lack of resources:

a. Equipments
b. Laboratories
c. Computer labs
 d. Language labs
3. Content designed for activity and modern base techniques but taught by traditional
methods.

4. Specialized cources need specialized teachers but due to lack of availibilty this part
remain mismanaged.

5. Lack of content knowledge/Content mastery; content I, II & III weak.

6. English seven subjects there but content overlaping and inconsistent.

7. No criteria for teaching practicum and its evaluation and the meeting of supervisors,
co-operative teachers and prospective teachers are missing.

8. No ethics base cources for Non-Muslims.

9. development and organizations of course contents are overlaping and out of dated even
there is flexibility for changes.

10. Action based research and projects are fully ignored.

References
Ministry of Education Pakistan (2009a). National education policy of Pakistan 2009.
Retrieved from: http://www.moe.gov.pk/nepr/NEP_2009.PDF

Ministry of Education Pakistan. (1998). National education policy: Iqra 1998-2010.

Islamabad: Government of Pakistan.

Pre-STEP/USAID, (2010). Rationalization of pre-service teacher education programs in

Pakistan. Retrieved from: www.prestep.org

UNESCO. (2009). Teacher education for quality education. Retrieved December 23, 2009
from http://unesco.org.pk/education/step.html

Farooq, M. U., Asmari, A. A., & Javid, C. Z. (2012). A study of online English language
teachers education programmes in distance education context in Pakistan.
English Language Teaching, 5(11), 91-104.
HEC (2010). Curriculum of Education, 2010. Islamabad, Pakistan: HEC Press

HEC (2012). Curriculum of Education, 2012 revised. Islamabad, Pakistan: HEC Press