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USAID lead National Interchange on Teacher Education Reforms and their Implications in Pakistan: A Critical Reflection

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Abstract:

The USAID launched a five year Teacher Education Project to improve the quality of basic education through better prepared teachers in Pakistan. With the close collaboration of Higher Education Commission (HEC), Provincial Departments of Education, 22 Pakistani universities and 75 teacher colleges, the project helps new and practicing teachers gain revised and upgraded teaching qualifications through the newly introduced four year Bachelor’s Degree in Education (B.Ed), which replaced One-year B.Ed programme in many universities of Pakistan. As the project reaches to it end in September 2013, USAID called upon one-day ‘National Interchange on Teacher Education Reforms and their Implications’ at a local hotel in the capital Islamabad on 22 May 2013. Number of eminent scholars, professors, and policy makers from the National Accreditation Council for Teacher Education (NACTE), Sindh Teacher Development Authority (STEDA), and representatives of 22 universities participated in the event. The ideas, arguments, and agreements during the event would pave the way for future teacher education policy in Pakistan. This paper critically reflects on the proceedings of the event and reports some of the important decisions made and their implications. The methodology adopted includes desk review of current and previous teacher education policies, personal observation of the event, and follow up interviews with the participants. The aim is to critically analysis the strengths and weaknesses of the ideas shared in the event and their long last impact on the future teacher education policies in Pakistan.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p717829_index.html
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MLA Citation:

Rind, Irfan. "USAID lead National Interchange on Teacher Education Reforms and their Implications in Pakistan: A Critical Reflection" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p717829_index.html>

APA Citation:

Rind, I. A. , 2014-03-10 "USAID lead National Interchange on Teacher Education Reforms and their Implications in Pakistan: A Critical Reflection" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p717829_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The USAID launched a five year Teacher Education Project to improve the quality of basic education through better prepared teachers in Pakistan. With the close collaboration of Higher Education Commission (HEC), Provincial Departments of Education, 22 Pakistani universities and 75 teacher colleges, the project helps new and practicing teachers gain revised and upgraded teaching qualifications through the newly introduced four year Bachelor’s Degree in Education (B.Ed), which replaced One-year B.Ed programme in many universities of Pakistan. As the project reaches to it end in September 2013, USAID called upon one-day ‘National Interchange on Teacher Education Reforms and their Implications’ at a local hotel in the capital Islamabad on 22 May 2013. Number of eminent scholars, professors, and policy makers from the National Accreditation Council for Teacher Education (NACTE), Sindh Teacher Development Authority (STEDA), and representatives of 22 universities participated in the event. The ideas, arguments, and agreements during the event would pave the way for future teacher education policy in Pakistan. This paper critically reflects on the proceedings of the event and reports some of the important decisions made and their implications. The methodology adopted includes desk review of current and previous teacher education policies, personal observation of the event, and follow up interviews with the participants. The aim is to critically analysis the strengths and weaknesses of the ideas shared in the event and their long last impact on the future teacher education policies in Pakistan.


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