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Development of Quality Assurance Framework
DEVELOPMENT OF QUALITY ASSURANCE FRAMEWORK
FOR ACCREDITATION OF POSTGRADUATE
TEACHER EDUCATION PROGRAMME
1. INTRODUCTION
Education has been first priority of all times for the development of a nation.
Education can prove to be effective when its planning, implementation, and evaluation
ensure the achievement of the desired objectives. This is possible when architects of
education and teachers are trained and skilled efficiently to deliver duties as desired
(Bano, 2004).
No educational system can rise above the quality of its teachers. Teachers are
pivotal in the whole system (National Education Policy and Implementation Program,
1979). Teaching, today, is one of the highly specialized and sophisticated professions.
Like all other professions this is also technical, rather a highly technical profession. It
deals with the shaping of a nation and its future. It has to do something not only with the
present but future as well, because the teachers are assigned the sacred job of education,
enculturing and evolving a nation that fits into fast changing and developing world
(Bano, 2003).
Higher education is the backbone of any society. It is the quality of higher
education that decides the quality of human resources in a country (Mishra, 2006).
Institutions of higher education play a decisive role in the advancement of a nation (The
Education Policy, 1972). Quality in higher education has become the prime agenda of
countries worldwide. In the changing context marked by expansion of higher education
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and globalization of economic activities, education has become a national concern with
an international dimension. To cope with this changing context, countries have been
pressurized to ensure and assure quality of higher education at a nationally comparable
and internationally acceptable standard. Consequently, many countries initiated national
quality assurance mechanisms and many more are in the process of evolving a suitable
strategy. Most of the quality assurance bodies were established in the nineties and after a
few years of practical experience, they are rethinking many issues of quality assurance
(Stella, 2002).
Pakistan is a country that gives importance to the quality of its educational
system. One of the bodies that keep the quality of higher education in Pakistan is the
Higher Education Commission (HEC erstwhile UGC). The government of Pakistan has
appointed the HEC as a competent body that has been endeavoring to raise the quality of
research in Pakistan to international level. HEC is responsible for keeping the quality of
indigenous universities in the country through evaluation, improvements and promotion
of the higher education and research sector. The aims of the sector are to develop faculty,
improve access, and promote excellence in learning and research, and being relevant to
national priorities (HEC.).
To promote excellence in learning and research, the HEC is striving to establish a
quality assurance framework for several facets of the education industry. The definition
given by HEC for quality is simply the attainment of standards of resourcing and
provision in the higher education sector, and the achievements or outputs of an institution
or system (HEC). The department believes that quality should be applied on teaching
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and academic programs, research and scholarship, staffing, students, infrastructure and
the academic environment (HEC). The HEC maintains quality through a Quality
Assurance (QA) Division, accreditation programs and campaign against plagiarism.
HEC has the power to establish an accreditation body that will ensure the quality for each
education departments. As stated in the "Ordinance No. LIII of 2002, Para 10, Clause e,"
the Higher Education Commission may set up national or regional evaluation councils or
authorize any existing council or similar body to carry out accreditation of Institutions
including their departments, faculties and disciplines by giving them appropriate ratings.
Some of the existing professional regulatory bodies include the following:
Pakistan Medical & Dental Council (PMDC);
Pakistan Pharmacy Council;
Pakistan Bar Council (PBC);
Pakistan Engineering Council (PEC);
Pakistan Council for Architects and Town Planners; and
Pakistan Veterinary & Medical Council.
On the other hand, some of the professional accreditation bodies striving to
establish by the HEC include:
National Agricultural Education Accreditation Council (NAEAC);
Pakistan Business Education Accreditation Council (PBEAC);
National Computing Education Accreditation Council (NCEAC);
Accreditation Council for Teacher Education (ACTE). (HEC).
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All the existing teacher education degree programs shall be within the jurisdiction
of the Accreditation Council for Teacher Education (ACTE). Any newprogram in
teacher education shall also be referred to the ACTE for the grant of accreditation
(ACTE, 2008).
The International Network of Quality Assurance Agencies in Higher Education
(INQAAHE) defines accreditation by using the generic term quality assurance. The
INQAAHE definition of quality assurance is as follows: Quality assurance may relate
to program, an institution or a whole higher education system. In each case quality
assurance consists of all attitudes, objects, actions and procedures which, through their
existence and use, combine with quality control activities, ensure that appropriate
academic standards are being maintained and enhanced in and by each program. Quality
assurance extends to making the process and standards known to the educational
community and the public at large (Stella, 2002, p.16).
Teacher education in developing and underdeveloped countries is a worldwide
concern because it maintains the quality of education of the country. Because of the rapid
changes in technology, industries have to adapt to changes and people who work under
them are affected. For instance, under the education industry, teachers are required to
upgrade their skills as the technologies upgrade in order to remain competitive and
completely functional. Teachers who will be assigned to teach information technology or
who will be required to use computers and other technologies to make teaching easier
should be trained and should take up short courses in order to operate them properly.
Technologies are not the only issues. There is also the issue of changing curriculum, the
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issue of changes in education priority, the issue of psychological competence to teach a
child and so on and so forth. In other words, teacher education is a serious matter that
should be maintained in quality. By ensuring the quality of teacher education through the
development of a quality assurance framework, teacher training and B.Ed. program will
become more effective.
Khan (1999) has pointed out the major concerns in teacher education in Pakistan.
He found lack of commitment and motivation of teachers; short duration of teacher
education program; interference of politicians and disregard of merit when making
appointments; teacher training is taking place without viable policy framework; poor
quality of textbooks in teacher education; lack of specific training opportunities for
teachers; lack of quality in teaching; Inadequate evaluation; teachers absenteeism; lack
of supervision, and accountability. Since 1999, there have been a lot of development in
teacher education in Pakistan but still now this most important component of education
system of the country suffers a lot of problems in its certain areas. The basic reason of
having not achieved quality education in Pakistan is that still now quality education in
teacher education has not been achieved. For achieving quality education for new
generation, it is essential to gain first quality teacher education and this can be achieved
by taking sound policy measures for the solution of problems of teacher education (Iqbal,
2005). Hence, the present study will be designed to conduct a thorough investigation on
how a Quality Assurance Framework can be developed to further strengthen the quality
of its services. It is also noteworthy in a sense that it may contribute to the development
of Quality Assurance Framework for Accreditation of Post Graduate Teacher Program.
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Overall, this dissertation will help to pinpoint issues and to develop and recommend
interventions to handle those issues.
1.1 Statement of the Problem
The study will be aimed at developing a quality assurance framework for
accreditation of Post Graduate Teacher Program. The dissertation will cover issues in
quality, specifically in terms of accreditation practices, implementation of the activities,
staffing, training and experiences of staff, and the overall effectiveness of the program.
Concepts of quality and quality assurance framework will be explored as well, including
local and foreign literature that will explain the importance of a quality teacher education
program.
1.2 Objectives of the Study
The main aim of the research study will be to develop a quality assurance
framework for accreditation of Post Graduate Teacher Program. The investigator will
conduct a thorough literature search and review the existing quality assurance models to
identify the indicators of quality assurance framework.
The following will be the objectives of the research study:
1) To analyze the opinions of teachers and heads of secondary schools, teacher
educators and administrators of Post Graduate Teacher Institutions on the
indicators, key areas and other quality aspects that may serve as the basis for
developing a framework for accreditation of B.Ed. program.
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2) To analyze the opinions of study sample on the process of accreditation of teacher
training program.
3) To investigate the opinion of study sample on the weightage to be given to key areas
of teacher training program.
4) To develop a Quality Assurance Framework for accreditation of B.Ed. program.
1.3 Significance of the Study
Specialized training is one of the characteristics of any specialized and technical
profession. Teaching being highly sophisticated profession also requires a specialized
training. The B.Ed. degree program is specially designed for specialized training of the
secondary school teachers. So much so that the promotion and seniority of the secondary
school teachers are also decided on the basis of B.Ed. degree. Hence the B.Ed. degree
program occupies a pivotal position in the professional education of the secondary school
teachers (Bano, 2003). Therefore, with the help of this study the student teacher will be
able to learn their prospective role in imparting quality education. The findings of the
study may be beneficial for teacher educators to diagnose their strengths and weaknesses
in imparting quality education.
The proposed study will be significant for Higher Education Commission,
Universities, Teacher Training Institutions, educational authorities and different foreign
agencies who are making efforts in the area of teacher education program. The study may
have an immense importance for the educational policy makers and planners in policy
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preparation because it will identify the indicators on which quality of the Post Graduate
Teacher Education Program will be ensured.
The findings may be helpful for the administrators of teacher training institution
as they will be in position to monitor, implement and may follow the criteria suggested
for accreditation of Post Graduate Teacher Education Program.
The findings of the study may be of great use to overcome the drawbacks and
weaknesses of the existing program and to develop a framework that ensures quality
education in Pakistan.
1.4 Definition of terms
The following terms play important roles in the study because they define the
elements that constitute the research.
Quality Degree of excellence a product or service provides (Besterfield et al., 2004).
Quality is a relative phenomenon which cannot be assessed quantitatively through
absolute figures. An organization can be said to be providing quality services to its
customers if it meets the expectations of its customers consistently and satisfy their stated
and implied needs (Rao,1995).
Quality Assurance An all-embracing term referring to an ongoing, continuous process
of evaluating (assessing, monitoring, guaranteeing, maintaining, and improving) the
quality of a higher education system, institution, or programs. As a regulatory
mechanism, quality assurance focuses on both accountability and improvement,
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providing information and judgements (not ranking) through an agreed and consistent
process and well-established process (Stella, 2007).
Quality Assurance is defined as a planned and systematic review process of an
institution or program to determine the acceptable standard of education. (Report on
Quality Assurance Models in LIS Program December,2005).
Accreditation -An independent appraisal of an institution during which the institutions
overall educational quality (including outcomes), professional status among similar
institutions, financial stability, and operational ethics are self-evaluated and judged by
peers (Accrediting Council for Independent Colleges and Schools, 2007).
Accreditation is the formal or official external recognition of a program. This may be for
funding purpose or it may be the registration of a program as a provider of professional
education (Report on Quality Assurance Models in LIS Program, December,2005).
Accreditation is about a formal judgment that the quality of a degree course or an
institution meets certain standards. This judgment is based on quality assessment (ACTE,
2008).
1.5 Delimitations
1. The study will include opinions, views and recollection of experiences of
teachers and heads of secondary schools, teacher educators and administrators of
Bachelor of Education (B.Ed) Program 2009 in Sindh.
2. Keeping in view the time duration and limited resources, the study will be
delimited to all the public sector formal universities and colleges of Sindh where
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B.Ed. Program is being offered. Moreover the study will confined all the
secondary schools of Sindh.
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2. REVIEW OF THE RELATED LITERATURE
The discussion of the related literature will be focused on the following areas:
2.1 Concept of Quality
2.2 Quality of Education
2.3 Assessment of Quality of Education
2.4 Concept of Quality Assurance
2.5 Concept of Accreditation
2.6 Process of Accreditation
2.7 Role of Teacher in Quality Education
2.8 Importance of Teacher Training
2.9 Global Practices of Quality Assurance
2.10 Models of Quality Assurance
2.11 Development of a Quality Assurance Framework
2.1 Concept of Quality
According to Rao(2003) quality is a dynamic idea and exact definitions are not
particularly helpful. However, its range of meanings does cause confusion. Impotant
practical consequences flow from these diferent meanings. It can be used both as an
absolute and a relative concept. As an absolute, quality is similar in nature to goodness,
beauty, and truth; an ideal with which there can be no no compromise. Quality products
are things of perfection made with no expense spared. Quality can also be employed as a
good or service meets the specification that has been laid down for it. Quality is not the
end in itself, but a means by which the end product is judged to be up to standard. In
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other words they must be fit for their purpose The relative definition of quality has
two aspects to it. The first is measuring up to specification. The other is meeting
customers requirement (Rao, 2003).
Goedegebuure et al. (1993) argue that quality is a relative concept:
multidimensional, interpretive and contextually determined. Quality of higher education
can only be defined in relation to a set of goals. It cannot be assumed that the goals of
different national higher education system are identical, not even that there will be census
about goals with anyone system. For these reasons quality cannot be hierarchical but
should be descriptive according to different systems. Quality relates to the degree to
which an institution is fulfilling its goals, and relevance relates to the degree to which
those goals are applicable to the needs and demands of society.
Green and Harvey(1993) has identified five different approaches to defining
quality in the field of higher education:
In terms of the exceptional (highest standards).
In terms of conformance to standards.
As fitness for purpose.
As effectiveness in achieving institutional.
As meeting customers stated or implied needs.
(i) Quality as Exceptional This is the traditional concept of quality which is
associated with the notion of providing a product or service that is distinctive
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and special, and which confers status on the owner or user. In higher
education, an institution or program that demonstrates exceptionally high
standards is seen as a quality institution or program.
(ii) Quality as conformance to standards : This view has its origins in the quality
control approach and the word standard is used to indicate pre-determined
specifications or expectations. As long as an institution or program meets the
pre-determined standards, it can be considered a quality institution fit for a
particular status. This is the approach followed by most regulatory bodies for
ensuring that the institutions or programs meet certain threshold levels.
Conformance to standards may result in approval to start programs or
recognition for a particular status.
(iii) Quality as fitness for purpose : This approach is based on the view that quality
has meaning in relation to the purpose of the product or service. Obviously
one need a super computer to do basic multiplications. What may be
considered as a quality system for basic computation would be different from
what is required for scientific purpose.
(iv) Quality as effectiveness in achieving institutional goals : This is one version of
fitness for purpose approach. In this approach, a high quality institution is one
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that clearly states its mission (purpose) and is efficient in achieving them. This
approach may raise issues such as the way the institution might set its goals
(high or moderate or low).
(v) Quality as meeting customers stated or implied needs : This is also a variation
of fitness for purpose approach where the purpose is customer needs and
satisfaction. The issue here would be whether customer satisfaction can be
equated to what is good for the customer. In higher education it would mean
that what students want may not be the same as what is actually good for
them. Instead of considering one category of customer, such as students, when
a broader group is involved, such as government, students and parents, in
determining customer needs and customer satisfaction.
According to UNESCO Report (1989) there is no precise or universal definition
of quality. It is linked with a number of factors, such as mentally stimulating environment
in the intellectual sense supported by minimum standards of learning conditions, teaching
materials and teachers who succeed in stimulating the pupils involvement and interest,
and assist them in achieving new point of understanding whether that to be cognitive,
affective or psychomotor while it is easy for experienced educator to immediately
recognize high quality teaching, defining precisely what it amounts to turn out to be very
difficult. In practice, the quality of education is often measured by the teaching
conditions (in inputs), and much more rarely by the outcome of learning.
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According to another UNESCO Report (1990) every society has certain explicit
measure or status indicators of educational quality, In general, these indicators can be
divided into three classes: educational inputs, educational outputs, and educational
processes. Input includes financial measures, physical measures, and manpower measures
associated with the resources that are provided for students at each educational level.
Financial measures are generally summarized by educational expenditure per student.
Physical measures include the age, condition, and comprehensiveness of such facilities as
classrooms, laboratories and libraries and the provision and use of international material
and equipment. Manpower or human resource measures include the number of personnel
of different types, often expressed as ratios in relation to student numbers at each level.
They also include background information about their personnel such as educational
qualifications, experience and perhaps knowledge competencies and attitudes.
Educational outputs refer to the consequences of the educational process as
reflected in measures such as the levels of knowledge, skills and values required by
students in terms of, for example educational accomplishments assessed by the
proportion of students participated in post secondary education.
Educational processes refer to the interaction between students and personnel, the
curriculum, the course requirements and offering, and the organization of educational
environment as well as co-curricular activities. This interaction will be influenced by
various other mediating factors such as levels of parental and community support and
encouragement.
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1.2 Quality of Education
According to Solmon (1986), there are many dimensions of of educational
quality. In developing countries qualitative changes may simply mean more resources. As
more resources become available, the types of goods and services available in the school
must be considered: the basic abilities, education, professional training, and in-service
programs for teachers; availability of textbooks; availability of other support materials,
physical plant, and so on. Quality is also a function of how students and others spend
their time, both in and out of school. In addition, the importance of school quality
depends on the availability of other learning modes at home, in the media and in the
community .
According to the report on Seminar on Quality of Education at secondary level
(1996), the issue of quality was closely related to curriculum and text book development,
examination and teacher training.
Harman(1996) in his discussion of quality issues focuses not only but more basic
concerns such as inadequacies with respect to resources, staff facilities and curricula and
on problems such as imbalance in graduate output.
According to Arcaro(1997) quality is the most important topic of discussion in
education today. There are probably as many different ideas about quality as there are
schools. Quality is creating an environment where educators, parents, government
officials, community representatives and business leaders work together to provide
students with the resources they need to meet current and future academic, business and
societal challenges.
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According to Brown(1997), in higher education quality is based usually on the
notion of fitness for purpose whereas standards are concerned with fitness of award.
Fitness for purpose examines the link between particular students experience and specific
program objectives. National standard implies that judgments are made against general
criteria that are relatively independent of particular programs and students. The quality of
teaching and learning in a diverse sector can only be understood in the context of an
institutions own aims and objectives.
According to UNESCO Report (1988) the evidence with regard to the quality of
educational services, standards is mixed. The lower pupil teacher ratios, improved
qualification of teaching staff, and the constant or improved retention are positive
indicators. However, contrary evidence is the declining access to foreign journals in
libraries and dissatisfaction with research facilities. Perhaps, it would not be unreasonable
to accept the assumption of a constant quality of educational services and conclude that
the data do confirm the existence of scale in university expenditure.
The delivery of quality education at all levels was one of the key features of
Education Sector Reforms: Action Plan (2001-2004). A comprehensive, logical and
integreted approach was proposed to improve the quality of education. It was achieved by
rewardind expertise, transparency and honesty in planning and implementation, providind
access to improved teacher training programes, curriculum reforms, multiple textbooks
and other innovative projects ( Education Sector Reforms: Action Plan 2001-2004).
Discussing the quality of education, the National Education Policy 2009
emphasized that quality of education can be improved if action may be taken in the areas
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of teacher quality, curriculum and pedagogy, textbooks, assessment approaches, and in
learning environment and facilities. There are six basic pillars that have the major
contribution in upgrading the quality of education. These are; curriculum, textboks,
assessment, teachers and learning environment in an intitution and relevance of education
to practical life/ labour market.
2.3 Assessment of Quality of Education
Isani and Virk (2003) enumerate that the assessment of the quality of education
is quite a new subject in Pakistan. Though all the universities are subject to financial
audit annually, however, traditions of academic audit in the universities are non-
existence, there is now a realization that the quality of students, teachers and flawed
institutional framework are the main contributing factors in determining the quality of
higher education. In view of cost intensive nature of modern university education, there is
growing demand from the public for a better quality of education. The quest for quality
has become a watchword all over the world; this aspect too has recently received an
urgent attention in Pakistan. Now there is an increasing emphasis on the quality of higher
education, provision of quality assurance mechanism performance indicators, academic
audit, strategic planning and management accountability of publication of league tables
and ranking orders of universities in teaching, research and provision of student support
services. Quality in higher education is a multidimensional concept, which includes all
related functions and activities.
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2.4 Concept of Quality Assurance
Quality assurance refers to a program for a systematic monitoring and evaluation
of the various aspects of a project, service or facility to ensure that standards of quality
are being met. It is important to realize also that quality is determined by the program
sponsor. Quality assurance cannot absolutly guarantee the production of quality products,
unfortunately, but makes this more likely.Two key principal characeristics of quality
assurance are fit for purpose ( The product should be suitable for the intended purpose)
and right first time (mistakes should be eliminated). Quality assurance includes
regulations of the quality of raw materials, assemblies, products and components,
services, related to production and management, production and inspection processess.
(Quality Assurance, 2010).
Quality Assurance (QA) is a generic term used as shorthand for all forms of
external quality monitoring, evaluation or review and may be defined as a process of
establishing stakeholder confidence that provision (inputs, processes and outcomes)
fulfils expectations or measures up to the minimum requirements. At the institutional
level, quality assurance in general is defined as that aspects of the overall management
function that determines and implements the quality policy (intentions and directions of
the organization). Procedures might be imposed on institutions by the government or
funding agencies (e.g. for accountability and compliance purposes), or the institutional or
departmental management might set them up internally. Internal quality assurance refers
to the policies and mechanisms implemented in an institution or program to ensure that it
is fulfilling its own purposes and meeting the standards that apply to higher education in
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general or to the profession or discipline in particular. External quality assurance refers to
the actions of an external body, which may be a quality assurance or any body other than
the institution that assesses its operation or that of its programs, in order to determine
whether it is meeting the agreed or predetermined standards (Stella and Martin, 2007).
Discussing the concept of quality assurance Rao(1995) argues that quality
assurance is the totality of the arrangements and the procedures by which an institution
discharges its corporate responsibility for the quality of the teaching and learning it offers
by satisfying itself that its structures and mechanisms for monitoring its quality control
are effective, and that where appropriate they promote enhancement of the quality.
Geoffrey (1994) presents ideas about the limitations and powers of quality
assurance and shows that it is most effective when operating in concert with educational
development processes.
2.5 Concept of Accreditation
Accrreditation is not a ranking system. It is simply assurance that a program or
institution meets established quality standards. There are two types of accreditation;
Institutional and specialized. Institutional accreditation evaluates overall institutional
quality. One form of institutional accreditation is regional accreditation of colleges and
universities. On the other hand, specialized accreditation examines specific programs of
study than an institution as a whole. This type of institution is granted to specific program
at specific levels. Accreditation is assurance that a college or university program meets
the quality standards established by the profession for which it prepares its students. For
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program in order to formally recognize it as having met certain predetermined minimal
criteria or standards. The result of this process is usually the awarding of a status (a
yes/no decision), or recognition, and sometimes of a license to operate with a time-
limited validity. The process can imply initial and periodic self-study and evaluation by
external peers. The accreditation process is generally involves three steps with specific
activities: 1) a self process conducted by the faculty, the administrators, resulting in a
report that takes as its reference the set of standards and criteria of the accrediting body;
2) a study visit conducted by a team of peers, selected by the accrediting organization,
which reviews the evidence, visits the premises, and interviews the academics and
administrative staff, resulting in an assessment report, including a recommendation to the
commission of the accrediting body; 3) examination by the commission of the evidence
and recommendations on the basis of the given set of criteria concerning quality and
resulting in a final judgement and the communication of the formal decision to the
institution and other constituencies, if appropriate (Vlasceanu, et al., 2004: 19).
2.6 Process of Accreditation
Accreditation is a process in which is certification of competency, authority, or
credibility is presented. The accreditation process ensures that their certification practices
are acceptable, typically meaning that they are competent to test and certify third parties,
behave ethically, and employ suitable quality assurance (wikipedia, 2008). Quality
assurance needs direction, guidance and certain mechanisms. Accreditation process is
considered an effective measure to achieve these goals. In Pakistan, the need to establish
an accreditation authority was very much felt by the teachers, educators and concerned
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authorities which would periodically evaluate and monitor degree programs offered by
various Teacher Education Institutions. This authority has been established in 2006 and
termed as Accreditation Council for Teacher Education (Pakistan). All teacher education
programmes being offered or to be initiated in future within the jurisdiction of the
Council will receive accreditation from the council under the following procedure:
1) Any institution planning to offer a teacher education course program may apply to
the Chairperson, ACTE.
2) The application must contain the following information:
a) Title of the course
b) Duration of the course
c) Level of the training
d) Minimum eligibility qualification etc.
e) The scheme of studies i.e. course outlines with suggested readings and
credit hours of each course.
f) Staff with their qualifications (academic and professional)
g) Books and journals available in the library
h) Other facilities available in the institution i.e. laboratories, playgrounds,
equipments etc.
i) Buildings and infrastructure
j) Other programs being run
3) Accreditation Inspection Committee may assess each case and make its
recommendations to the Council for further consideration and approval.
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4) Head of an institution can lodge a written appeal to the controlling Authority if
there is a rejection to the grant of accreditation to a program.
5) The Controlling Authority will form an Appeal Committee comprising the
following:-
a) The Chairman Council
b) Dean, Faculty of Education of a university (other than the appellants
university) to be nominated by the Chairperson, HEC.
c) One member of the Council to be nominated by the Chairperson, HEC
from the list of the Council members
d) A senior teacher educator/ head of an accredited teacher education
institution to be nominated by the Chairperson, HEC.
6) The Committee will review the appeal and send its recommendations/ comments
to the Controlling Authority for decision. (ACTE, 2008)
2.7 Role of Teacher in Quality Education
The pivotal role of teacher in Quality Education has been stressed in all the
policies of Pakistan framed since 1947.
First Education Conference(1947) reported that a properly trained and reasonably
well-paid teaching profession was essential to the building up of a great state.
The Commission on National Education (1959) stressed that the teacher should be
academically well-trained in the subject he teaches, he should have had sound
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professional training in how to teach his subjects and understanding the subjects in his
charge and he should possess a deep sense of professional honor.
The Education Policy (1972-80) has also recommended the establishment of an
academy for teachers and educational planners/administrators on the pattern of academies
existing for civil services and finance service.
2.8 Importance of Teacher Education
The National Education Policy and Implementation Program(1979) in its Policy
statement on Teacher Education stated that in order to ensure continuous growth, all
teachers would be required to undergo at least one in-service training course during every
five years.
Discussing the Quality in Teacher Education, the National Education Policy
(1992) states that the training of teachers would include a comprehensive understanding
of the new concepts introduced in the curriculum.
In order to improve the quality and training of the teachers, it is recommended in
the National Education Policy 1998 that much of the strength of the graduate study
programs and the quality of research is determined by the quality of the teachers. The
teacher is the central figure of the whole process. It is, therefore, important that his
position is strengthened so that his profession could attract the best of societys brain.
Advanced level training of the teachers is, therefore, vital for quality higher education.
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2.9 Global Practices of Quality Assurance
According to Mishra (2006) a variety of accreditation practices are followed all
over the world and quality assurance is viewed differently in different countries. Some of
these global practices are described as follows:
2.9.1 United States of America
In the USA, quality assurance is carried out by private, non-profit organizations
designed for this purpose. The regional, national and specialized agencies are accredited
by Council on Higher Education Accreditation (CHEA) and or the United States
Department of Education (USDE). The CHEA recognition is valid for 10 years while
USDE recognition review takes place every five years. There are five key features of the
accreditation process; self study, peer review, site visit, action by accrediting
organization, and ongoing external review.
2.9.2 United kingdom
In the UK, the quality assurance is done primarily through institutional audit and
subject reviews. The process of institutional audit ensures that the higher education
institutions are providing awards of an acceptable quality and exercising their legal
powers to awards degrees in a proper manner.
2.9.3 Australia
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In Australia, universities and higher education institutions are self-accrediting
bodies. The quality assurance process in Australia includes:
Graduates destination surveys and evaluation survey;
Accreditation/approvals from professional associations for courses such as health,
medicine, law, etc.; and
Use of external examiners for higher degrees.
The Australian University Quality Agency (AUQA) was established as an
independent, not-for-profit national agency to promote, audit and report on quality in
Australian higher education (AUQA, 2008).
2.9.4 International Network for Quality Assurance Agencies in Higher
Education(INQAAHE)
The INQAAHE was established in 1991 to collect and disseminate information
on current and developing theory and practice on the assessment, improvement and
maintenance of quality in higher education (INQAAHE, 2008).
2.9.5 Asia-Pacific Quality Network (APQN)
The APQN is a network of quality assurance agencies in the Asia-Pacific region
established in Hong Kong in 2003. The main objective of APQN is to promote good
practices in the maintenance and improvement of quality in higher education in the Asia-
Pacific region (APQN, 2008).
2.9.6 European Association for Quality Assurance in Higher Education(ENQA)
The ENQA was established in 2000. The main objective of ENQA is to provide a
source of assistance and guidance to higher education institutions and quality assurance
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agencies to develop their own quality assurance systems in a common frame of reference
to enable consistency of operational mechanisms and improve the procedures for mutual
recognition of qualifications (ENQA, 2008).
2.10 Models of Quality Assurance
Mishra(2006) in his discussion of models of Quality Assurance stated as Quality
has been interpreted in different ways in different domains of knowledge, there are
different models of Quality Assurance as well. Across the world, institution follow
different models of Quality Assurance; particularly country specific and institution
specific models. These models are mostly process oriented and emphasize on the
development of a system of Quality Assurance. These are:
2.10.1 Baldrige Criteria
In the United States of America, the Malcolm Baldrige National Quality Award
is the highest award for performance excellence managed by the National Institute of
Standards and Technology (NIST). In order to promote quality awareness and recognize
quality achievements, the Congress established this award in the year
1987. The 2005 criteria for performance excellence in education have seven categories.
These are: leadership; strategic planning; student, stakeholder, and market focus;
measurement, analysis and knowledge management; faculty and staff focus; process
management; and organizational performance results.
2.10.2 ISO 9000:2000
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In Greek, isos is a term meaning uniform, homogeneous- equal- an ISO may be
seen as a shortened version of this word. In 1946, the International Organization for
Standardization (IOS, but referred as ISO) was founded to develop international
standards. Quality system management standards were issued in 1987 by IOS. The ISO
9000 is a common label that consists of ISO9001, ISO 9002, ISO 9003, ISO 9004 and
their subsets issued first in 1987. ISO 9000 was revised in 1994 and in 2000. The current
one is ISO 9000:2000. The ISO 9000 certification indicates that the organization is able
to meet the needs and demands of its customers in a planned and controlled manner. The
ISO 9000:2000 is based on a process model that emphasizes continuous improvement.
The eight quality principles in ISO 9000:2000 are customer focus; leadership;
involvement of people; process approach; system approach to management; continuous
improvement; fact-based decision making and mutually beneficial supplier relationship.
2.10.3 Capability Maturity Model
The US Air Force funded the capability Maturity Model (CMM) initially at the
Carnegie-Mellon Software Engineering Institute. Though the model is designed for
software development, it can be used in other settings as a measure to assess the maturity
of the processes. The CMM is based on the concept of Key Process Areas that
collectively achieve a set of goals important for enhancing process capability.
2.10.4 Six Sigma
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Six Sigma as a quality assessment model originated at Motorola in the early
1980s. Its main objectives are to reduce variation and defects, increase customer
satisfaction and increase profits. Six Sigma as a methodology emphasizes the process of
achieving the Six Sigma level. The method of Six Sigma is a systematic process covering
five steps: Define-Measure-Analyze-Improve-control. The concept of Six Sigma and its
methodology has a lot of significance to educational institutions.
2.10.5 Total Quality Management
The total quality management (TQM) has evolved as an overriding concept in the
field of quality in recent years. It is a philosophy that subsumes earlier methods of
inspection, quality control and quality assurance. TQM assumes that quality is what the
consumer of the service/product perceives. TQM is a people driven process. It involves
changes in peoples attitudes primarily. In addition, it deals with process orientation and
continuous improvement of the process. It strives for empowerment and autonomy of the
people involved in using production processes.
2.10.6 NAAC Model
In India, the National Assessment and Accreditation Council (NAAC) has
identified seven criteria to serve as the basis for the assessment of higher education
institutions in the country. It follows a four-phase process of assessment covering:
Nationally evolved criteria for assessment
Self Study by Institution
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Peer team visit
Final decision by Executive Committee of NAAC
Criteria for Assessment: The National Assessment and Accreditation Council
(NAAC) has identified through national consultations and consensus the following
seven criteria to serve as the basis for its assessment procedure:
Curricular Aspects
Teaching Learning and Evaluation
Research, Consultancy and Evaluation
Infrastructure and Learning Resources
Student Support and Progression
Organization and Management
Healthy Practices
The self-study report is expected to highlight the functioning of the institution with
reference to these criteria.
Self Study: The Institution seeking assessment prepares a self-study report as per
the guidelines formulated by NAAC. The report consists of two parts- data about the
organization on various parameters; and a critical self-analysis based on the available
data.
Peer Team Visit: Based on the self-study report, NAAC constitutes a team of
peers in consultation with the institution and looks for pattern of evidence to validate
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the claims in the self-study report through interaction with the senior management, heads
of the department, teachers, staff and students of the institution.
NAAC Decision: The Executive Committee of NAAC after reviewing the report
takes a decision. Institutions receiving equal or more than 55% receive Accredited
Status and institutions which do not attain the minimum 55% for accreditation are
intimated that the institution is Assessed and Found Not Qualified for Accreditation.
NAAC grading is valid for a period of 5 years. Institutions that complete five-year
accredited period may volunteer for re-accreditation.
2.11 Development of a Quality Assurance Framework
Based on the review of the literature, a conceptual framework for the
Accreditation of Post Graduate Teacher Education Program can be developed as follows:
Table 1: A Conceptual Framework for Accreditation of Postgraduate Teacher
Program
CONTEXT A CONCEPTUAL FRAMEWORK FOR
ACCREDITATION OF POST GRADUATE
TEACHER EDUCATION PROGRAM
OBJECTIVES OF THE PROGRAM
INPUT ADMISSION CRITERION
PRETEST
SELECTION OF THE TRAINEES
PHYSICAL PLANT
ACADEMIC FACILITIES
LEARNING FACILITIES
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FINANCE
STUDENT SUPPORT & PROGRESSION
PROCESS ACADEMIC SCHEDULE
CUURRICULUM DESIGN, INSTRUCTION &EVALUATION
TEACHERS & RELATED STAFF
PRODUCT FEED BACK
RESEARCH & DEVELOPMENT
SUMMATIVE EVALUATION
B.ED GRADUATES
FOLLOW UP
3. METHODOLOGY
3.1 Procedure
The study will incorporate both qualitative and quantitative research approaches.
The investigation will be descriptive in nature and essentially a survey type of research. It
will aim at evaluating the B.Ed. Program and attention will be focused to collate data
from all the available resources. To conduct the study following procedure will be
adopted.
3.2 Population
The population will comprise all the public sector formal universities and colleges
of Sindh where B.Ed. program is being offered. Government secondary schools of Sindh
will also be taken as population of the study. Hence, the population of this research will
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constitute all the heads and teachers of secondary schools, teacher educators and
administrators of B.Ed. Program 2008 in Sindh.
3.3 Sample
To conduct the study, two stage random sampling will be used. At the first stage
sampling unit will be B.Ed institutions and secondary schools. There are five public
sector B.Ed. institutions situated in four cities of Sindh. Hence all of these will be
selected as the sample of the study (Appendix-A). As far as the sample of secondary
schools is concerned, it is proposed to select the schools from all those cities where
B.Ed. institutions are situated i.e. Karachi, Hyderabad, Sukkur and Khairpur. Keeping in
view the limited resources it is decided to select four(4) secondary schools (2 male and 2
female) from all the sample cities. These 16(sixteen) secondary schools will be randomly
selected for the study. Besides, one Post Graduate Teacher Institution and one secondary
school will be randomly selected for the pilot testing of the instrument and data of the
same will be included in the sample.
At the second stage the sampling units will be teachers and heads of the
secondary schools, teacher educators and administrators of B.Ed. program. The sub-
sample of secondary school teachers will be restricted to 30% from each of the
16(sixteen) secondary schools, keeping in view the limited resources and time duration
in the hands of the investigator in her individual capacity. The average number of
teachers of each secondary school is 25-30 teachers. Therefore 10(ten) teachers will be
randomly selected from each one of 16 secondary schools. Thus 160 secondary school
teachers will be randomly selected for the study. Hence all the heads of 16 secondary
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schools will be including in the sample. The third sub-sample of teacher educators will
be identified by following cluster sampling technique which means considering all the
teacher educators involved in teaching B.Ed. from each one of the teacher education
institution selected at the first stage. The fourth sub-sample will be consisted of the
administrators working in capacity of Heads of the department and Dean/Head of
Faculty/Institution from all the five teacher education institutions. In this way 306
respondents will be involved in conducting research.
Sampling will be carried out according to the following sampling frame:
Table 2: Number of Study Sample of the research
Cities B.Ed.
Institutions
Teacher
Educators
Administrators
of B.Ed.
Institutions
Secondary
Schools
Teachers of
Secondary
Schools
Heads of
Secondary
Schools
Karachi 2 48 2 4 40 4Hyderabad 1 30 1 4 40 4Sukkur 1 20 1 4 40 4Khairpur 1 27 1 4 40 4Total 5 125 5 16 160 16
3.4 Instruments
As mentioned earlier, the study will incorporate both qualitative and quantitative
research approaches. These are following:
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A. The main instrument of research will be questionnaire. It will be developed after
comprehensive analysis of different models that are being used in developed and
developing countries for Accreditation of Teacher Education Program. The
questionnaire will be constructed primarily to measure the variables of Quality
Assurance Framework for Post Graduate Teacher Education Program. The items
in the questionnaire will be based on different aspects of B.Ed. program such as
curriculum design and planning, curriculum transaction and evaluation,
infrastructure and learning resources, student support and progression etc. A five
(5) point Likert scale will be used to measure the opinions of the respondents
upon different dimensions of the problem. The respondents will be asked to
respond to the items of the questionnaire in the way as to point out the main
features of the framework of the Post Graduate Teacher Education Program.
Some parts of the questionnaire will be open-ended so that the opinions and the
suggestions Postgraduate Teacher Education Program will be investigated.
B. The data on the same aspects will be collected through focus group discussion. A
focus group discussion with administrators and teacher educators of B.Ed.
institutions will be arranged to gain opinion about different aspects that may lead
to quality improvement in B.Ed. program. The purpose of focus group discussion
will be to elicit perceptions, feelings, attitudes, and ideas of participants about the
key aspects of Postgraduate Teacher Education Program and about proposed
Quality Assurance Framework for Accreditation of Postgraduate Teacher
Education Program. The moderator (researcher herself) will record the
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consistency, extensiveness, intensity and specificity of comments and responses.
The results of focus group will assist in the development of valid research tool by
identifying response categories for each quality aspects and indicators of
Postgraduate Teacher Education Program. A total of two sessions will be
arranged, each session will last for two hours.
3.4.1 Pilot Testing and Finalizing of Instruments
Survey instruments will be pilot tested and will be finalized in the light of the
feedback received as a result of pilot testing. Judgmental approaches will be used for
analyzing the validity of items. For this purpose, a panel of 10 experts comprising 10
senior university teachers will be constituted for finalization of the instrument and they
will be requested to suggest omissions and modifications wherever necessary. Based on
their suggestions, the items will be presented in suitable form. A B.Ed. institution and a
secondary school will be randomly selected for pilot testing and all the teachers and
heads of this secondary school and teacher educators and administrator of the B.Ed.
institution will be the respondents of the instrument. Amendments proposed by these
respondents will be used to improve the questionnaire administering for data collection
on full scale.
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3. DATA COLLECTION
I. Questionnaire
Data will be collected personally by administering the instruments developed for
the study to the respondents in all the teacher education institutions and secondary
schools included in the sample.
I. Focus Group Discussion
For the purpose of collecting qualitative data, focus group discussion will be
arranged with the administrators and teacher educators of B.Ed. program. In focus
group discussion the researcher herself will act as moderator. Data will be collected
through recording and taking the notes.
5. ANALYSIS OF DATA
I. Questionnaire
All the responses and opinions of the respondents will be organized, classified,
tabulated and will be analyzed in terms of Percentages and Rank Order. Since data
will be collected on nominal and ordinal scale therefore non-parametric statistics
will be applied for comparing the responses among different categories of the
study sample.
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APPENDIX-A
List of Public Sector B.Ed. Institutions of Sindh
1. Jamia Millia Government College of Education, Karachi
2. Government College of Education, Federal B. Area, Karachi
3. Faculty of Education, University of Sindh, Hyderabad
4. Government Elementary College of Education, Sukkur
5. Institute of Education, Shah Abdul Latif University, Khairpur
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