ANALYSIS OF TEACHERS PERFORMANCE

TRAINED THROUGH ALLAMA IQBAL OPEN

ANAM SAEED
ROLL NO: 19

Student Sign: Supervisor:

DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES & HUMANITIES
UNIVERSITY OF KOTLI AZAD JAMMU &
KASHMIR
2018-20
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 TABLE OF CONTENTS
Chapter

Title

Page No.

CHAPTER 1…………………………………………………………………………...4

1.1 Introduction..........................................................................................................4

1.2 Statement of the Problem.....................................................................................8

1.3 Objectives of the Study........................................................................................9

1.4 Research Questions..............................................................................................9

1.5 Delimitations of the Study....................................................................................9

1.6 Significance of the Study......................................................................................9

1.7 Research Methodology.......................................................................................10

1.7.1 Population of the Study................................................................................10

1.7.2 Sample of the Study.....................................................................................10

1.7.3 Research Instrument....................................................................................10

1.8 Operational Definitions of Key Terms...............................................................10

CHAPTER 02...............................................................................................................12

REVIEW OF THE LITERATURE..............................................................................12

2.1 What is Education...............................................................................................12

2.2 Importance of Education....................................................................................13

2.3 Importance of Primary Education......................................................................14

2.4 Teacher Education..............................................................................................15

2.5 Teachers Performance........................................................................................18

2.6 Performance Indicators and the Teaching Function...........................................19

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2.7 Role of Allama Iqbal Open University...............................................................21

2.8 Methods of Instruction AIOU............................................................................27

2.8.1 Tutorials (Optional).....................................................................................27

2.8.2 Workshops (Compulsory)............................................................................27

2.8.3 Self-Instructional material...........................................................................27

2.8.4 Evaluation....................................................................................................28

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 CHAPTER 1

1. INTRODUCTION

1.1 Introduction

Education is a continuous process which changes the behavior of an individual

towards certain objectives. It is mainly concerned with teaching-learning programme.

A sour society is changing rapidly, so new techniques are being adopted in education

to meet these needs. Education has become more important in the modern world and

is a base for overall development especially of developing countries. Education is

accepted as a fundamental right of all members of a society. The purpose of education

is not merely to inculcate new knowledge and skills in the individuals but also to

prepare children for social responsibility and to meet the challenge of the time

(Greenberg, 2008).

Education provides sound foundation for the progress of a nation. Education is

a source of transmitting culture from one generation to next coming generations. The

first revelation of the Holy Quran begins with the verse, “Read with the name of Allah

Who created man out of a clot of congealed blood, Read and the Lord is the most

bountiful. He, who taught (use of) the pen, taught man which he knew not (Al-Quran,

96: 1-5). Education is the knowledge of putting ones’ abilities to make utilize it for

the welfare of self and the society. An educated person may use his/her abilities for

the prosperity of a nation at large. Nobody can deny the importance of education as

education is tool for the development and success of a country (Lauzon, 2008).

The early period of formal education is known as elementary education and its

duration vary from country to country. Primary education is the basis of any education

system. Completion of primary education is the unquestionable right of every child.

functions to perform. One is to prepare child for higher formal education and thereby

to lay the foundation for his future life and the other is to make the individual literate

and bring the minimum required development in different aspects. This is essential

and helpful to become a good and useful citizen in later life (Ayyaz, 2008).

According to Yasunaga (2008) the categories of non-formal education are:

Vocational education, skill oriented education and correspondence education. In

correspondence education, the learning material is sent to the learners through post.

The course work and assignments are sent to the students; they cover their course

work and solve their assignments at their free time. They send their assignments to

their tutors. The tutors mark these assignments and return them with comments.

Distance education is the process of teaching outside the traditional classroom

setting or teaching students from a distance. Distance learning as a planned

teaching/learning experience that uses a wide range of technologies to access learners

at a distance and is devised to encourage learner interaction and certification of

learning. Distance education is applied to many instructional methods: however, its

primary distinction is this ration of teacher and the learner with respect to space and

time (Blieszner, 2009).

The main features of distance education are that it is free from continuous and

immediate supervision of teacher except the planning, guidance and tutorial

organization. According Ayyaz (2011) distance education is an educational process in

which a significant proportion of teaching is conducted by someone remove d in

space and / or time from the learner. This means that an intermediary is always used

in the contact between tutor and student. Initially distance education was through

correspondence. In this regard Keegan (2013) described that the word correspondence

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was entirely associated with the written words, but due to utilization of media in

education the term correspondence education was felt to be narrow.

According to Bates (2013), there are two basically different approaches to

distance education. One is based on structured, pre-programmed learning materials

and the other is based on the computers’ communications functions. These two

approaches have completely distinct philosophies of education. The former the “black

box” approach. This approach views the computer as a black box to substitute for the

traditional face-to-face teacher. Therefore, it is the computer or black box that teaches

the students and the most frequent example is computer-assisted learning (CAL)

software. The later view is called networks approach. This approach views the

computer as a channel of communication between learners and teachers. The frequent

example is computer-mediated communication (CMC) systems.

Open and Distance Learning (ODL) is flexible, time-free, age-free, space or

location-free but technology bound. This phenomenon is seen all over the world

including teacher education. In Pakistan, Allama Iqbal Open University, Virtual

University, Sarhad University and now some Dual Mode Universities such as

University of Peshawar, Gomal University etc. are competing to provide teacher

education through distance mode. Allama Iqbal Open University is providing distance

and non-formal education to the people of Pakistan within the country as well as in

the foreign countries [CITATION Kha15 \l 1033 ].

Allama Iqbal Open University (AIOU) is the first Open University in Asia. It

was established in 1974 and now has earned the status of Mega University. AIOU is a

Distance Education institution, which provides multi-disciplinary education from

basic education to doctoral level programs. The university employs non-formal

method of correspondence, radio and television broadcasts, special textbooks and

6
reading materials prepared on self-learning basis, part-time tutors available nearest to

the student's residences. The university has more than 43 regional campuses and

centers in various parts of the country to manage and assist decentralized system of

education of the university. The regional directors keep a roster of qualified teachers

and experts in each field of study in their area and enroll them as the university's part-

time tutors. The number of registered tutors with AIOU is more than 30,000. Each

group of students is entrusted to a tutor for guidance. Assignments written by the

students are evaluated by the tutors and returned to them, with remarks. The regional

campuses also arrange practical training, teaching practice, workshops and seminars

and facilitate holding of examinations in their own areas (Vice Chancellor’s report.

2013).

AIOU used a number of varied methodology including seminars/ workshops,

correspondences course, assignments and tutorials, coaching, and regular classes once

or twice in a week/ months. Radio and TV are extensively used for the teaching of

different courses. In some programmes students are supplied with audio and video

Cassettes to understand the units in a better way [CITATION Asl12 \l 1033 ].

AIOU E-learning platform provides various types of communication

opportunities by using learning tools and devices. E-learning allows the learners to

learn anywhere/at any time, as properly configured computer or any other tool or

device either, CD-ROM-based, network-based, or Internet-based. It may include text,

video, audio, animation and virtual environments. E-learning as an effective form of

communication which enables confrontation and exchange of ideas/material for

sharing of information. E-learning system comprised synchronous and asynchronous

communication. Synchronous communication is real time with tutor and mates while

Asynchronous activities use blogs, wikis, and discussion boards e-learning course

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design also “involves interaction, dialogue, mentoring and coaching [CITATION

Haw13 \l 1033 ].

Role of AIOU in promoting access and demoting gender disparity in higher

education is remarkable and surely, it seems to be a blessing for culturally restricted

and discriminatively treated females. Government may launch uninterrupted media

campaign about the importance of female education until the gender disparity and the

religious misconception about female higher education is eliminated from the whole

country. Female institutions as well as the staff may be leveled with male institutions

and staff on priority basis. Government may launch sincere and judicious policies for

poverty alleviation instead of poverty elevation as is the customary. For the

enhancement of female enrollment in higher education through extending awareness

about AIOU emphasis may be given on the media campaign about AIOU. Study and

examination centers may be established nearest to the learners’ homes. All female

students may be offered especial fee concession without any discrimination. Due to

factor like pregnancy in some cases female students may be granted relaxation in the

submission of their assignments. Further, continue efforts to reduce and eliminate

these barriers from higher education may be carried on [CITATION Akr13 \l 1033 ].

Keeping in view the pivotal role of the primary teachers, this research was

designed to study the analysis of teacher’s performance trained through Allama Iqbal

Open University in Disrict Kotli.

1.2 Statement of the Problem

A major problem of distance and combined forms of teaching is the ability of

students to devote themselves to their study affairs. The teachers that are trained by

AIOU take lessons just before the exam period. Since they have more than one course

of instruction, they do not have enough time to complete all the tasks and often end

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their studies. So, they have not much experience as compared to those who are taking

regular training. Therefore, the role of the teacher, which has the task of activating

students and encouraging them to work continuously, is significant. In the distant

form of teaching, these roles need to be significantly reduced, especially as regards

the methods and forms of the teacher's work. Hence the researcher decided to study

on analysis of teacher’s performance trained through AIOU in District Kotli.

1.3 Objectives of the Study

Following were the objectives of the study:

1. To find out the current practices used by teachers trained through AIOU.

2. To analyze the teachers performance trained through AIOU.

1.4 Research Questions

Following were the research questions of the study:

1. What are the current practices used by teachers trained through AIOU?

2. What are the teacher’s performance trained through AIOU?

1.5 Delimitations of the Study

The study was delimited to

 The government girls primary school of Tehsil Kotli Azad Jammu &

Kashmir.

1.6 Significance of the Study

The study under examination will be helpful for students, administrators to

analyzes the teacher’s performance who are trained through AIOU. The study will

help the teachers to find out current practices used by teachers trained through AIOU.

The study will help the selection authorities of primary teachers to review the existing

system of primary teacher’s recruitment and selection according to educational

changes of this century and to overcome its persistent flaws. The study will also be

9
helpful to develop the training programs to build the potentials of primary teachers.

The study will help the policy maker of education to review the existing policies for

recruitment and selection of primary educators.

1.7 Research Methodology

This study was descriptive in nature and survey method was used to analyze

the teachers performance trained through AIOU in Tehsil Kotli AJ&K.

1.7.1 Population of the Study

All the teachers working in Government Primary Schools of District Kotli

Azad Jammu and Kashmir will be the population of the study. There are 143 primary

female teachers are working in the schools.

Table 1. 1: Population of study

S. No Tehsil Primary Teachers

1 Kotli 143
1.7.2 Sample of the Study

Simple universal sampling technique was used for the selection of sample. The

researcher selected 143 primary school teachers for the selection of sample.

Table 1. 2: Sample of the study

S. No Tehsil Primary Teachers

1 Kotli 143
1.7.3 Research Instrument

A questionnaire was used as a research instrument to collect data from the

teachers. The questionnaire was consisted of 30 items which was based on

performance indicators of teachers. The Five point Likert scale was used for obtaining

the response.

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1.8 Operational Definitions of Key Terms

Distance learning: Distance learning, also called distance education, e-learning, and

online learning, form of education in which the main elements include physical

separation of teachers and students during instruction and the use of various

technologies to facilitate student-teacher and student-student communication.

Formal Education: Formal education is classroom-based, meaning everything a

student learns comes books and other educational materials with the sole purpose of

educating students. All teachers are trained and licensed to teach children, and they’re

the same teachers the students will see every day to keep their education and training

consistent.

Non-Formal Education: Non-formal Education includes programs that do not have

or provide formal certification or curriculum, but have more structure than informal

learning, which refers to learning absorbed from daily experience.

Organizational Performance: Organizational performance means the actual output

or results of an organization as measured against its intended outputs (or goals and

objectives).

Teachers’ Training: Teacher training, professional preparation of teachers, usually

through formal course work and practice teaching. Although the concept of teaching

as a profession is fairly new, most teachers in industrialized nations today are college

or university educated.

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 2 CHAPTER 02

REVIEW OF THE LITERATURE

This chapter contains discussion on related literature. The discussion is

focused on teacher’s performance trained through AIOU in District Kotli and research

work carried out in the relevant field.

2.1 What is Education

Education is very important for an individual’s success in life. It provides

pupils those skills that prepare them physically, mentally and socially for the world of

work in later life. It is considered as a foundation of society, which brings sound

economy, social prosperity and political stability. Although there is a great role of

teachers in promoting education, but the efficiency and effectiveness of teachers

depends upon the teacher’s training. If the teachers are well educated and if they are

intellectually alive and take keen interest in their job, then only, success is ensured.

But, if on the other hand, they lack training in education and if they cannot give their

heart to their profession, the system is destined to fail. The teachers are dynamic force

of school. A School without teacher is just like a body without soul. This research is

conducted to find out and prove the impact of teacher’s training on their performance

in Pakistani perspective (Ahmad, 2014).

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 Successive education policies in Pakistan have also emphasized the role of

teachers and need for their training. According to the recommendation of All

Educational Conference in 1947, trained teachers were essential to build up the

educational system. In 1959 National Education Report stated that no system of

education is better than its teachers. It recommended far-reaching reforms in the

education and training of teachers. In Educational policy 1972-80 it is recommended

to establishment of Open University with a strong faculty for teacher education. In

National Education policy 1998-2010, it is emphasized on the role of teacher in

shaping the quality of education (Ali, 2015).

2.2 Importance of Education

Education is an indispensable ingredient of development and a fundamental

right of every individual. Education is a power-catalyzing agent, which provides

mental, physical, ideological and moral training to individuals, so as to enable them to

have full consciousness of their purpose in life and equip them to achieve that

purpose. It is an instrument for the spiritual development as well as the material

fulfillment of human needs (Aggarwal, 2013).

It is believed that education is a process by which individual’s socialization

takes place. Education is a socializing factor. It is consciously controlled process

where by changes in behavior is produced in the person and through the person within

the group. The statement that “Man is a social animal” is a famous saying. A man is

born in a society and lives in a society. He breathes in the social atmosphere. Society

is around him and within him. Speaking broadly education is the process of

transferring man’s original nature into human and therefore social nature directed

toward the goal of making living in the world good and worthwhile (Boles, 2014).

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 Education must inculcate the people needs in order to take effective part in the

fast development taking place all over the globe. Education refers to the needs of the

individual and society. Education is a process involving three references; the

individual, the society or national community to which he or she belongs, and the

whole content of reality, both material and spiritual, which plays a dominant role in

determining the nature and destiny of man and society”. Education ensure the

preservation and transformation of the human culture and heritage towards future

which is uncertain. Its function of preparing people for development has, therefore

become all the more difficult to discharge because of the extremely rapid changes

taking place and the constantly increasing complexity and diversity of their forms

(Brown, 2014).

The purpose of education, is “to convert savage into sage by providing

opportunities and guiding each to develop to the maximum his/her potential abilities

and aptitudes into appropriate knowledge, skills and qualities of head and heart. Only

quality education can achieve this goal”. If education is to build nation builders,

teacher education should concern itself with providing master builders, well equipped

physically, intellectually, emotionally and spiritually (Arif, 2014).

2.3 Importance of Primary Education

The education and especially primary education is backbone and basic

foundation of further education. An ignorant society resists change. It rejects all

innovational methods, which guarantee development and prosperity. History of the

nation proves the veracity of the claim. Education and to be more precise, primary

education is a reasonable and cheaper means, which inspires the people to accept the

change and enjoins them to think critically. It simulates the capabilities of the

individuals by which they change economic, social, political, moral and cultural

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systems, prevailing the society and summon for independent and prosperous life

(Farooq, 2013).

While considering the concept of quality education our attention is usually

focused on the higher institutions of learning, whereas primary education is the

foundation of every learning. The better the foundation, better the edifice. Moreover,

it has been analyzed through extensive research studies that return of primary

education is higher than that of higher education. Therefore, primary education needs

more attention and inputs to raise its standards and quality. Universities, Colleges and

other institutions of technical education are no doubt, important in their own right, but

personality of men and women gets its shape from early childhood. Primary education

plays a vital role in the producing civilized citizen and pioneers to lead the nation

through crises (Khalid, 2015).

2.4 Teacher Education

In recent decades, elementary education has been gradually increasing

specially in developing countries. It is a fact that the teacher occupies the most crucial

position in the entire spectrum of educational activities. It is also a fact that the

teacher is a changing agent of the society. We can meet the challenges of the present

century if our teacher is dedicated to his profession and is well equipped with modern

teaching techniques. Today the task of a common teacher has become challenging.

Education is a dynamic force and is controlled by a teacher. The teacher holds a

central position in education system. He contributes significantly in character building

of the individuals and through them in building the nation. He helps in transmitting

values held by the adult generation to next generation. He plays key role in educating

the citizens. Hence the future of the nation depends, to a very large extent upon the

quality of the teachers. No doubt quality of education is closely related to the

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improvement of educational objectives, policies programs, curricula, facilities,

equipment and administrative structure but it is only the teacher who puts life into this

skeleton (Khan, 2007).

According to Ryan (2008) if competent teacher can be obtained, likelihood of

attaining desirable educational outcomes is substantial on the other hand, although

schools may have excellent material resources in the form of equipment, buildings

and textbooks, and although curricula may be approximately adopted to community

requirements if the teacher is misfit or indifferent to their responsibilities, the whole

programme is likely to be ineffective and largely wasted. Keeping in view the pivotal

role of teachers due attention should be paid while recruiting them. Only those

candidates be preferred who have high commitment to the teaching profession. The

quality of education is directly related to the quality of its teachers.

A good teacher is able to break through the poorest system and even an

excellent system would get corrupted if the teacher is not conscious of his

responsibilities or does not care to discharge them properly. That is why it is said, “no

system of education better than its teacher. Qualitative improvement in education

depends upon proper training of teachers. The teacher cannot play any of the role

unless properly trained. To meet the expectations and aspiration of the nation a

teacher therefore, must possess creative abilities and professional skills to enable

him/her to discharge his duties according to needs of society and nation for that he has

to undergo special sort of training and education. Since teaching is a lifetime

profession and there is a rapid explosion of knowledge it is not sufficient to provide

training to teachers once in their life span. Therefore, continuous education for

teachers has become necessary (Shahid, 2012).

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 Lawton, (2009) has emphasized the need for continuous education of teachers

as following; The professional teachers need opportunities for continuous education

not only to update their subject expertise and rethink their methods, but also to

develop as human beings and professionals in a variety of ways. Part time research

into the process of teaching and learning should be a high priority for them. Only if

measures such as these are taken will young people get the quality teaching that they

need and deserve.

According to Siddiqui, (2009) “teacher education is perceived as a continuous

process, which consist of three distinct but closely interrelated consecutive stages (a)

pre-service education (b) Induction and (c) in-service education and training” Teacher

education must cover various aspects of teacher's profession being a multidimensional

activity.

Aggarwal, (2010) also looks at teacher education as a continuous process. For

him it is a lifelong process of many dimension and facts. He described teacher

education as provision of; Knowledge, skill and ability which is relevant to the life of

teacher as a teacher. This definition implies that teacher education is a multi-

dimensional activity and encompasses various aspects of a teacher’s life and work. Its

aim is not to teach the teacher how to teach, but to make an effort to enkindle his

initiative, to reshape his attitude and to remodel his habits in such a way that the

personality of the teacher is molded in the right form.

According to Sharon, (2008) a good teacher education programme must be

dynamic so that it can produce teachers who are: Moral stewards, constructors and

philosophers draw from a strong base of values, knowledge skills and professional

commitment. Their value system is deeply grounded in the rights of children, their

knowledge base is self-constructed yet connected to the culturally accepted

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knowledge of the field, they understand how people grow, develop and learn their

skills and are tried in experience, their professional practice is guided by philosophy

of reflection, action and accountability Regarding the teacher knowledge, his method

of teaching and his feelings

Anderson, (2007) is of the view that: In order to prepare teachers for ‘affective

teaching’ a teacher education programme must have goals classified into three

categories: Teacher knowledge of content area; teaching skills both pedagogical and

interpersonal and teacher feelings and self-awareness. The concept presented in this

approach puts equal emphasis on knowledge and skills of teachers as well as teacher's

awareness of student's emotional reactions and their ability to respond to these

reactions. Referring to the same aspects, Dunkin, (2007) says; Approaches to the

development of professional skills and competencies in pre-service teachers revolve

around the provision of guided experience in school or school-like situations. Almost

universally this involves the placement of student teachers in actual school and

classroom for using periods of time and at varying stages in their preparation. It is

important, as well that the teacher training should not only be effective, but it should

also be compatible with the value system of the society. In this way the effectiveness

of teacher training and its relevance with social setup are both equal important.

According to Iqbal, (2006) in a country like Pakistan, which owes its very

existence to an ideology based on religious faith, it is even more important that the

teacher education is planned and directed in accordance with the tenants of its faith.

The teacher training should produce teachers who fear God, comply with Shariah,

possess sound personal character and are a model personality for the student.

According to Ryan,(2010) a competent teacher can enhance the likelihood of attaining

desirable educational outcomes while on the other hand, although the schools may

18
have excellent material resources in the form of equipment, buildings and textbooks

but incompetent and indifferent teachers can make the whole programme ineffective

and largely wasted.

2.5 Teachers Performance

Teacher performance relates to how a teacher behaves in the process of

teaching. Performance in this case is measured in terms of the teacher’s subject

knowledge and their ability to plan the structure of the content. The quality of

education is increasingly judged by focusing on pupil performance, what pupils learn,

and how well they learn it; and the quality of teachers, particularly in the initial stages

of education when the pupils are at an early age is so crucial. The quality of education

is normally measured by student’s performance in tests, and pupil’s performance is

related to teacher competence and teacher performance in the classroom. Subject-

matter knowledge has been found to be a key factor in teacher effectiveness.

However, measures of pedagogical knowledge including knowledge learning,

teaching methods and curriculum have more often been found to influence teaching

performance, and frequently used (Peter, 2011).

Many researchers and policy makers argued for creating a single weighted

composite of different measures of teachers’ effectiveness, placing teachers into a

single category wherever possible may over simplify the complex nature of teaching.

Traditional human capital measures like teacher intelligence, subject knowledge and

teaching skills in mathematics, while personality traits like motivation and enthusiasm

are associated with high productivity among reading teachers. Interpersonal

interaction, virtues, knowledge and skill significantly predict teacher performance.

Teacher performance can be measured in three key domains: subject knowledge,

teacher practices and time-on-task. The notion of teacher performance is quite

19
distinct. Sometimes teacher performance is evaluated on “what the teacher does”, and

sometimes in terms of “how successful the teacher is”. Dismissing teachers, therefore

based on students’ achievement is simply a bizarre. It should be noted that though

teacher performance is influenced by the level of his/her pedagogical knowledge, as

different from his knowledge of the subject matter, pedagogical knowledge is not the

same thing as knowledge of the subject matter (Khaqan, 2013).

2.6 Performance Indicators and the Teaching Function

The development and application of performance indicators (PIs) in higher

education systems that are supported by large quantities of public money is a direct

result of efforts by national governments to increase universities' and colleges'

accountability to their paymasters. The idea of public accountability is, in its turn, the

result of highly political pressures in many OECD countries towards linking higher

education more closely to the goal of economic growth. Attempts by governments to

redirect higher education towards more public types of evaluation, including the use

of numerical measures of research and teaching outputs and the performance appraisal

of individual members of academic staff, have been one of the most visible features of

the higher education scene in Britain and Australia during the past five years (Sumit,

2011).

The idea of performance indicators derives from economic models of the

education system as a process within a wider economic system which converts inputs

(such as academics' salaries) into outputs (such as research papers). PIs in higher

education for the purposes of this article may be described as authoritative,

quantitative measures of key attributes of the activities of institutions and their

component units. They entail the collection of data at different levels of aggregation

to aid managerial which may be made either within institutions, or at the level of the

20
higher education system as a whole. It seems generally agreed that PIs should cover

as many as possible of the important functions of institutions; that they should be

valid, reliable. Ramsdens unambiguous and not susceptible to manipulation; that they

shoofly be interpreted as groups, rather than taken singly; that changes over time are

more significant than comparisons at one particular time; and that process, output and

input measures all have a part to play (Zaman, 2012).

The least refined PIs in higher education are those which concern one of its

most important functions: teaching students. The proposed measures of teaching

performance possess quite formidable problems. "Value added" (a measure of the

difference between students' achievement at the beginning of a programme of study

and their achievement at the end) appears to be an elegant solution, but it faces severe

practical difficulties. These revolve around the lack of uniformity between institutions

in measures of student achievement at entry and exit. The consequent need for special

tests leads to further problems: the ethical and resource implications of requiring

students to sit examinations whose ultimate purpose is to measure their teachers' not

their own achievement (Warnock, 2009).

The possible distortion of the curriculum due to the incentives for

manipulation ("teaching to the test") that such value- added tests would offer.

Wastage and completion rates have also been suggested as PIs; yet while they are

superficially simple and easy to collect, they are determined by many factors other

than teaching performance. Moreover~ using them as PIs might impair the

educational process through imposing irresistible pressures on departments to lower

standards. Student employment destinations~ another putative measure, would require

politically pensive judgements about the comparative social value of different

courses. Peer ratings of teaching performance, perhaps? They are highly susceptible

21
to prejudice and are often inaccurate. Academics typically have scanty and biased

knowledge of their colleagues' teaching abilities; their judgements correlate poorly

with other measures. One of the most rigorous reviews rejects peer review completely

as an input into personnel decisions about university staff (Marsh, 2007).

2.7 Role of Allama Iqbal Open University

Despite the increase in Pakistan’s literacy rate the educational status of

Pakistani student is still at the lowest in the world. Education has been central

significance in the development of human society. Education is human right. It means

no one is to be excluded from school irrespective of country’s situation. The

education of rural people is a difficult task for the government, which is fulfilled

through open and distance institutions in Pakistan (Khalid, 2010).

Mahmood (2011) found that Pakistan is facing a main challenge of majority of

out of school children. A large number of illiterates are from rural areas. He

concluded that limited availability of girls’ public schools in rural areas was the major

barrier towards poor female literacy rate. Old teaching methods and schooling

facilities were also the common reasons for low literacy rate in rural areas of Pakistan.

Allama Iqbal Open University (AIOU) is the pioneer in providing non-formal and

distance education in the region. University is a unique educational institution with

the aim to provide ready access to academic and professional skills to the people of

Pakistan and provide educational facilities to those who are living in far-off areas and

cannot leave their homes and jobs.

Allama Iqbal Open University (AIOU) is the first Open University in Asia. It

was established in 1974 and now has earned the status of Mega University. AIOU is a

Distance Education institution, which provides multi-disciplinary education from

basic education to doctoral level programs. The university employs non-formal

22
method of correspondence, radio and television broadcasts, special textbooks and

reading materials prepared on self-learning basis, part-time tutors available nearest to

the student's residences. The university has more than 43 regional campuses and

centers in various parts of the country to manage and assist decentralized system of

education of the university. The regional directors keep a roster of qualified teachers

and experts in each field of study in their area and enroll them as the university's part-

time tutors. The number of registered tutors with AIOU is more than 30,000. Each

group of students is entrusted to a tutor for guidance. Assignments written by the

students are evaluated by the tutors and returned to them, with remarks. The regional

campuses also arrange practical training, teaching practice, workshops and seminars

and facilitate holding of examinations in their own areas. (Vice Chancellor’s report

2011).

AIOU is playing fundamental role in the national development. In 2011 total

number of students enrolled in Punjab was 849400. The ratio of female students was

59%, larger than male students i.e. 41%. However, there are many problems regarding

female access to higher education i.e. restricted culture, poverty, insecurity, marriage,

unimportance of education, negative attitude of parents and unawareness about

distance education system. Therefore, an incentive package for female students may

be launched countrywide especially for culturally restricted female learners of remote

areas (Iqbal, 2013).

Ghazi (2013) stated that role of AIOU in development of country is notable

and distance education seems to be a blessing especially for rural areas, married and

job holder’s students. Distance system of education has paved a way for getting

higher education for culturally constrained. Distance education is the process of

teaching outside the traditional classroom setting or teaching students from a distance.

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Greenberg (2018) defines distance learning as a planned teaching/learning experience

that uses a wide range of technologies to access learners at a distance and is devised to

encourage learner interaction and certification of learning.

Blieszner (2009) said that the term distance education is applied to many

instructional methods: however, its primary distinction is this ration of teacher and the

learner with respect to space and time. In 1986, Allama Iqbal Open University

(AIOU) Islamabad started through distance learning in order to make secondary

education approachable who are unable to get admission to formal high school after

passing Middle Standard exam. It is an exceptional project and has many typical

features. It is designed to adjust the educational needs of rural students who are

denied accessing the formal education because of social and financial constraints.

Consequently, the course materials are designed and developed for the special needs

of those students. Most of the courses are skill-oriented and are devised to the real-life

needs of rural student.

Jumani, (2013) found that AIOU is also playing most considerable role in

bridging the gender gap and creating consciousness in women through its educational

programs. The ratio of women in AIOU is increasing regularly. The result is that

women are taking more active role in improving the economy of Pakistan by means of

employments. The constitution of Pakistan does not allow any distinction for getting

education on gender basis.

Coombs (2013) warned “formal and non-formal education should be seen as

collaborative elements, not antagonistic competitors”. Harbinson (2014) stated “the

closer integration of non-formal and formal education may win the highest returns for

human resources development”. In Pakistan, like many other developing countries,

Distance Education is considered a complement to formal education. It has rendered

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great help in alleviating enrollment pressure upon formal education institutions,

especially higher education institutions. The programs are offered under its distance

system throughout Pakistan and even in some of the Middle Eastern countries with

wide choice of courses at a variety of levels for professionals and general public.

AIOU extends its educational facilities to the remotest areas, through mailing

of learning package and radio and TV broadcast programs and by tutorial services at

study centers. Higher Education is recognized as an accepted investment all over the

world. Higher Education aims at the intellectual development of the students, shaping

them into a responsible/civilized citizen and preparation of trained leadership required

for national growth in the highly competitive contemporary world. AIOU is

multimedia, multi-level, and multi method teaching institution working effectively in

different areas and offering educational opportunities to millions of Pakistanis.

AIOU uses a number of varied methodology including seminars/ workshops,

correspondences course, assignments and tutorials, coaching, and regular classes once

or twice in a week/ months. Radio and TV are extensively used for the teaching of

different courses. In some programmes students are supplied with audio and video

Cassettes to understand the units in a better way. AIOU E-learning platform provides

various types of communication opportunities by using learning tools and devices. E-

learning allows the learners to learn anywhere/at any time, as properly configured

computer or any other tool or device either, CD-ROM-based, network-based, or

Internet-based. It may include text, video, audio, animation and virtual environments

(Aslam, 2012).

John (2006), viewed e-learning as an effective form of communication which

enables confrontation and exchange of ideas/material for sharing of information. E-

learning system comprised synchronous and asynchronous communication.

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Synchronous communication is real time with tutor and mates while Asynchronous

activities use blogs, wikis, and discussion boards e-learning course design also

“involves interaction, dialogue, mentoring and coaching”.

The concept of Open University has been extended in the United States of

America by individual universities as well as the associations of universities. The

University without Walls (UWW) is an association of a number of Universities and

colleges experimenting with a host of learning experiences such as course work,

internship, projects, and independent study without prescribed curricula or strict time

schedules for completing their degree programs. The University of Mid-America

(UMA) is a major regional experiment in open learning by a consortium of nine

universities in the mid-west. Radio belongs to the family of mass media, performing

two functions simultaneously, as a mass medium it can reach to the wide spread

masses, and can communicate information to the individuals in their homes (Rashid,

2013).

In distance education Radio broadcasts are more sources of knowledge for

home based students with direct teaching or as supplementary techniques” (Jumani,

2011). The Higher Education with various trends of modern media used in education

is essential for the country. The Faure Commission (2012) in its report has dealt with

higher education in the context of various trends of modern education. Some of the

significant changes highlighted by the said report include the following:

a) Shifting of responsibility from purely private bodies to public authorities.

b) Expansion and diversification of Higher Education multiplicity of disciplines and

introduction of interdisciplinary approach.

c) Provision of variety in Higher Education serving diverse needs of various groups

of clients.

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 In period of technological change, coping with major changes in the

economic, social, and cultural characters of society required creativity and can lead to

conflict between new and old institutions and values. And a number of factors, such

as, the internationalization of higher education, competition from the private sector

institutions, diminishing financial public resources and the greater accountability have

brought out the concern of quality of higher education at the forefront of national

debate. It is also realized that quality is key element for ensuring accountability and

value for money of higher education system. The quality of education in our

universities is below international standards and has deteriorated badly, particularly in

sciences, mathematics and languages. The system has also not responded to a large

number of in-puts made for raising the quality (Shah, 2012).

2.8 Methods of Instruction t AIOU

The courses offered at the AIOU are now well recognized nationally as well as

internationally. The teacher education programmes of the AIOU provide an

opportunity for teachers to develop their content and pedagogical skills (Zai, 2009).

The detail of the methods of instruction at AIOU is as under:

2.8.1 Tutorials (Optional)

Tutor, tutorial and study center is a triangle of face to face contact and two-

way communication. The tutor of distance education can do much to diagnose and

help the learner to change the behavior of the learner. The AIOU has a strong system

of tutorials. A tutor is supposed to be available at notified study center for students to

seek help on their course.

2.8.2 Workshops (Compulsory)

Worships provide a forum to distance education students as discussion groups

designed to stimulate the problems and circumstances of the subject being discussed

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under the supervision of a resource person. The coordinators explain the purpose of

workshops. At the end of each semester there is a compulsory workshop for each

course.

2.8.3 Self-Instructional material

It includes self-learning printed text and allied/supplementary material,

including the following items:

i. Course books/Reading material

ii. Study guide

iii. Assignments

iv. Tutorial schedule

v. Radio/TV schedule

vi. General students guide

vii. Assignment forms

2.8.4 Evaluation

Students are evaluated through both formative (assignments) and summative

(final examination) evaluation. The weightage for course assignments and final

examinations is 30:70 respectively and the minimum required marks to pass the

assignments and final examination are 40 %. AIOU being a distance education

institution relies heavily on all varieties of available media to reach to its students in

an effective manner (AIOU, 2006). The main components of AIOU’s multimedia

package for teacher training programmes are the following:

i. Corresponding material including self-learning study package and supplementary

study materials (Readers, textbooks, allied material and study guides)

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 ii. Radio and television broadcasts generally related to the study materials of the

package. AIOU is putting on air its educational media material on PTV-2; which is

beaming out its transmission through satellite to more than 45 countries.

iii. Non-broadcast media: Including slides, audiocassettes, fillip charts, and leaflets

(generally for basic courses) also audio-video cassettes as integral part of learning

material.

iv. Tutorial instructions: Through contact session and academic guidance facilities at

study centers (mostly in the afternoons).

v. Group training workshops: for post graduate programme

vi. Course assignments: as an instrument of instruction, continuous assessment and

general academic guidance of students. The tutors evaluate them.

vii. Final examination: held for each course at the end of the semester (AIOU, 2007).

AIOU has effectively used the print, sound and pictures for its delivery

system. The radio and television programmes produced at the Institute of Educational

Technology (IET) promote and support the distance teaching based courses of the

university. The material produced is transmitted through the national broadcasting

network and non-broadcasting media to be used for small group instruction and

individual study. The media support which supplements the university course material

also has a significant public educational value. The educational television is using

satellite to beam its programmes. However, the use of emerging technologies at AIOU

is in its earlier stages and university intends to benefit the potential of these

technologies (Tahir, 2009).

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