UNIT 5 GLOBAL ISSUES IN COMPARATIVE PERSPECTIVE Quality

UNIT # 5 GLOBAL ISSUES IN COMPARATIVE PERSPECTIVE

Quality Education

What do we mean by quality education? � Quality =effectiveness or efficiency. � The quality of the educational process experienced by students. � When we deal with quality education we mean: � A standard education must be given to all. � The content or syllabus must be same for all. � Improve with the passage of time.

Brief definition of quality education � Quality depend upon characteristics of: Learners (healthy, motivated students) � Processes (competent teachers using active méthodologies ), � Content (relevant curricula) � Systems (good governance and educationist). �

UNESCO’s conceptualization of quality education The quality of education is the first importance of UNESCO. � A Ministerial Round Table CONFERENCE on Quality of Education, held in Paris in 2003. � UNESCO promotes access to good- quality education as a human right. � The UN Education, Scientific and Cultural Organization (UNESCO) said in 2010 that 30 percent of Pakistan’s population lives in a state of “extreme educational poverty” - receiving less than two years of education. (Pigozzi, 2004). �

Quality Education Goals �Academic excellence �Improve academic standards �Applied learning �Lifelong academic skills

Purpose of the Quality Education �To control the educational needs of students. �To improve �Make the quality of education everyone assessable to

To create a system of quality education in schools, we need �Satisfactory resources and budget �Educational practices based on � Research and discussions

Quality education based on: Learner characteristics Inputs Outputs Context

Factors at which quality of education depends: � Language factor � Religious factor � The geographical factor � Economic factor � Historical factor � Political factor � Social factor

Examples of Quality Indicators: �Instructional leadership �Teacher quality �Parent and community involvement �Effective Instructional programs �Arranged learning environment

Dimensions of quality education � Quality Learners � Quality Learning Environments � Quality Content � Quality Processes � Quality Outcomes

1. Quality learner � Good health and nutrition � Early childhood psychosocial development experiences. � Regular attendance for learning. � Family support for learning.

2. Quality Learning Environments Physical elements � Quality of school facilities � Interaction between school infrastructure and other quality dimensions �Class size Psychosocial elements � Peaceful, safe environments � Teachers’ behaviors that affect safety. � Effective school discipline policies. � Non-violence.

3. Quality Content � Student-centered, non-discriminatory, standardsbased curriculum structures. � Uniqueness of local and national content. � Literacy. � Life skills � Challenges in reaching large numbers of children with quality content

4. Quality Process: � Educational quality centered on: � System inputs � Infrastructure � Teacher -student ratios � curricular content � Teachers training

5. Quality Outcomes: � Quality learner outcomes are intentional, expected effects of the educational system. � These are the result after providing quality inputs. � Outcomes related to community participation, learner confidence and life- long learning. � Health outcomes � Life skills and outcomes. Achievement in literacy and skill. � Using formative assessment to improve achievement outcomes �

Quality education in Pakistan � In Pakistan’s policies , policy makers put great emphasize on quality education � The main focus of these policies on: “education for all’ � The Society for Access to Quality Education (SAQE) was establish in Pakistan under ordinance 1961 in August 2010.

Poor quality of education in Pakistan: Over seven million primary-aged children do not attend school, according to a 2011 report by the Pakistan Education Task Force (PETF). � According to the 2011 Annual State of Education Report (ASER) compiled by the South Asian Forum for Education Development, 45 percent of grade 5 students in public schools can only read a grade 2 -level story in Urdu. The number is only slightly better in private schools - 57 percent. �

Reason of poor quality education � In Pakistan there are many private school they have their own curriculum which is totally different from govt. schools � They mostly use oxford curriculum in private school � Parents prefer private schools for their children. � In govt. schools teachers are no doubt experienced but they are not willing to teach.

Issues and hurdles in access of quality education: � Lack of resources � � No check and balance Ghost schools Less budget Untrained teachers Poverty Child labour Extremely low level of public investment Poor quality of administration, monitoring, supervision and teaching � Insufficient financial input, � � �

How can we improve Quality of Education: Suggestions � The quality of education includes the physical facilities as well as the � faculty, curriculum � The actual dynamics of teaching and learning. � The target of quality education can only be achieved by bringing some revolutionary changes to ensure better planning

More funding, � Enhanced physical facilities, � Ongoing monitoring, � Meaningful research, � Good faculty, � Faculty training, � Relevant � New Syllabus, � Effective classroom dynamics � Better educational governance. � Involvement of all kind of human resource and planned quality �

Education for All

Education For All (EFA) o Education for All is a global movement led by UNESCO (United Nation Educational, Scientific and Cultural Organization), aiming to meet the learning needs of all children, youth and adults by 2015. o EFA was adopted by The Dakar Framework in April 2000 at the World Education Forum in Senegal, Africa, with the goal in mind that all children would receive primary education by 2015. o Not all children receive the education they need or want, therefore this goal was put in place to help those children.

o UNESCO has been assigned to lead the movement and coordinate the international efforts to reach Education for All. o Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals. o The EFA goals also contribute to the global search of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015. o The Fast Track Initiative (now called Global Partnership for Education) was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".

o UNESCO carries works with others around the world to reach a mutual understanding for everyone to work well composed . o UNESCO coordinates international cooperation which allows access to education, grow and live in a diverse community, learn from advancements in technology, and freedom of expression. o This cooperation allows UNESCO to work with others to create opportunities for children and other citizens around the world.

o Goals are created to provide all children with an elementary education, which is important to some families. o Educational programs are also created from side to side the cooperation. o Azoulay was elected as the Director-General on November 15, 2017 for a four-year term. o Azoulay has importance in place and one of the highest ones is education. Working with others will allow education programs to spread globally. o Azoulay is working hard to make sure all these goals and cooperation are kept in line to help better the present and future for children and other citizens. o She believes that these issues faced by countries cannot be met by one country alone, therefore working with different countries will make it more possible to solve these issues and meet goals.

World Education Forum (Dakar, Senegal, 2000) o In 2000, ten years later, the international community met again at the World Education Forum in Dark , Senegal an event which sketched 1100 participants. o The forum took stock of the fact that many countries were far from having reached the goals established at the World Conference on Education for All in 1990. o The participants agreed on the Dakar Framework for Action which reaffirmed their commitment to achieving Education for All by the year 2015, and identified six key measurable education goals which aim to meet the learning needs of all children, youth and adults by 2015. o In addition, the forum reaffirmed UNESCO's role as the lead organization with the overall responsibility of coordinating other agencies and organizations in the attempts to achieve these goals.

The six goals established in The Dakar Framework for Action, Education for All: Meeting Our Collective Commitments are: • Goal 1: Increase early childhood care and education • Goal 2: Provide free and compulsory primary education for all • Goal 3: Promote learning and life skills for young people and adults • Goal 4: Increase adult literacy by 50 percent • Goal 5: Achieve gender equality by 2005, gender equality by 2015 • Goal 6: Improve the quality of education

o One of the six EFA goals is to provide access to free and compulsory primary education of good quality to all children, irrespective of race and gender. . 55 percent of all out-of-school children are girls, and Pakistan has the second largest gender inequality for enrolment in the South Asian region. o Pakistan's Commitment to Education-For-All Pakistan committed to achieving goals of Dakar Framework of Action and took the lead in emerging National Plan of Action for EFA during 2002, monitored by preparation of Provincial and District EFA Plans.

EFA Goals in Pakistan o One of the six EFA goals is to provide access to free and compulsory primary education of good quality to all children, irrespective of race and gender. o Pakistan is already lagging behind in its goal to achieve universal primary enrolment and a 100 per cent survival rate. o The current net enrolment rate is 69 percent — up from 57 percent in 2002. At a survival rate of 67 percent, children across the country are dropping out of school due to various social and financial factors and 6. 7 million children are still out of school.

Recruitment of Teachers

Definition q Teacher recruitment is the process of providing an satisfactory number of quality applicants. q Teacher selection is the process of choosing only high-quality employees from among the collected applicants. q High-quality teachers combine instructional policies with clearly focused goals and high expectations for both behavior and learning in order to promote student achievement (Cotton, 2000). he interview is an opportunity to integrate all the different sources of information about a candidate (Casteter, 1996). q If interviewers are aware of teacher quality indicators, they will have a toolkit of items that are likely to be indicative of teacher effectiveness.

q Along with other job-relevant information collected in the selection process—for example, writing samples, portfolios, or observations of demonstration lessons—such indicators allow us to be better informed about what to look for in an applicant and, consequently, more skilled at making research-informed hiring decisions. q In the early 1990 s there were 87 elementary teacher-training institutions offering a one-year program leading to the Primary Teaching Certificate (PTC) for teachers in grades one to five or the Certificate of Teaching (CT) for teachers in grades six to eight. q While the PTC course needs 10 years of education for admission to it, the CT course requires 12 years and an FA/FSC certificate. q The Allama Iqbal Open University also offers distance education courses for its PTC and CT programs.

q There are three types of programs for training of teachers in Pakistan. q The first is the one-year primary school teacher-training program in basic subjects and methods of teaching, including child psychology. q The secondary school teachers are required to join one of the many teachers' training colleges or a university department of education either for a one-year program leading to the Bachelor of Education diploma or a threeyear program leading to a Bachelor of Education degree. . q The admission to either program requires a bachelor's or master's degree in any discipline from any university.

q The higher-level work leading to degrees in education at the master's or the doctorate level is done in the departments of education in the universities, which produce specialists as well as academic administrators. There also several in-service training programs for "untrained" teachers or for upgrading the curriculum. q Teachers sent to such programs are nominated by the school principals and approved by the district officer and generally receive full salary during the in-service training

Sindh q Currently, there are 150, 243 public sector teachers in Sindh as per government data. As part of the reforms programme outlined in the Sindh Education Sector Plan 2014 -18, the provincial government has committed to make the teacher recruitment process merit-based. q While simple to explain, the recruitment process in the southern province is time consuming. According to the new recruitment policy enforced in 2012, teachers are now hired through a test held by the National Testing Service (NTS) after posts are advertised by the education department. q NTS was hired through good request in November 2012 to conduct tests of candidates for teaching posts at the school level. As per the set criteria, 60% or more marks are required to pass the test. In order to promote more women teachers, female candidates with 60% or more marks awarded an additional 20 marks. After the NTS test is held , the results are made public through the display of a merit list.

q The eligibility of efficacious candidates and their identifications is then verified by a District Recruitment (DRC), headed by the District Coordination Officer (DCO) and includes the district education officer, district officers and educationists. q After verification, a report is submitted to the Reform Support Unit (RSU) which forwards it the donor, the World Bank, for selection. After the donor endorses the results, the teachers are notified of their recruitment. q Although seemingly transparent, this mode of recruitment faces delays because of the involvement of many stakeholders. According to media sources, there is still a backlog of about 16, 000 letters for teaching posts advertised in 2012. q The issue of ghost teachers is also quite prevalent in Sindh where over 40, 000 such cases were identified in 2014. The government is aware of these issues, and with the reform programme focusing on ensuring transparency and merit based selection, perhaps these problems will also be pressed out in coming days.

q q Punjab currently has a teaching workforce of 323, 225 teachers serving in 53, 448 public sector schools. Punjab Education Sector Reform Programme (PESRP) was implemented in the province between 2014 and 2007 with support from the World Bank. Although PESRP delivered systematic improvements in teacher recruitment and placement, there was visible changes in this regard. Under PESRP-II, with the support of UKaid, many steps have been taken to ensure transparency in the recruitment process. The government of Punjab adopted a merit-based policy for hiring in 2013 when it approved the Recruitment Policy for 29, 822 educators. In general, the district governments are responsible for the whole recruitment process. Similar to what other provinces are practicing, a salient feature of the Recruitment Policy 2013 was the entry test conducted by NTS which merits a 10% weightage in the overall grading of the candidate.

q Similarly, 85% weightage is for the academic qualification and 5% for the interview. After the results of NTS are out, candidates securing 45% marks or more are notified and the vacant posts are advertised across the districts. q The notified candidates are then called in for an interview which primarily consists of document verification. After the 5% interview marks are assigned, a second and final merit list is displayed after which the postings are made. q Despite the efforts to make the recruitment process transparent, there have been reports in newspapers from various candidates who, despite having qualified on merit, were not considered because of issues like obtaining No Objection Certificates (NOCs) from the highest competent authority and clerical misconducts. q All-in-all, the recruitment process in Punjab has been majorly merit-based recently and is expected to be more transparent in future appointments.

Khyber-Pakhtunkhwa q There are currently 118, 756 teachers working in 27, 892 public schools in Khyber Pakhtunkhwa. Since early 2014, the provincial government has also started recruiting teachers bassed on test conducted by the NTS after rules were amended in 2012. q However, along with clearing the NTS test, the candidate must also possess a professional teaching degree. Like Punjab, these teachers are hired on a contractual basis and then regularised after a period of around three years in service. q Similar to the practice undertaken in Sindh, union council-based recruitment has been initiated in K-P for primary teachers as well in order to address the issue of shortages in rural areas.

q In order to improve the standard of education in public schools, the government is also considering an option to conduct NTS examinations for the current teachers employed by the education department. q If they fail to achieve 50% or more marks, the teachers will be allowed to seek an honourable handshake policy. Media reports in the past have identified many teachers, including women, who had been recruited to perform their duties away from home. q However, the government now allows candidates to specify five nearby schools of their choice in the entry form. Overall, the teacher recruitment process in the province has now improved after the recent reforms

Admission Procedure at Higher Education Level

Introduction Admission systems are part of a key pipeline to better education, better work opportunities and better lives. They provide the transition between secondary schooling and higher education, and for some people, a transition later in their lives from work or family life back into higher education. They also lay the foundation for graduate achievement. The admission system is a process of matching, direction and selection which enables students to graduate with the new skills required for the networked knowledge society. These advanced skills and competences will enable graduates to benefit from future changes in the job market and will help them to become active citizens in their society.

Definition “It is the process through which students enter the in higher education at universities and colleges system vary widely from country to country and sometimes institution to institutions. ”

Rules for Admission at higher level v Admission shall be based upon on merit. And merit , in turn , will be strong-minded by the Admission committee , as per laid down admission criteria. v If any Candidate fails to appear before the admission committee for interview or for admission test on the fixed date and time , HeShe may be considered for admission with late fee payment

Rules for admission at higher level v Candidates shall apply to the university within Ten Days of declaration of the examination for the relevant programme , or by the date as announced by the university v If any of the participants given by a candidate in hisher admission for application are found incorrect or wrong , or if any material facts are suppressed by himher , He She shall be refused for admission. If wrong statement or suppression of facts is detected after a candidate has been granted admission . Hisher admission shall be canceled and his her name removed from University roll , NO REFUND dues paid, Shall be Admissible

Procedure of admission o Entry requirements o English language requirements o Documenting your eligibility for studies o Entry Test o Scholarship o Fee Structure

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Adamson, B. (n. d. ). Comparative education research: Who, what, and why? Retrieved from: Commonwealth of Learning. (2000). Comparative education: Themes and trends in comparative education in SADC countries. UNESCO Education for All Global Monitoring Report. Iqbal, M. , & Khan, S. M. (2011). Comparative analysis of teacher education programs at Pakistan and UK. European Journal of Social Sciences, 21(2).

Links https: //en. unesco. org/gem-report/ www. bangor. ac. uk/cell/downloads/bob_adamson_0311. ppt http: //connection. ebscohost. com/c/articles/67466984/ https: //education. stateuniversity. com/pages/1149/Pakistan. TEACHING-PROFESSION. html http: //www. col. org/stamp/Module 18. pdf