Comparative Education Objectives and Curriculum Overview

 
UNIT 2
 
Elements of Comparative Education
(Both Qualitative and Quantitative)
 
Objectives of comparative Education
 
According to Harold Noah (1985), and Dr. Farooq
Joubish (2009), comparative education has four
objectives:
1. To describe educational systems, processes, or
outcomes.
2. To assist in the development of educational
institutions and practices.
3. To highlight the relationships between
education and society.
4. To establish generalized statements about
education that are valid in more than one country
 
CONT
 
In addition to these objectives, some of the
general objectives of Comparative Education
1.
To provide a picture or profile of the
education systems in various countries or
regions of the world.
2.
To enable one come up with a global
description and classification of education in
various parts of the world.
 
CONT
 
3.
To regulate the relations and aspects in
education and society, for example, how does
family size affect education? How does social
status affect education? Or what are the
motivations of different social classes to
participate in education?
4.
To distinguish the fundamental elements of
educational persistence and change and
relate these with philosophical laws.
 
CONT
 
5.
To facilitate practical reform and planned
development of the school system, that is,
improvement of education at home. In order to
achieve this aims one requires to establish the
correlation of aims, customs, social norms and
the education system.
6.
To enable one have a greater understanding of
the wider educational process.
7.
To promote the spirit of international
understanding and co-operation among those
who study it, by promoting friendship,
understanding other people's points of view and
appreciate other people's cultures.
 
Curricula
 
In education, a curriculum is broadly defined as
the whole of student experiences that happen in
the educational process. The term often refers
specifically to a planned sequence of instruction,
or to a view of the student's experiences in terms
of the educator's or school's instructional goals.
In a 2003 study Reys, Reys, Lapan, Holliday and
Wasman refer to curriculum as a set of learning
goals articulated across grades that outline the
intended mathematics content and process goals
at particular points in time throughout the K–12
school program.
 
CONT
 
Curriculum may incorporate the planned interaction of
learners with instructional content, materials,
resources, and processes for assessing the
achievement of educational objectives. Curriculum is
divided into several categories, the clear, the
understood (including the hidden), the excepted and
the extra-curricular. Curricula may be tightly
standardized, or may include a high level of instructor
or learner self-sufficiency. Many countries have
national curricula in primary and secondary education,
such as the United Kingdom's National Curriculum.
UNESCO's International Bureau of Education has the
primary mission of studying curricula and their
implementation worldwide.
 
Assessment (student’s achievement
examination system)
 
Examination is a assessing instrument
intended to verify both a candidates’ value
and value of teaching he has received. It is an
indicator of the training given and received. It
is to measure what has been accomplished
during the period of study to consider each
candidate’s sum of knowledge and assess his
ability. It looks like target, incentive.
 
CONT
 
At current, 3 types of examination systems are
being used in Pakistan: semester without
external assessment, semester with external
assessment, and annual with external
assessment. The first is being practiced in all
private and few public sector institutions,
whereas the latter 2 are in use in most of the
public sector and a few private institutes
affiliated with public-sector universities.
 
Examination
 
Terminal 
or 
Annual examinations 
are 
held 
at
the end 
of the 
middle 
and 
secondary
education 
and 
is 
totally
 
external.
At secondary 
and 
higher secondary 
level,
students 
are 
also 
inspected 
at the 
end 
of 2
years 
course 
by Boards 
of 
Intermediate 
and
Secondary Education
 
(BISEs).
F
or 
u
n
i
ve
r
s
i
ty 
deg
r
ee, examination is 
held by
the
 
universities. 
Thes
e 
e
xaminations
 
a
re 
he
l
d
s
e
m
e
ste
r 
wise 
as 
well 
as
 
annually.
 
 
 
Teaching Methods
 
Lecture Method:
Lecture method is most convenient and
inexpensive method of teaching any subject. It
hardly requires the use of scientific apparatus,
experiment, and aids materials except for the
black board. Lecture method is teacher controlled
and information centered approach in which
teacher works as a role resource in classroom
instruction. In this method, the only teacher does
the talking and the student is passive listeners.
 
CONT
 
In the field of education, lecture method is
used very frequently. This method is used in
order to gain knowledge and concept. Lecture
method mainly focuses on cognitive
objectives. The main emphasis of this
approach is the demonstration of the content.
In this method teachers plans and controls the
whole teaching – learning process. To make
the lecture interesting, the teacher can take
the help of audio -visual aids.
 
Principles of lecture method
 
(1) A student can learn better through listening.
(2) Through lecture method, the teacher makes
an attempt to convey perfect and complete
knowledge of the subject or the topic students.
(3) Subject matter can be correlated with other
subjects.
(4) New knowledge is given related to previous
knowledge.
 
When to use lecture method
 
(1) It is used to give an overview of a large unit
(2) This method is an effective way for motivating
learners and increasing their interest in the
subject.
(3) It is used for supplementing the learners
reading and for clarifying main concepts.
(4) This method helps to save the time of
students by providing important information in
short time period.
(5) This method is used to provide background.
 
Steps of the lecture method
 
(1) Preparation for the lecture:-
This includes silent points like
(a) suitable language and manner of performance
according to the nature of students.
(b) selection of audio-visual aids and instructional
materials.
(c) planning the motivational technique
(d) anticipating certain difficulties and problem
during the lecture.
 
CONT
 
(2) Introduction to the lecture:-
It should be done briefly and if it is performed
poorly, it can initially kill off the interest of the
student.
(3) Giving the body of the lecture:-
The teacher should have a given cognitive
framework upon which he relies to achieve a
more logical presentation.
 
Advantage of lecture method
 
(1) It is economical with regard to time.
(2) It helps in developing the habit of
concentration among the students.
(3) It helps in achieving even high order
cognitive objectives ( i.e ) application, analysis.
( (5) It develops good audience habits.
(6) Through this method, new subject matter
can easily be introduced.
(7) It enables linkage between previous
knowledge with a new one.
 
Disadvantages of lecture method
 
(1) Since this is a teacher-centered method so
it provides very little scope for student
activity.
(2) Student plays a passive role in this method.
(3) Individual differences are not taken into
consideration.
(4) It can not be used for achieving psycho
motor objectives.
 
Demonstration Method
 
Demonstration method of teaching is a
traditional classroom approach used in technical
and training colleges and in teacher education.
Demonstration is a teaching method used to
communicate an idea with the aid of visuals such
as flip charts, posters, power point.
 A demonstration is the process of teaching
someone how to make or do something in a step-
by-step process. As you show how, you “tell”
what you are doing.
 
Focus and Structure
 
Demonstration Approach focus to achieve psychomotor
and cognitive objectives. If we talk about its structure, it is
given in three consecutive steps:
Introduction:
 In this step objectives of the lesson are
identified. The teacher may be called demonstrator. He
demonstrates the activity before the student that is to be
established.
Development.
 Students try to initiate the demonstrated
activity. If there is any query the teacher tries to satisfy
them by further demonstration and pictures.
Integration.
 At this step, the teacher integrates all the
activities and then these activities are prepared revised and
assessed.
 
Principles
 
This teaching approach is based on
the following principles
Learning by doing maxim is followed
Skills can be developed by limitation
The perception helps in imitation
 
Advantages
 
It helps in involving various sense to make
learning permanent
Teacher behavior is autocratic, he invites the
cooperation of learners in teaching learning
process
It develops interest in the learners and
motivates them for their active participation
It helps in achieving psychomotor objectives
 
Disadvantages
 
It can be used only for skills subjects
Only the attention of the learners is invited towards
the activity demonstrated.
Due to poor economic conditions of the government
schools, there is shortage of audio-visual aids and tools
and the teachers are not so creative to produce
handmade models for demonstration.
There is a general lack of sincerity and carefulness
among teachers who wish to complete the syllabus at
the earliest without putting sincere efforts.
 
Discussion Method
 
Discussion involves two-way communication
between participants. In the classroom
situation an instructor and trainees all
participate in discussion. During discussion,
the instructor spends some time listening
while the trainees spend sometimes talking.
The discussion is, therefore, a more active
learning experience for the trainees than the
lecture.
 
CONT
 
A discussion is the means by which people
share experiences, ideas and attitudes. As it
helps to trainees involvement in what they are
learning, it may contribute to desired
attitudinal changes. Discussion may be used in
the classroom for the purpose of lesson
development, making trainees apply what
they have learnt or to monitor trainees
learning by way of feedback.
 
LESSON DEVELOPMENT
 
In parts in which trainees already have some knowledge or
experience, discussion may be used to develop the main
points to be covered in a lesson.
 For example, in safety training many of the procedures and
behaviour that should be observed can be established
through discussion with trainees.
Trainees can draw on their experience of working in
workshops contract sites to contribute to the discussion. In
discussing some issues, differences of opinion arise.
The discussion can help to clarify the different points of
view and may assist each trainee to define his or her own
opinion. Used in this way, discussion may be more effective
in motivating trainees than lectures.
 Trainees can see that some importance is attached to their
contributions.
 
APPLICATION
 
Discussion may also be used, following a lecture
or demonstration, to help trainees apply what
they have learned.
. For example following a lecture on “types of
wood joint”, the instructor may, lead a discussion
directing trainees attention to the places or
pieces of furniture where each type is found, and
the reasons for using one type than the other.
Used in this way discussion contributes to the
transfer of learning.
 
FEEDBACK
 
The discussion method also provides an
opportunity to monitor trainees learning.
The answers provided by trainees and the
questions they ask, reveal the extent and quality
of learning taking place.
 Instructors can use this information to repeat or
modify an explanation to improve learning.
. Discussion used in this way should follow after
other methods of classroom instruction such as
lectures, demonstration or practice sessions.
 
CONDUCTING A DISCUSSION
 
Discussion sessions can be led by the instructor, or can
take place in groups. In either case, the goal is to meet
the lesson objectives by allowing the trainees to:-
a) Relate relevant personal experiences or events
which have happened in the work setting.
b) Contribute ideas or personal opinions.
c) Apply what has been learned to familiar situations or
solving problems.
d) Express what had been learned.
The discussion is instructor led or takes place in groups
it must be guided by the instructor. It must be focused
on the objectives of the lesson: it is the instructors
responsibility to see that the objectives are met.
 
Educational Structure
 
Progression and Stages of
 
Education
Pre-Primary
 
Stage
Elementary 
Education (Primary 
and 
Middle)
Primary stage(class 
I-V)
 Middle 
stage (class
 
VI-VIII)
Secondary stage  ( Class IX-X)
Higher secondary
 
stage (Class
IX_XII)
 
 
CONT
 
Higher Education (after  class
 
XII)
universities 
and 
degree awarding
 
institutions
 
CONT
 
Vocational
 
Education
Technical
 
Education
Commerce/ 
Business
 
Education
Agricultural 
Education
Medical 
Education
Engineering
Non-Formal Education
 
 
CONT
 
Kinds of Institutions
1.Government Institutions
2.Federal 
Government 
Institutions
3.Garrison Institutes
4.Cadet Schools 
&
 
Colleges
5.Local 
Bodies 
Institutions
6.Public Sector
 
Institutions
 
CONT
 
7.
Danish
 
Schools
8.
Private Elite
 
&
9.
Non-Elite English 
Medium 
Schools
10.Madrassahs
11.Missionary
 
Schools
 
Curriculum Class (I-XII)
 
Formulation and Responsible
 
Authority
NBCT 
in 
collaboration
 
with;
Department of
 
Education
Curriculum 
Research 
and Development
Centers
Education 
Extensions
 
Centers
Textbook
 
Boards
Teachers Training
 
Institutions
 Board Examination
Universities
 
CONT
 
Procedure of Curriculum Development
and  Implementation
Initial drafts 
of 
curricula 
are prepared  
by
the 
Provincial 
Curriculum 
Centers  
and
then sent to 
the 
Curriculum
 
Wing.
A 
National Committee 
representing 
all
the 
provinces 
is
 
constituted
.
 
CONT
 
The committee develops one draft 
C
u
r
r
i
cul
um
w
h
i
c
h 
i
s 
the
n 
sent to  
provinces 
for
 
comments.
Micro-testing 
of 
the 
curricula 
is 
carried 
out by
the 
provinces.
Final curriculum is developed 
by 
the  
National
Committee 
and 
is implemented  throughout
the
 
country
.
 
Higher Education Curriculum
 
C
once
r
n
e
d 
depa
rt
m
en
t
s 
o
f
 
t
he
u
ni
ver
s
iti
e
s or  colleges.
The title 
of courses and 
broader
framework 
are  
usually discussed in 
the
faculty, 
and
 
then
Ea
c
h
 
t
e
a
che
r 
pl
an
s 
i
n 
h
i
s
/h
e
r 
o
w
n 
w
a
y 
t
o
impart 
instructions 
in 
the
 
classrooms.
 
Meaning and Nature of Teacher
Education
 
The National Council for Teacher Education has
defined teacher education as – A program of
education, research and training of persons to
teach from pre-primary to higher education level.
Teacher education is a program that is related to
the development of teacher skill and competence
that would enable and empower the teacher to
meet the requirements of the profession and face
the challenges.
 
CONT
 
According to Goods Dictionary of Education
Teacher education means, ―all the formal and
non-formal activities and experiences that
help to qualify a person to assume
responsibilities of a member of the
educational profession or to discharge his
responsibilities more effectively.
 
CONT
 
Teacher education includes teaching skills,
sound pedagogical theory and professional
skills.
Teaching skills would include providing
training and practice in the different
techniques, approaches and policies that
would help the teachers to plan and
communicate instruction and conduct
effective assessment.
 
CONT
 
It includes effective classroom supervision skills,
preparation and use of instructional materials
and communication skills.
Pedagogical theory includes the philosophical and
sociological considerations that would enable the
teachers to have a sound basis for practicing the
teaching skills in the classroom.
The theory is stage specific and is based on the
needs and requirements that are characteristic of
that stage.
 
CONT
 
Professional skills 
include the techniques,
policies and approaches that would help
teachers to grow in the profession and also
work towards the growth of the profession.
It includes soft skills, counseling skills,
interpersonal skills, computer skills,
information saving and supervision skills and
above all life long learning skills.
 
Nature of Teacher Education :
 
1) Teacher education is a continuous process and
its pre-service and in-service components are
complimentary to each other.
 According to the International Encyclopedia of
Teaching and Teacher education (1987),Teacher
education can be considered in three phases :
Pre-service, Induction and In-service.
2 The three phases are considered as parts of a
continuous process. Teacher education is based
on the theory that Teachers are made, not born
in contrary to the assumption, Teachers are born,
not made.
 
CONT
 
3) Teacher education is broad and
comprehensive. Besides pre-service and in-
service programs for teachers, it is meant to be
involved in various community programs and
extension activities, adult education and non-
formal education programs, literacy and
development activities of the society.
4) It is ever-evolving and dynamic. In order to
prepare teachers who are competent to face the
challenges of the dynamic society, Teacher
education has to keep well-informed of recent
developments and trends.
 
CONT
 
5) The root of the entire process of teacher
education lies in its curriculum, design, structure,
organization and transaction methods, as well as
the extent of its relevance.
6) As in other professional education programs
the teacher education curriculum has a
knowledge base which is sensitive to the needs of
field applications and comprises meaningful,
conceptual blending of theoretical understanding
available in several cognate disciplines.
 
CONT
 
7) Teacher education has become distinguished
into stage-specific programs. This suggests that
the knowledge base is effectively specialized and
expanded across stages, which should be utilized
for developing effective processes of preparing
applicant teachers for the functions which a
teacher is expected to perform at each stage.
 8) It is a system that involves an interdependence
of its Inputs, Processes and Outputs.
 
Scope of Teacher Education :
 
The scope of teacher education can be
understood in the following ways;
Teacher education at different levels of
education
Aspects of teacher education
 
Administration
 
Administration is a branch of university or college
employees responsible for the maintenance and
supervision of the institution and separate from the
faculty or academics, although some personnel may
have joint responsibilities.
Some type of separate administrative structure exists
at almost all academic institutions, some schools are
governed by employees who are also involved in
academic or educated work.
 Many senior administrators are academics who have
advanced degrees and no longer teach or conduct
research actively.
 
Administration organization
 
Each 
province 
is divided
 
into
administrative divisions,
Each division 
into
 
districts,
Each districts into 
Tehsil
Each 
Tehsil 
into
 
Union council.
 
Financial Setup
 
Federal 
Government 
provides 
funds tos
provinces 
to 
meet 
the 
development
expenses.
Pakistan 
has 
allocated only 
2.3 % of the
budget 
for
 
education.
This 
budget 
is 
even 
significantly lower
than that 
of 
India 
which 
spends 
4.1% of
GDP.
Slide Note
Embed
Share

Comparative education aims to describe, develop, and establish relationships between educational systems and societies across countries. It seeks to regulate education aspects, facilitate reform, and promote international cooperation. The curriculum is defined as the total student experiences within the education process, encompassing planned instructional sequences and learning goals.

  • Comparative education
  • Objectives
  • Curriculum
  • Educational systems
  • Society

Uploaded on Jul 20, 2024 | 0 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. UNIT 2 Elements of Comparative Education (Both Qualitative and Quantitative)

  2. Objectives of comparative Education According to Harold Noah (1985), and Dr. Farooq Joubish (2009), comparative education has four objectives: 1. To describe educational systems, processes, or outcomes. 2. To assist in the development of educational institutions and practices. 3. To highlight the relationships between education and society. 4. To establish generalized statements about education that are valid in more than one country

  3. CONT In addition to these objectives, some of the general objectives of Comparative Education 1. To provide a picture or profile of the education systems in various countries or regions of the world. 2. To enable one come up with a global description and classification of education in various parts of the world.

  4. CONT 3. To regulate the relations and aspects in education and society, for example, how does family size affect education? How does social status affect education? Or what are the motivations of different social classes to participate in education? 4. To distinguish the fundamental elements of educational persistence and change and relate these with philosophical laws.

  5. CONT 5. To facilitate practical reform and planned development of the school system, that is, improvement of education at home. In order to achieve this aims one requires to establish the correlation of aims, customs, social norms and the education system. 6. To enable one have a greater understanding of the wider educational process. 7. To promote the spirit of international understanding and co-operation among those who study it, by promoting friendship, understanding other people's points of view and appreciate other people's cultures.

  6. Curricula In education, a curriculum is broadly defined as the whole of student experiences that happen in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study Reys, Reys, Lapan, Holliday and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K 12 school program.

  7. CONT Curriculum may incorporate the planned interaction of learners with instructional content, materials, resources, and processes for assessing the achievement of educational objectives. Curriculum is divided into several categories, the clear, the understood (including the hidden), the excepted and the extra-curricular. Curricula may be tightly standardized, or may include a high level of instructor or learner self-sufficiency. Many countries have national curricula in primary and secondary education, such as the United Kingdom's National Curriculum. UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide.

  8. Assessment (students achievement examination system) Examination is a assessing instrument intended to verify both a candidates value and value of teaching he has received. It is an indicator of the training given and received. It is to measure what has been accomplished during the period of study to consider each candidate s sum of knowledge and assess his ability. It looks like target, incentive.

  9. CONT At current, 3 types of examination systems are being used in Pakistan: semester without external assessment, semester with external assessment, and annual with external assessment. The first is being practiced in all private and few public sector institutions, whereas the latter 2 are in use in most of the public sector and a few private institutes affiliated with public-sector universities.

  10. Examination Terminal or Annual examinations are held at the end of the middle and secondary education and is totally external. At secondary and higher secondary level, students are also inspected at the end of 2 years course by Boards of Intermediate and Secondary Education (BISEs). For university degree, examination is held by the universities. These examinationsare semesterwise as well as annually. held

  11. Teaching Methods Lecture Method: Lecture method is most convenient and inexpensive method of teaching any subject. It hardly requires the use of scientific apparatus, experiment, and aids materials except for the black board. Lecture method is teacher controlled and information centered approach in which teacher works as a role resource in classroom instruction. In this method, the only teacher does the talking and the student is passive listeners.

  12. CONT In the field of education, lecture method is used very frequently. This method is used in order to gain knowledge and concept. Lecture method mainly focuses on cognitive objectives. The main emphasis of this approach is the demonstration of the content. In this method teachers plans and controls the whole teaching learning process. To make the lecture interesting, the teacher can take the help of audio -visual aids.

  13. Principles of lecture method (1) A student can learn better through listening. (2) Through lecture method, the teacher makes an attempt to convey perfect and complete knowledge of the subject or the topic students. (3) Subject matter can be correlated with other subjects. (4) New knowledge is given related to previous knowledge.

  14. When to use lecture method (1) It is used to give an overview of a large unit (2) This method is an effective way for motivating learners and increasing their interest in the subject. (3) It is used for supplementing the learners reading and for clarifying main concepts. (4) This method helps to save the time of students by providing important information in short time period. (5) This method is used to provide background.

  15. Steps of the lecture method (1) Preparation for the lecture:- This includes silent points like (a) suitable language and manner of performance according to the nature of students. (b) selection of audio-visual aids and instructional materials. (c) planning the motivational technique (d) anticipating certain difficulties and problem during the lecture.

  16. CONT (2) Introduction to the lecture:- It should be done briefly and if it is performed poorly, it can initially kill off the interest of the student. (3) Giving the body of the lecture:- The teacher should have a given cognitive framework upon which he relies to achieve a more logical presentation.

  17. Advantage of lecture method (1) It is economical with regard to time. (2) It helps in developing the habit of concentration among the students. (3) It helps in achieving even high order cognitive objectives ( i.e ) application, analysis. ( (5) It develops good audience habits. (6) Through this method, new subject matter can easily be introduced. (7) It enables linkage between previous knowledge with a new one.

  18. Disadvantages of lecture method (1) Since this is a teacher-centered method so it provides very little scope for student activity. (2) Student plays a passive role in this method. (3) Individual differences are not taken into consideration. (4) It can not be used for achieving psycho motor objectives.

  19. Demonstration Method Demonstration method of teaching is a traditional classroom approach used in technical and training colleges and in teacher education. Demonstration is a teaching method used to communicate an idea with the aid of visuals such as flip charts, posters, power point. A demonstration is the process of teaching someone how to make or do something in a step- by-step process. As you show how, you tell what you are doing.

  20. Focus and Structure Demonstration Approach focus to achieve psychomotor and cognitive objectives. If we talk about its structure, it is given in three consecutive steps: Introduction: In this step objectives of the lesson are identified. The teacher may be called demonstrator. He demonstrates the activity before the student that is to be established. Development. Students try to initiate the demonstrated activity. If there is any query the teacher tries to satisfy them by further demonstration and pictures. Integration. At this step, the teacher integrates all the activities and then these activities are prepared revised and assessed.

  21. Principles This teaching approach is based on the following principles Learning by doing maxim is followed Skills can be developed by limitation The perception helps in imitation

  22. Advantages It helps in involving various sense to make learning permanent Teacher behavior is autocratic, he invites the cooperation of learners in teaching learning process It develops interest in the learners and motivates them for their active participation It helps in achieving psychomotor objectives

  23. Disadvantages It can be used only for skills subjects Only the attention of the learners is invited towards the activity demonstrated. Due to poor economic conditions of the government schools, there is shortage of audio-visual aids and tools and the teachers are not so creative to produce handmade models for demonstration. There is a general lack of sincerity and carefulness among teachers who wish to complete the syllabus at the earliest without putting sincere efforts.

  24. Discussion Method Discussion involves two-way communication between participants. In the classroom situation an instructor and trainees all participate in discussion. During discussion, the instructor spends some time listening while the trainees spend sometimes talking. The discussion is, therefore, a more active learning experience for the trainees than the lecture.

  25. CONT A discussion is the means by which people share experiences, ideas and attitudes. As it helps to trainees involvement in what they are learning, it may contribute to desired attitudinal changes. Discussion may be used in the classroom for the purpose of lesson development, making trainees apply what they have learnt or to monitor trainees learning by way of feedback.

  26. LESSON DEVELOPMENT In parts in which trainees already have some knowledge or experience, discussion may be used to develop the main points to be covered in a lesson. For example, in safety training many of the procedures and behaviour that should be observed can be established through discussion with trainees. Trainees can draw on their experience of working in workshops contract sites to contribute to the discussion. In discussing some issues, differences of opinion arise. The discussion can help to clarify the different points of view and may assist each trainee to define his or her own opinion. Used in this way, discussion may be more effective in motivating trainees than lectures. Trainees can see that some importance is attached to their contributions.

  27. APPLICATION Discussion may also be used, following a lecture or demonstration, to help trainees apply what they have learned. . For example following a lecture on types of wood joint , the instructor may, lead a discussion directing trainees attention to the places or pieces of furniture where each type is found, and the reasons for using one type than the other. Used in this way discussion contributes to the transfer of learning.

  28. FEEDBACK The discussion method also provides an opportunity to monitor trainees learning. The answers provided by trainees and the questions they ask, reveal the extent and quality of learning taking place. Instructors can use this information to repeat or modify an explanation to improve learning. . Discussion used in this way should follow after other methods of classroom instruction such as lectures, demonstration or practice sessions.

  29. CONDUCTING A DISCUSSION Discussion sessions can be led by the instructor, or can take place in groups. In either case, the goal is to meet the lesson objectives by allowing the trainees to:- a) Relate relevant personal experiences or events which have happened in the work setting. b) Contribute ideas or personal opinions. c) Apply what has been learned to familiar situations or solving problems. d) Express what had been learned. The discussion is instructor led or takes place in groups it must be guided by the instructor. It must be focused on the objectives of the lesson: it is the instructors responsibility to see that the objectives are met.

  30. Educational Structure Progression and Stages of Education Pre-Primary Stage Elementary Education (Primary and Middle) Primary stage(class I-V) Middle stage (classVI-VIII) Secondary stage ( Class IX-X) Higher secondary stage (Class IX_XII)

  31. CONT Higher Education (after class XII) universities and degree awarding institutions

  32. CONT Vocational Education Technical Education Commerce/ Business Education Agricultural Education Medical Education Engineering Non-Formal Education

  33. CONT Kinds of Institutions 1.Government Institutions 2.Federal Government Institutions 3.Garrison Institutes 4.Cadet Schools & Colleges 5.Local Bodies Institutions 6.Public SectorInstitutions

  34. CONT 7. DanishSchools 8. Private Elite & 9.Non-Elite English Medium Schools 10.Madrassahs 11.Missionary Schools

  35. Curriculum Class (I-XII) Formulation and ResponsibleAuthority NBCT in collaboration with; Department of Education Curriculum Research and Development Centers Education Extensions Centers Textbook Boards Teachers TrainingInstitutions Board Examination Universities

  36. CONT Procedure of Curriculum Development and Implementation Initial drafts of curricula are prepared by the Provincial Curriculum Centers then sent to the CurriculumWing. A National Committee representing all the provinces is constituted. and

  37. CONT The committee develops one draft Curriculum which is then sent to provinces for comments. Micro-testing of the curricula is carried out by the provinces. Final curriculum is developed by the National Committee and is implemented throughout the country.

  38. Higher Education Curriculum Concerned departments of the universities or colleges. The title of courses and broader framework are usually discussed in the faculty, and then Each teacher plans in his/her own way to impart instructions in the classrooms.

  39. Meaning and Nature of Teacher Education The National Council for Teacher Education has defined teacher education as A program of education, research and training of persons to teach from pre-primary to higher education level. Teacher education is a program that is related to the development of teacher skill and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges.

  40. CONT According to Goods Dictionary of Education Teacher education means, all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively.

  41. CONT Teacher education includes teaching skills, sound pedagogical theory and professional skills. Teaching skills would include providing training and practice in the different techniques, approaches and policies that would help the teachers to plan and communicate instruction and conduct effective assessment.

  42. CONT It includes effective classroom supervision skills, preparation and use of instructional materials and communication skills. Pedagogical theory includes the philosophical and sociological considerations that would enable the teachers to have a sound basis for practicing the teaching skills in the classroom. The theory is stage specific and is based on the needs and requirements that are characteristic of that stage.

  43. CONT Professional skills include the techniques, policies and approaches that would help teachers to grow in the profession and also work towards the growth of the profession. It includes soft skills, counseling skills, interpersonal skills, computer skills, information saving and supervision skills and above all life long learning skills.

  44. Nature of Teacher Education : 1) Teacher education is a continuous process and its pre-service and in-service components are complimentary to each other. According to the International Encyclopedia of Teaching and Teacher education (1987),Teacher education can be considered in three phases : Pre-service, Induction and In-service. 2 The three phases are considered as parts of a continuous process. Teacher education is based on the theory that Teachers are made, not born in contrary to the assumption, Teachers are born, not made.

  45. CONT 3) Teacher education is broad and comprehensive. Besides pre-service and in- service programs for teachers, it is meant to be involved in various community programs and extension activities, adult education and non- formal education programs, literacy and development activities of the society. 4) It is ever-evolving and dynamic. In order to prepare teachers who are competent to face the challenges of the dynamic society, Teacher education has to keep well-informed of recent developments and trends.

  46. CONT 5) The root of the entire process of teacher education lies in its curriculum, design, structure, organization and transaction methods, as well as the extent of its relevance. 6) As in other professional education programs the teacher education curriculum has a knowledge base which is sensitive to the needs of field applications and comprises meaningful, conceptual blending of theoretical understanding available in several cognate disciplines.

  47. CONT 7) Teacher education has become distinguished into stage-specific programs. This suggests that the knowledge base is effectively specialized and expanded across stages, which should be utilized for developing effective processes of preparing applicant teachers for the functions which a teacher is expected to perform at each stage. 8) It is a system that involves an interdependence of its Inputs, Processes and Outputs.

  48. Scope of Teacher Education : The scope of teacher education can be understood in the following ways; Teacher education at different levels of education Aspects of teacher education

  49. Administration Administration is a branch of university or college employees responsible for the maintenance and supervision of the institution and separate from the faculty or academics, although some personnel may have joint responsibilities. Some type of separate administrative structure exists at almost all academic institutions, some schools are governed by employees who are also involved in academic or educated work. Many senior administrators are academics who have advanced degrees and no longer teach or conduct research actively.

  50. Administration organization Each province is divided into administrative divisions, Each division into districts, Each districts into Tehsil Each Tehsil into Union council.

More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#