ASSIGMENT NO 2

NAME AYESHA BIBI

Ans: Education is widely recognized as a fundamental human right, and it plays a crucial role in

the overall development and well-being of individuals and societies. The right to education is

enshrined in various international declarations and agreements, such as the Universal Declaration

of Human Rights and the Convention on the Rights of the Child.

Here are some key points highlighting the importance of education as a basic human right:

1. Empowerment: Education empowers individuals by providing them with knowledge, skills,

and critical thinking abilities. It equips people to make informed decisions, participate in

civic activities, and contribute to the socio-economic development of their communities.

2. Equality and Inclusivity: Education serves as a tool for promoting equality and inclusivity.

Everyone, regardless of gender, ethnicity, socioeconomic status, or other factors, should have

equal access to quality education. Inclusive education systems help bridge gaps and reduce

disparities.

3. Poverty Reduction: Education is a powerful tool in the fight against poverty. It enhances

economic opportunities by preparing individuals for the workforce and fostering

entrepreneurship. Education enables people to break the cycle of poverty and improve their

living standards.

4. Health and Well-being: Education is closely linked to health outcomes. It equips individuals

with the knowledge and skills to make healthy choices, access healthcare, and adopt

preventive measures. Educated populations tend to have better health outcomes.

5. Social Development: Education contributes to the development of socially responsible and

active citizens. It promotes values such as tolerance, respect, and understanding, fostering

social cohesion and harmony.

lack of access, quality disparities, gender-based discrimination, and inadequate resources hinder

the realization of this right for many individuals. Governments, international organizations, and

civil society must work collaboratively to address these challenges and ensure that education is

accessible, inclusive, and of high quality for everyone, regardless of their background or

circumstances.

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Q.No:2) Globalization has introduced new trends in teacher education. Explain?

Ans: Globalization has significantly influenced various aspects of education, including teacher

education. The interconnectedness of economies, societies, and cultures worldwide has brought

about new trends in preparing and training teachers. Here are some ways in which globalization

has impacted teacher education:

1. Cultural Diversity and Sensitivity: Globalization has led to increased cultural diversity in

classrooms. Teachers now need to be more culturally sensitive and aware to effectively

educate a diverse student population. Teacher education programs are incorporating modules

on intercultural competence, helping educators understand and respect different cultural

perspectives.

2. Technology Integration: The globalized world is characterized by rapid advancements in

technology. Teacher education programs now emphasize the integration of technology into

teaching practices. Educators are trained to use digital tools, online resources, and e-learning
 platforms to enhance the learning experience and prepare students for a technology-driven

future.

3. International Perspectives: Teacher education is becoming more globally oriented.

Educators are encouraged to have an understanding of international education systems,

teaching methodologies, and global issues. Collaborative initiatives between educational

institutions worldwide are promoting the exchange of ideas and best practices in teaching.

4. Language Education: With the rise of global communication, the importance of language

education has grown. Teacher education programs often focus on developing language

proficiency and effective communication skills in multiple languages. This is particularly

relevant as classrooms become more linguistically diverse.

5. Global Citizenship Education: There is a growing emphasis on preparing students to be

global citizens. Teacher education now includes components that aim to instill in educators

the importance of fostering global awareness, intercultural competence, and a sense of social

responsibility among students.

6. Professional Collaboration: Globalization has facilitated increased collaboration among

educators and educational institutions worldwide. Teacher education programs encourage

collaboration and networking among teachers on a global scale. This allows for the sharing

of resources, experiences, and innovative teaching practices.

7. Quality Assurance and Accreditation: Globalization has led to the development of

international standards for education. Teacher education programs may seek accreditation

from international bodies, ensuring that they meet globally recognized quality benchmarks.

This helps maintain consistency and quality in teacher preparation.

borders for professional development, teaching exchanges, or collaborative research. Teacher

education programs acknowledge the potential for international experiences to enrich the

professional development of educators.

In summary, globalization has introduced new dimensions to teacher education by

emphasizing cultural sensitivity, technology integration, international perspectives, and

collaboration. These trends aim to equip educators with the skills and knowledge necessary

to thrive in an interconnected and rapidly changing world.

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Q.No: 3) Open and distance education has played a significant role in professional development
of teachers in Pakistan. Comment.

Ans: Open and distance education has indeed played a significant role in the

professional development of teachers in Pakistan. Here are some key aspects

highlighting its impact:

1. Accessibility

2. Flexible Learning Opportunities

3. Customization of Learning Paths

4. Technology Integration

5. Cost-Effectiveness

6. Continuous Learning Culture

7. Inclusive Learning Environment

8. Global Collaboration:
While open and distance education has played a significant role in professional development,

it's essential for policymakers and educators to continue improving the quality, recognition,

and support for such programs to ensure their continued effectiveness in contributing to the

growth and enhancement of the teaching profession in Pakistan.

A growing literature has been devoted to reviewing the strengths and limitations of ODL in

teacher education. A useful synthesis of those strengths and limitations was provided by

Perraton (2003), who focused on three themes requiring careful consideration by planners

and practitioners: social expectations of teachings a profession; identification of the

stakeholders influencing and controlling that profession; and the curriculum of teacher

education. Higher Education through Open and Distance Learning (Harry 1999) traced

efforts to develop teacher education programmers using varying degrees of ODL in

institutions as diverse as the Bangladesh Open University (Rumble 1999), the Indira Gandhi

National Open University (Panda 1999), the Open University of Tanzania (Mmari 1999), the

University of the South Pacific (Matthewson and Va’a 1999) and the University of the West

Indies (Brandon 1999). Included in the same book were ODL experiences in China (Ding

1999), Latin America (Chacón 1999) and South Africa (Dodds et al.1999).

Some of this literature has focused on the rapidly developing technologies available to

support teacher education via ODL. For example, Fung (2005) investigated the use of printed

materials in an in-service primary school distance teacher education course and found that

the participating teachers agreed that the materials achieved the course objectives, but that

“distance teacher educators must find ways to encourage learners to engage in in-text

activities” if such activities are to achieve their potential and that “research on print materials
– particularly on ways of achieving goals in teacher education – should not be neglected at a

time of increasing use of distance education in teacher education” (p. 182). This is a timely

reminder, given that the capacity to afford more technically sophisticated technologies is

unevenly distributed among countries and institutions, and given the widespread assumption

that providing content in a particular format automatically facilitates learners’ engagement

with that content. Similar concerns attend a very different set of technologies more recently

associated with distance learning for teachers’ professional development: mobile devices.

Aubusson et al. (2009) reported that “mobile learning is ideally suited to allow reflection-in-

action and to capture the spontaneity of learning moments,” and that “authentic artifacts and

anecdotes, captured through mobile technologies, can enable the sharing, analysis and

synthesis of classroom experiences by teachers and students” (p. 233). However, they also

stated that “Practical, school systemic, attitudinal and ethical factors may inhibit mobile

technology adoption; these factors need to be researched and addressed to realize the

potential of teacher mobile professional learning” (p. 233).

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Q.No:4) Exotic socio-political barriers to teaching profession in Pakistan.

Some potential barriers to the teaching profession in Pakistan include:

1. Security Concerns: Pakistan has faced security challenges, including terrorism and political

instability. This can create a challenging environment for educators, as schools may be targeted,

and teachers might feel unsafe.

2. Gender Inequality: In certain regions, there may be socio-cultural barriers that discourage

women from pursuing a career in teaching. This is improving gradually, but gender biases can

still exist, limiting opportunities for women in the profession.

3. Political Interference: The education system in Pakistan has experienced political interventions,

including changes in curricula and appointments. These political interferences may affect the

quality and consistency of education.

4. Infrastructure and Resource Challenges: Many schools in Pakistan, especially in rural areas,

face infrastructure and resource limitations. Lack of proper facilities, materials, and technology

can hinder effective teaching.

5. Socio-economic Disparities: Economic disparities can impact education quality. Schools in

wealthier areas may have better resources and teachers, while those in economically

disadvantaged areas may struggle to attract qualified educators.

6. Language Barriers: Pakistan is a linguistically diverse country with multiple languages spoken.

In some areas, language differences may pose challenges for effective teaching, especially when

the medium of instruction is not the primary language spoken by the students.

7. Standardized Testing Pressure: The emphasis on standardized testing in the education system

can create pressure on teachers to focus on exam-oriented teaching, potentially limiting creativity

and critical thinking in the classroom.

8. Limited Professional Development Opportunities: Opportunities for professional development

for teachers may be limited, impacting their ability to stay updated with modern teaching methods

and advancements in education.

religious and cultural sensitivities. Balancing the need for a modern education system with

respect for cultural values can be a delicate task.

It's important to recognize that efforts are ongoing to address these challenges, and positive

changes may have occurred. Additionally, the situation can vary across different regions of the

country.

10. Lack of resources: Education resources such as books, libraries and physical facilities are

important for smooth running of educational process. There are despairingly no facilities of

books, libraries and reading materials in all educational institutions of the country. Besides, there

are overcrowded classrooms, inadequate teachers and will-equipped laboratories.

11. Low budgetary allocation for education: Finance is considered the engine of any system. The

education system of Pakistan has been crippled mainly due to scarce finance. The successive

governments have been giving less than 2.5 percent budget to the education sector which is not

sufficient for the growing educational needs of the nation in the present changing times. In many

of the developing regional countries such as Sri Lanka and Bangladesh the budgetary allocation

for education has increased. But in Pakistan it is declining day by day .According to International

Crisis group; Pakistan is amongst the 12 countries in the world that spent less than 2 percent of

their GDP on education sector. With this insufficient budgetary allocation, the country is hardly

going to meet the targets of universalization of primary education as a signatory to the Dakar

Conference’s MDG goals by 2015 and onward.

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Q.No:5) What ethical issues are faced by teachers? What are the ways to resolve these?

Ans: Teachers often encounter various ethical issues in their profession. Addressing these issues

requires a combination of ethical awareness, professional judgment, and adherence to codes of

conduct. Here are some common ethical issues faced by teachers and potential ways to resolve

them:

1. Student Privacy and Confidentiality:

a. Issue: Sharing sensitive student information without consent.

b. Resolution: Teachers should be aware of privacy laws and school policies. They should

only share information with relevant parties, keeping student confidentiality in mind.

2. Self-Awareness: Awareness of what is right and wrong? This should be part of teacher’s

character that he knows what the criteria of being right and wrong.

 Fairness and Care

 It is the right of students to treat students evenly, fairness in dealing day to day activities,

conversations, and teachings. Provide opportunities to every student fairly. It is mandatory

for teacher:

 Enforcing school and class rules

 Marking and assessing students

 Displaying their work publically

 Assigning tasks

 Granting favors

 Calling on them to respond to question in class

 Arranging them in groups and seating patterns

 Engaging them in personal exchanging with individuals

 Assigning and enforcing teat dates and homework deadline.

cleaning the black board)

 Same students does always do the same duty.

3. Inclusive Education:

 Issue: Ensuring fair treatment and inclusion of all students, regardless of background.

 Resolution: Promote a classroom environment that values diversity. Use inclusive

teaching strategies, address biases, and create a safe space for open discussions about

diversity and inclusion.

3. Social Diversity: There are different groups in a school. They have cultural, religious

and economic differences. Ethically to cope up all these diverse people is the challenging

tasks.

4. Handling Sensitive Topics:

 Issue: Discussing controversial or sensitive subjects.

 Resolution: Create a respectful and open environment for discussions. Provide

multiple perspectives, encourage critical thinking, and guide students in expressing

their opinions respectfully.

 In addition to being aware of these ethical issues, ongoing professional development,

mentorship, and adherence to a professional code of conduct can help teachers

navigate and resolve ethical challenges in their daily practice. Open communication

with colleagues, administrators, and parents is also crucial in addressing ethical

concerns effectively.

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