Professionalism in teaching

Professionalism in teaching are following rules ..

1. Can education be considered as a business in Pakistan?
2. If not, what can be done before having a business in this country?
3. If not, how can it move forward in a profession in Pakistan (assuming that such a step is desirable)?
The article is divided into three main sections. The first section defines 'professionalism' and lists the factors responsible for its lack of education in Pakistan. The second section looks at these factors in some factors and suggests remedial measures. The last section deals with the question of how effective these measures can be effective
I. Factors responsible for the lack of professionalism in teaching
1. 'Professionalism' refers to the strange nature of specific business, which applies certain standards in relation to knowledge, skills and behavior as well as continuity, maintenance, personal and collectively, which ensure the standards. Are there. The user profession of services provides a high, relatively and relatively neutral level of merit and commitment, and which provides a legitimate status to the profession, is established for privileged communication and relatively great autonomy, common belief Based on personal and collective maintenance of standards in the profession, by social supervision or control.
If this definition of 'professionalism' has been accepted, there is no doubt that it is a serious lack of education in Pakistan.
2. Due to the lack of professionalism, many factors contribute. Some of these factors are important:
i) Lack of any effective system of recognition, licensing and certification.
ii) Absence of appropriate criteria for the above system.
iii) Lack of proper teaching, curriculum, therapeutic resource base and personnel for teacher training and development.
iv) A lack of incentives for dedicated and dedicated people to join the profession.
v) The inadequacy of work environment, which is for schools, colleges etc., to provide a favorable environment and to set up a suitable set-up for the development and development of 'professionalism'.
vi) The lack of excellence and communication of the prevailing systems of education, which inhibit standardization in teaching business.
vii) Inappropriateity of academic, curriculum and examination techniques used for the education of students.
viii) Non-availability of funds to deal with the problems mentioned above
ix) Socio-cultural barriers
x) Lack of seriousness and anxiety by policy makers in government.
Second. Analysis of 'factor' and therapeutic measures
This section analyzes each factor outlined in the previous section and suggests some remedial measures
1. U.S. In, at the government level, recognition, licensing and certification is done. There is a growing movement for improving these methods for the development of teachers and teaching programs. In Pakistan, however, the concept of such standardization is actually foreign.
Can be described as a type of 'recognition system', but it is highly ineffective in schools which are 'registered', they do not show any significant difference from non-registered people. Those who offer matriculation and intermediate classes can get 'recognition' without the relevant 'Board of Education' without the standard set by these boards. Similarly, colleges are given 'affiliation' by the University Grants Commission, although many of these colleges do not really meet the legal requirements.
It was informed by a potential entrepreneur that the author of this letter was informed that about the assessment, six years ago, the entrepreneur had calculated the cost of setting up a commerce college in accordance with the legal requirements for the affiliation of Rs. 70 lakhs. 'The cost of affiliation to Punjab University was established at the cost of rupees from the cost. 600,000 to Rs. 1.5 million. Corruption and familialism prevail in the system
Apart from this, there is a need to update the standards themselves.
As far as 'licensing' is concerned, the idea is basically a foreigner in Pakistan, 'certification' has never been considered for achieving advanced level in education. In government institutions, some tests are done for admission to the profession and there are some "in-service" educational needs for promotion, but these tests and requirements are inadequate or inappropriate in most cases and with corruption, bhaktiism and bias Are suffering
It is recommended that a national body comprising government education institutions should be formed, which should have sufficient staff, recognition of registration institutes and appointment of educational institutions and selection and promotion in government institutions. In addition, an effective system of recognition, licensing and certification of the body should also be prepared so that non-government schools, colleges and institutes should also be in line with some acceptable standards and not benefit from the private sector teachers, especially the students Tuition and Coaching
In order to meet educational requirements at different administrative levels, this body division or branches should be formed.
2. Establishment of professional educational institutions is required for teacher training. At present, teachers receive very little by the employers that high degree degree also does not guarantee that a person is an effective teacher. 'Teaching' is still not considered as a separate and specific area. To train teachers and teacher trainers, institutions need to be established in the form of AIE (Ali Institute of Education). Apart from this, the curriculum should be developed and updated continuously for this purpose in relation to the specific needs of teachers in Pakistan.
3. Teaching is generally a bad salary and often damaged profession in Pakistan. Revenue expenditure on education has rarely exceeded 2.5% in this country. With the current constraints of rising costs of loan-servicing (about 54%), this situation is unlikely to change as there is an education emergency in Pakistan (where literacy rate is 40% - a high inflated figure and not in line with international standards ), Some fundamental solutions are necessary, for example, part-time teaching jobs by the highly qualified government, university degree profits to get government jobs Effective education system will also be required for mandatory teaching services for a fixed period of time, in which to meet the requirements for compulsory service, students of these ad hoc teachers can be included in 'Exam Result Preparation'. . Arranging voluntary assistance should also be considered. Different types of 'social awards', for example certificates of appreciation, tax benefits, etc. The volunteers can also be used to motivate. These teachers can fill the vacuum created in the teaching profession due to lack of high quality inputs. These teachers should include such things in training courses because trainees can also find useful in their own businesses, for example communication skills, science, mathematics, languages, linguistics, general knowledge and management. With the amendment of these subjects, it can be applied to almost any other business, especially where administrative and managerial skills are required.
4. Working environment in most educational institutions is not conducive to professionalism - such as:
i) Courses and teaching are not necessary for a professional approach and are rarely updated.
ii) The performance and capacity of teachers is rarely used as an effective basis for remuneration and promotion.
iii) In-service training programs are generally not encouraged in the true meaning of the word.
In order to deal with the above problems in accreditation standards and to ensure teachers, the existence of programs should be included in educational institutions:
Students are committed to learning
Know the people who teach them and how to teach them
Can manage and monitor student learning
Think systematically about their practice and learn from them
Regularly contributing papers to its topics, curriculum development and teaching
Participate in approved teacher training programs from time to time
Professional development is included as a conservation or consultant with his peers and colleagues.
Communities and clubs are members of learning
5. The people of government and celebrities should participate in voluntary teaching and training programs so that in our culture the present disdain can be transformed into a profession as a profession, which is the highest honor for this 'nation building' profession. Can be changed from. Gradually, more money should be allocated to educate higher salaries and rewarding careers.
Apart from this, teachers, who have achieved a high level in their profession, should not be "cut off" by their actual work - teaching, teacher training and courses, texts and the development of teaching - by including more in administrative jobs and posts. An option can be considered as cancellation of certification, in view of their achievement, in the cover of the privileges, such teachers They are constantly contributing to their work.
6. Presently, commercialization has improved the existing levels of education and education teachers. However, such reforms do not relate to commercialization results such as excellence in education. Often it exploits students as well as teachers. A system of education is full of flaws, commercialization that puts more emphasis on 'higher grades' than' any other 'if often called' nautanki teacher ', who insist on the nuisance,' guess', 'model Answer 'and' selective study '. To prevent exploitation by commercialization, this non-professional approach should be examined and applicable to better, more effective, and universal standards. Permission to operate nonconformity should be removed and punished.
7. For rural areas, better remedial resource base can be informed through TDV and radio so that the teachers can actually reach there to come to the city to update their knowledge. A TV set can definitely be used with better management by the whole group
8. Seminars should be organized to increase awareness of public and government and promote a sense of responsibility about professionalism in education. In this regard, accessible literature should also be published. Funds should also be created with the help of seminars, articles, books, booklets and other programs for financing various teacher development programs at government level as well as at the private sector level.
Third. how to proceed?
The above mentioned measures should be systematically adopted so that they can be made effective. The following suggestions have been given in this regard:
1. Third International Mathematical and Science Studies (TIMSS) tests (the greatest ever international education research) have been shown, the teaching method is far more important than the time or money spent on a subject. This is also not necessary for the small class size in all cases, which can be economically uninterrupted as our country. Therefore, the greatest need is the development of education, curriculum and teachers. In the first two - the development of curriculum and development - if instead of establishing a new, ineffective schools and other mahants, the government can spend a lot on these areas and a lot can be done. As a first step, a national level team should be formed for the curriculum and academic development for students and teachers.
2. These courses and this teaching should be used as standard in the country for certification, licensing and certification.
3. These courses and teaching should be updated on the basis of feedback from continuous use and further on the basis of research work.
4. Great emphasis should be given in the curriculum on the development of language skills and mathematical ability in primary language and secondary education.
5. Other suggestions given in the previous sections will be gradually put into practice and only after completion of work in the above mentioned points (Part III) has been completed and consolidated.
this is a basic points of " Professionalism in teaching "