National Professional Standards For Teachers In Pakistan
Autor: Arshadbaig • January 13, 2013 • 2,186 Words (9 Pages) • 1,038 Views
Professional Standards for Teaching: A Review or Literature
Mirza Arshad Baig (Research Scholar)
Hamdard Institute of Education & Social Sciences,
Hamdard University Karachi
Abstract:- The aim of this article is to review the related literature about the Professional Standards for teachers. The conceptual and historical background of the professional standards has been discussed in this article. It is viewed that quality of education and quality of life are interdependent. Quality of education to a great extent lies on the quality of his teachers. Professional standards for teachers are being used as a tool to improve the quality of education. Standards are the measures of achievement for both the professional teachers or educators and the their students. These professional standards are sub divided into content and performance standards in the curriculum seek to assure excellence. These standards define and establish expectations, and provide a common base for planning. Professional standards for teachers also provide a foundational framework to develop pre-service teacher education programmes, accredit the institutions that offer them and to certify their graduates as licensed teachers. In different western countries various organizations are responsible for the development of different types of professional standards for teachers. In Pakistan, National Professional Standards for teachers has been introduced by the Federal Ministry of Education in collaboration with UNESCO and USAID, which are discussed in detail in this review.
Education is considered as one of the basic elements which contribute to the development of a country and the prosperity of the masses. It promotes awareness among people by making them able to ‘read’ the world (Freire, 1987). The increasing use of technology has transformed the world into a global village. This global community has accepted the principle that education is a basic human right. Accomplishment of such right does not only involve being given access to schools and being trained for life-long learning via either formal or non-formal means, but more importantly, being provided quality education (Ibrahim & Ahmed, 2008, p. 402). For many children, youth and adults today, access to learning opportunities is no longer a luxury; however, getting quality education remains to be elusive even in developed countries. The declarations of the 1990 Jomtien World Conference on Education and the 2000 Dakar World Education Forum both emphasized that to achieve Education for All (EFA) by 2015 would require, in addition to increased access to education, all countries to improve the quality and equity of education “so that recognized and measurable learning outcomes