Allama Iqbal open University Islamabad

Registration No: 19pl05399

Roll No: B2635752

Name: Shafin Kouser

Course code: 6466

Course Name: comparative Education:

Semester: Spring, 2021

Level: B.ED (2.5years)

Assignment No: 02

Q. NO 01
Describe the concept and scope of teacher education. How teacher
education of Pakistan is similar to USA and different from teacher education
of India?
Answer Concept of Teacher Education
The concept of teacher education is very broad. According to Perryton (2010) it generally
includes four elements: improving the general educational background of the trainee teachers;
increasing their knowledge and understanding of the subjects they are to teach; pedagogy and
understanding of children and learning; and the development of practical skills and competences.
The balance between these four elements varies widely. According to UNESCO (2005) teacher
education “addresses environmental, social, and economic contexts to create locally relevant and
culturally appropriate teacher education programs for both pre-service and in-service teachers.”
Farrant (1990) explained the concept of teacher education that “teacher education consists of all
formal and informal policies, activities and experiences that equip prospective teachers with
knowledge, skills, attitudes and behaviors required to perform their duties effectively and
efficiently in the classroom, school and wider community”.
Khan (2011) highlights that teacher education is a sub sector of education with its distinct
pre service and in service forms. It has been designed to equip prospective and in service
teachers with information, knowledge and pedagogical skills to help develop their abilities and
positively reform attitudes and behavior towards the profession of education. The underlying
concept is to facilitate the transfer of cognitive, affective and psychomotor knowledge to
students along with building their character and personalities. The process of formal teacher
education can help the prospective teachers minimize the troubles of independent learning,
economize the teaching time through proper planning and save their students from the wastages
of hit and trial.
Appropriately rendered teacher education, provides ample opportunities to prospective
teachers to understand the nature of teaching process; to benefit from the theories and
contributions of educational philosophers; to interlink theory with practice; to envisage
responsibilities of a teacher; to comprehend the practical implications of pedagogical strategies;
and to discover that to be a student teacher is much more than learning by heart the philosophies
and theories of learning. Zeki (1999, pp 29-30) said that “the real purpose of teacher preparation
programs had been to develop in each student teacher the proficiency level of general education
and personal culture, the expertise to utilize available resources in an optimum manner, the
ability to teach and educate others, the awareness of principles which underlie good human
relations and a sense of responsibility to contribute both by teaching and by example to social,
cultural, and economic progress”. The purpose of teacher education is best fulfilled when teacher
preparation programs necessarily include: a) General Studies b) Study of the main elements of
Philosophy, Psychology, Sociology (as applied to education), the history of education,
comparative education, modern pedagogy, school administration and methods of teaching
various subjects. c) Studies related to students’ intended field of teaching d) Practice in teaching,
assessing learning and in conducting co-curricular activities under the guidance of fully qualified
teachers. e) Research and experimentation in teaching, promoted through the provision of
research facilities as an essential component of teacher education. So, the key purpose of teacher
education is to equip prospective teachers with suitable attitudes, appropriate abilities, skills and
techniques required to make them effective and efficient professionals. Through different
theoretical and practical activities, they are helped to understand the philosophical,
psychological, and sociological basis of teaching. It involves the study of classical and modern
educational theories and philosophies to broaden their horizons of knowledge; putting into
practice the principles of learning deducted from different theories and philosophies; learning
innovative and effective instructional techniques accommodating individual differences and
varied needs of students; and comprehending summative and formative assessment and
evaluation processes.

India

NCTE-Teachers Education (2015) states that teacher training course in India is designed for
aspiring teachers to learn interactive and better ways of teaching to make a subject interesting.
Teaching methods have to be different for different age groups, for instance primary level
teaching is a lot different from secondary or college level. The educational requirement for a
primary and secondary teacher is also different. People who wish to teach primary school should
minimum pass higher secondary examination with 50% marks whereas for teaching at secondary
school, one needs to be postgraduate in the subject one wishes to teach.
There are several schools and colleges in India which cater to teacher training schools in
India and these offer teaching courses for different levels. Teacher education in India is
institution based, along with internship programs in real classroom settings. Teacher education
curriculum has faced severe criticism over the years, as its general too technical and obsolete
which is not applicable in contemporary Indian school and society. Because of these drastic
changes are required to bring a big change to the curriculum. These changes are slow but can be
seen as international teaching agencies with a more advanced teaching curriculum is helping to
shape better teachers in India. Teacher education is provided by several Universities, affiliated
colleges, private and open Universities in India. Some of these institutions are more like an eye
wash and provide certification just by paying the fee, and this leads to rise of unqualified
teachers in India. The situation of primary teachers in India has seen a dramatic change but lot
has to be done to improve the curriculum of secondary and vocational teachers. Teachers play an
import role in shaping the future of the country and hence it’s important that a lot of attention is
paid on the quality of teachers churned out every year.
Nordic Recognition Information Centers (2006) has highlighted the following teacher
education structure in the country:
1. Diploma in Teacher Education or a Primary Teacher Certificate:
Elementary teachers are trained in Teacher Training Institutes (TTI, also called Junior Basic
Training Institutes or Primary Teacher Colleges) attached to State and university departments of
education. The course usually lasts for two years and leads to a Diploma in Teacher Education or
a Primary Teacher Certificate, P.T.C. teachers are required to hold a Bachelor’s degree in
Education or in a few instances a bachelor of Teaching.
2. The B. ED or B.T:
 It requires one year of fulltime study following a Bachelor degree, normally in arts,
science, or commerce. Teachers at the upper secondary level normally are required to hold a
master’s degree in their area of teaching specialization. Four Regional Colleges of Education
offer a combined four-year integrated program leading to a Bachelor’s degree. Teachers at
colleges of education must hold a M.Ed. and a Ph.D. Studies for these are undertaken at a
number of universities. Instructors in technical and vocational schools are normally trained in
Central Training Institutes (CTIs), which offer one-year courses providing training in skills
development and principles of teaching. Graduates of these institutions are awarded an Instructor
Training Certificate. The National Council for Teacher Education is entrusted by The Central
Government with all matters concerning teacher education of India, including: quality, content
and evaluation.

USA

U.S. State Department (2014) has elaborated that FAST TRAIN (The Foreign Affairs
Spouses Teacher Training Program) began in 1990 as collaboration between the U.S.
Department of State's Office of Overseas Schools, the State of Virginia's Department of
Education, and George Mason University. The collaboration stemmed from an interest in
training Foreign Service family members to become qualified candidates for teaching
positions in international schools. Since 1990, over 1200 participants have completed the
FAST TRAIN Program and are now teaching worldwide. While FAST TRAIN still maintains
a formal relationship with the U.S. Department of State's Office of Overseas Schools, the
program has now expanded and is open to all applicants who would like to teach abroad. 
Teacher Licensure & M.Ed. Programs
This program is designed for those who have a bachelor's degree, want a teaching credential, and
are interested in teaching overseas. FAST TRAIN Programs offers two licensure options:
English as a Second Language Education (K-12): Upon completion of licensure coursework
(1821 credits), and an international teaching internship (6 credits), participants receive a
PostGraduate Professional Teacher License from the Commonwealth of Virginia. This teaching
license has reciprocity in 47 states and is often a required credential to teach in international
schools. Master’s in Education: Curriculum & Instruction: focusing on their licensure area (ESL
or Elementary Education). Each master’s degree program provides teachers with additional skills
beyond initial licensure to make them competitive for international teaching positions. All
coursework leading to the licensure and M.Ed. is offered in online or intensive summer hybrid
programs. Students can complete the two-year program from anywhere in the world, with a brief
summer residency at George Mason’s campus in Fairfax, Virginia.
 Advanced Programs for International Educators
 FAST TRAIN Programs also has degree programs available for individuals who already hold a
teaching credential and want to expand their marketability to international schools. The program
offers Certificate and Master’s Degrees in Advanced IB Studies or Special Education. The
International Baccalaureate (IB) program is designed to provide teachers with the skills,
qualifications, and dispositions to work in IB schools worldwide. The Special Education
program is designed to provide educators, counselors, and parents with the skills needed to
support special needs students who access the general curriculum in international schools. Both
programs offer an entirely online certificate program or an online and summer hybrid master’s
degree.

Q No 02
What is the Meaning of special education? What it is important? Compare the special
education of Pakistan with Norway.
Answer

Special education
Special Education is a hybrid of several disciplines particularly medicine, psychology and
education. It has been defined from many perspectives but from the educational point of view it
explains education for students with special needs (such as the physically or mentally disabled)
to address their individual differences and needs. These special needs children require
educational services different from those provided to their normal peers. The type and range of
required services depends on the nature and degree of the exceptional person by which he/she
deviates from normal learner. This deviation may be on both sides of the average range group; i.
e. higher or lower than the norm. Special education is not limited to the school age population
but it includes people of all ages. Many disabled persons need special educational services from
infancy through adulthood to enable them to learn and adapt to their environments.
The educators have been making efforts to expand and improve services to meet the needs of
all handicapped individuals regardless of their age or the severity of their handicaps. This unit
explains the concept of special education by sketching its picture in the scenario of legislation
and practices. It highlights the efforts that had been made in different countries to bring their
disabled population up to the optimal level and enable them to be the independent living.

NORWAY

The Norwegian educational system has grown never more open and accessible. As late as in
2009, all children became entitled to attend kindergarten, according to specific rules. Practically
all young people apply for upper secondary education and training. Norwegian working life
demands high levels of skills and knowledge, and the Ministry of Education and Research is
strongly committed to seeing as many young people as possible complete their upper secondary
education and training and attaining the qualifications required for further studies or working
life. The Norwegian population is generally well educated and social differences are relatively
small. Few countries spend as much on education as Norway. There is broad political consensus
on the purpose of the schools, i.e., to give children and young people an opportunity to attain a
well-rounded education, personal development, knowledge and skills. Studies and surveys show
that both students and teachers report that they are content at school. This provides a sound basis
for continuing the development and improvement of our educational system (Meld. St. 18,
20102011).
i) National education system
Pupils with special educational needs are generally integrated into mainstream early childhood
education and schooling, with provision for extra help in class where required. Approximately six
per cent of pupils in compulsory education are recognized as having special educational needs.
Only 0.5 per cent attends special schools (Meld. St. 18). The National Support System for Special
Education (Stated). The general objective for Stated is to give guidance and support to those in
charge of the education in municipalities and county administrations to ensure that children, young
people and adults with major and special educational needs are secured well-advised educational
and developmental provisions. Stated consists of 13 resource centers owned by the State, and 5
units for special education, owned by local authorities, county administrations, foundations or
private organizations, where Stated buys services. These centers offer special educational guidance
and support for local authorities and county administrations. ii) Rights
The Education Act of 17 July 1998 states that teaching shall be adapted to the abilities and
aptitudes of individual pupils at primary, lower secondary and upper secondary level. Students
who are not able to perform at satisfactorily level from teaching in ordinary classroom, reserve a
right to special education. There is no distinction between different forms of special education in
this Education Act (Meld. St. 18, 2010-2011). Facilities for students with special needs at
examinations including buying PCs, renting extra rooms, wages for secretaries and inspectors'
extra hours at prolonged examinations are also provided at these higher education institutions
legally. Adult education has a large variety of training opportunities for PWDs. Teaching to
disabled adults includes vocational training and lifelong learning. It is provided at separate
centers or departments in approximately one-third of municipalities the teaching is carried out
with social and medical institutions of the locality.
iii) Teaching of Compensatory Skills
Training and certificates for visually impaired students (Braille, computer, daily-living skills,
mobility, etc.). The pupil generally receives a certificate/diploma stating the content of the
courses he/she has taken and teaching methods used. The teacher's assessment of the pupil's
achievement and progress in skills and knowledge are stated in the certificate/diploma. Provision
of accessible text books and other educational material. Some special schools and National
Resource Centers have Internet shops for educational tools offered as CD-ROM, video, DVD, in
print or Braille. Provision of assistive technology ICT-assisted teaching is important for disabled
children. Pupils receive systematic education in using ICT in school subjects. ICT based tools
are important for the disabled in their communication with society.

Q no 03
What is the concept of curriculum planning? Discuss in detail the steps involve in
curriculum development?
Answer
CURRICULUM PLANNING
A Curriculum Planning is the process whereby the arrangement of curriculum plans or
Learning opportunities are created. Curriculum planning is the decision-making process about
the Content and the organization of learning for which the school is responsible. Different groups
of People decide on the variety of topics and issues concerned with the educational needs of
pupils.

CURRICULUM DEVELOPMENT

Our curriculum is who we are. It reflects the diversity of the disciplines that make up our
educational institutions, the myriad pedagogical philosophies we bring to the classroom each
Day, and the strengths of our education and training. Curriculum is the foundation of the
teaching-learning process. The development of Programs of study, learning and teaching
resources, lesson plans and assessment of students, and even teacher education are all based on
curriculum. Curriculum and curriculum Development at first glance appear to be of chief
concern to educators, governments and Parents, and both have relevance and impact on the
development of communities and prosperity. According to De Connick (2008), curriculum, more
than ever before, is now viewed as being at the center of daily life and the responsibility of
society as a whole.

Levin (2007) noted that curriculum documents were “a very large part of the work done by
ministries of education in creating curriculum content (para. 1).” However, over time, Levin
(2007) states that educational change is more complex, and “as governments have attempted to
make large-scale changes,” curriculum change has become “less of an activity in its own right”
and curriculum renewal has become part of a broader strategy for change in education.
Curriculum development today presents both a strategic process challenge as well as a policy
challenge. For example, should the policy aim to teach what is of value, as embodied in subject
disciplines, and for deep understanding in preparation for competing in the global economy? Or
should policy aim for a personalized curriculum that recognizes students as active partners in
their learning and develops their potential as a person? One response to the question could be
“both” (Ackerman, 2003).

CONCEPT AND SCOPE OFPHASES AND STEPS IN CURRICULUM

The essential steps of Curriculum development is illustrated in Figure 1. It also shows the
interaction and relationships of the four essential phases of the curriculum development process.
Following are the phases of curriculum development:
(I) Planning,
(2) Content and Methods,
(3) Implementation, and
(4) Evaluation and Reporting.
Each phase has several steps or tasks to complete in logical sequence. These steps are not
always separate and distinct, but may overlap and occur concurrently. For example, the

curriculum development team is involved in all of the steps. Evaluations should occur in most of
the steps to assess progress. The team learns what works and what does not and determines the
impact of the curriculum on learners after it is implemented. Each step logically follows the
previous. It would make no sense to design learning activities before learner outcomes and
content are described and identified. Similarly, content cannot be determined before learner
outcomes are described.
 The above-mentioned curriculum development steps are frequently omitted or slighted. These
steps are essential to successful curriculum development and need to be emphasized. o Phase I:
Planning
The planning phase lays the foundation for all of the curriculum development steps.
The steps in this phase include:
(1) Identify Issue/Problem/Need: The need for curriculum development usually emerges
from a concern about a major issue or problem of one or more target audience. This section
explores some of the questions that need to be addressed to define the issue and to develop a
statement that will guide the selection of the members of a curriculum development team. The
issue statement also serves to broadly identify, the scope (what will be included) of the
curriculum content.
(2) Form Curriculum Development Team: Once the nature and scope of the issue has
been broadly defined, the members of the curriculum development team can be selected. Topics
covered in this section include:
 The roles and functions of team members,
 A process for selecting members of the curriculum development team, and
 Principles of collaboration and teamwork
The goal is to obtain expertise for the areas included in the scope of the curriculum content
among the team members and develop an effective team.
(3) Conduct Needs Assessment and Analysis: There are two phases in the needs
assessment process. The first is procedures for conducting a needs assessment. A number of
techniques are aimed toward learning what is needed and by whom relative to the identified
issue. Techniques covered in this section include: KAP -Knowledge, Attitude, and Practice
Survey; focus groups; and environmental scanning.
Analysis, the second part of this needs assessment step, describes techniques on how to use the
data and the results of the information gathered. Included are: ways to identify gaps between
knowledge and practice; trends emerging from the data; a process to prioritize needs; and
identification of the characteristics of the target audience. o Phase II: Content and Methods
The content and method phase determines intended outcomes (what learners will be able to do
after participation in curriculum activities), the content (what will be taught), and the methods
(how it will be taught).
Steps include:
(1) State Intended Outcomes: Once the issue is defined, the curriculum team is formed, the
needs assessed, analyzed and prioritized, the next step is to refine and restate the issue, if needed,
and develop the intended outcomes or educational objectives. An intended outcome states what
the learner will be able to do as a result of participating in the curriculum activities.
This section includes:
a) A definition of intended outcomes,
b) The components of intended outcomes (condition, performance, and standards),
c) Examples of intended outcomes, and
d) An overview of learning behaviors.
(2) Select Content: The next challenge in the curriculum development process is selecting
content that will make a real difference in the lives of the learner and ultimately society as a
whole. At this point, the primary questions are: "If the intended outcome is to be attained, what
will the learner need to know? What knowledge, skills, attitudes, and behaviors will need to be
acquired and practiced?"
The scope (breadth of knowledge, skills, attitudes, and behaviors) and the sequence (order) of
the content are also discussed.
(3) Design Experiential Methods: After the content is selected, the next step is to design
activities (learning experiences) to help the learner achieve appropriate intended outcomes. An
experiential learning model and its components (i.e., experience, share, process, generalize, and
apply) are discussed in this section.
Additional topics include the following:
1. learning styles and activities appropriate for each style;
2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators; and
4. brief discussions on learning environments and delivery modes.
o Phase III: Implementation:
(1) Produce Curriculum Product: Once the content and experiential methods have been
agreed upon, the actual production of curriculum materials begins.
This section includes:
1) suggestions for finding and evaluating existing materials;
2) evaluation criteria; and
3) suggestions for producing curriculum materials.
(2) Test and Revise Curriculum: This step includes suggestions to select test sites and
conduct a formative evaluation of curriculum materials during the production phase. A sample
evaluation form is provided.
(3) Recruit and Train Facilitators: It is a waste of resources to develop curriculum
materials if adequate training is not provided for facilitators to implement it. Suggestions for
recruiting appropriate facilitators are provided with a sample three-day training program.
(4) Implement Curriculum: Effective implementation of newly developed curriculum
products is unlikely to occur without planning. Strategies to promote and use the curriculum are
discussed in this step.
o Phase IV: Evaluation and Reporting

(1) Design Evaluation Strategies: Evaluation is a phase in the curriculum development model
as well as a specific step. Two types of evaluation, formative and summative, are used
during curriculum development. Formative evaluations are used during the need’s
assessment, product development, and testing steps.
Summative evaluations are undertaken to measure and report on the outcomes of the
curriculum. This step reviews evaluation strategies and suggests simple procedures to produce
valid and reliable information. A series of questions are posed to guide the summative evaluation
process and a sample evaluation format is suggested.
(2) Reporting and Securing Resources: The final element in an evaluation strategy is
"delivering the pay off (i.e., getting the results into the hands of people who can use them).
In this step, suggestions for what and how to report to key shareholders, especially funding
and policy decision makers, are provided and a brief discussion on how to secure resources
for additional programming.

Q.no. 04
Which considerations are essential for developing curriculum? Explain in the similarities
and differences of curriculum development process of Pakistan and UK.
Answer
CURRICULUM DEVELOPMENT IN THE UNITED KINDOM
The United Kingdom is made up of England, Wales, Scotland and Northern Ireland.
United Kingdom is surrounded by the Atlantic Ocean, the North Sea, the English Channel, and
the Irish Sea. It has a long history as a major player in international affairs. The twentieth century
saw Britain having to redefine its place in the world. At the beginning of the century, it
commanded a world-wide empire as the foremost global power. Two world wars and the end of
empire diminished its role, but the UK remains a major economic and military power, with
considerable political and cultural influence around the world. The chief of state is the Queen
and the head of government is the Prime Minister.
 EDUCATION SYSTEM IN THE UK

Across the UK there are five stages of education: early years, primary, secondary, Further
Education (FE) and Higher Education (HE). Education is compulsory for all children between
the ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced
education which can be taken at further (including tertiary) education colleges and HE
institutions (HEIs). The fifth stage, HE, is study beyond GCE A levels and their equivalent
which, for most full-time students, takes place in universities and other HEIs and colleges.
1. Early Years Education: In England since September 2010, all three- and four-year-old are
entitled to 15 hours of free nursery education for 38 weeks of the year. Early Years education
takes place in a variety of settings including state nursery schools, nursery classes and
reception classes within primary schools, as well as settings outside the state sector such as
voluntary pre-schools, privately run nurseries or child minders.
In recent years there has been a major expansion of Early Years education and childcare. The
Education Act 2002 extended the National Curriculum for England to include the Foundation
Stage which was first introduced in September 2000, and covered children’s education from the
age of 3 to the end of the reception year, when children are aged 5.
2. Primary Education: The primary stage covers three age ranges: nursery (under 5), infant (5
to 7 or 8) (Key Stage 1) and junior (up to 11 or 12) (Key Stage 2) but in Scotland and
Northern Ireland there is generally no distinction between infant and junior schools. In
Wales, although the types of school are the same, the Foundation Phase has brought together
what was previously known as the Early Years (from 3 to 5-year-olds) and Key Stage 1
(from 5 to 7-year-olds) of the National Curriculum to create one phase of education for
children aged between three and seven. In England, primary schools generally cater for 4–
11-year-olds.

Some primary schools may have a nursery or a children’s center attached to cater for younger
children. Most public sector primary schools take both boys and girls in mixed classes. It is usual
to transfer straight to secondary school at age 11 (in England, Wales and Northern Ireland) or 12
(in Scotland), but in England some children make the transition via middle schools catering for
various age ranges between 8 and 14. Depending on their individual age ranges middle schools
are classified as either primary or secondary. The major goals of primary education are achieving
basic literacy and numeracy amongst all pupils, as well as establishing foundations in science,
mathematics and other subjects.
Children in England and Northern Ireland are assessed at the end of Key Stage 1 and Key
Stage 2. In Wales, all learners in their final year of Foundation Phase and Key Stage 2 must be
assessed through teacher assessments.
3. Secondary Education: In England, public provision of secondary education in an area may
consist of a combination of different types of school, the pattern reflecting historical
 circumstance and the policy adopted by the local authority. Comprehensive schools largely
admit pupils without reference to ability or aptitude and cater for all the children in a
neighborhood, but in some areas, they co-exist with other types of schools, for example
grammar schools.
Academies, operating in England, are publicly funded independent schools. Academies
benefit from greater freedoms to help innovate and raise standards. These include freedom from
local authority control, the ability to set their own pay and conditions for staff, freedom around
the delivery of the curriculum and the ability to change the lengths of terms and school days.
The Academies Program was first introduced in March 2000 with the objective of replacing
poorly performing schools. Academies were established and driven by external sponsors, to
achieve a transformation in education performance. The Academies Program was expanded
through legislation in the Academies Act 2010. This enables all maintained primary, secondary
and special schools to apply to become an Academy.
The early focus is on schools rated outstanding by Ousted and the first of these new
academies opened in September 2010. These schools do not have a sponsor but instead are
expected to work with underperforming schools to help raise standards. In Wales, secondary
schools take pupils at 11 years old until statutory school age and beyond. Education authority
secondary schools in Scotland are comprehensive in character and offer six years of secondary
education; however, in remote areas there are several two-year and four-year secondary schools.
4. Further Education: Further education may be used in a general sense to cover all
nonadvanced courses taken after the period of compulsory education. It is post-compulsory
education (in addition to that received at secondary school), that is distinct from the
education offered in universities (higher education). It may be at any level from basic skills
training to higher vocational education such as City and Guilds or Foundation Degree.
A distinction is usually made between FE and higher education (HE). HE is education at a
higher level than secondary school. This is usually provided in distinct institutions such as
universities. FE in the United Kingdom therefore includes education for people over 16, usually
excluding universities. It is primarily taught in FE colleges, work-based learning, and adult and
community learning institutions. This includes post-16 courses similar to those taught at schools
and sub-degree courses similar to those taught at higher education (HE) colleges (which also
teach degree-level courses) and at some universities. Colleges in England that are regarded as
part of the FE sector include General FE (GFE) and tertiary colleges, Sixth form colleges,
Specialist colleges (mainly colleges of agriculture and horticulture and colleges of drama and
dance) and adult education institutes.
In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools,
or, more commonly, sixth forms within secondary schools. In England, further education is often
seen as forming one part of a wider learning and skills sector, alongside workplace education,
prison education, and other types of non-school, non-university education and training. Since
June 2009, the sector is overseen by the new Department for Business, Innovation and Skills,
although some parts (such as education and training for 14–19-year-olds) fall within the remit of
the Department for Education.

Higher Education:

Higher education is defined as courses that are of a standard that is higher than GCE A level,
the Higher Grade of the SCE/National Qualification, GNVQ/NVQ level 3 or the Edexcel
(formerly BTEC) or SQA National Certificate/Diploma. There are three main levels of HE
courses.
1. Postgraduate courses leading to higher degrees, diplomas and certificates (including
Doctorate, Masters (research and taught), Postgraduate diplomas and certificates as well
as postgraduate certificates of education (PGCE) and professional qualifications) which
usually require a first degree as entry qualification.
2. Undergraduate courses which include first degrees (honors and ordinary), first degrees
with qualified teacher status, enhanced first degrees, first degrees obtained concurrently
with a diploma, and intercalated first degrees (where first-degree students, usually in
medicine, dentistry or veterinary medicine, interrupt their studies to complete a one-year
course of advanced studies in a related topic).
3. Other undergraduate courses which include all other higher education courses, for
example SVQ or NVQ: Level 5, Diploma (HNC/D level for diploma and degree holders),
HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and Diplomas in
HE.
As a result of the Further and Higher Education Act 1992, former polytechnics and some other
HEIs were designated as universities in 1992/93. Students normally attend HE courses at HEIs,
but some attend at FE colleges. 1. England - The Qualifications and Curriculum Authority
(QCA):
The Qualifications and Curriculum Authority (QCA) is committed to building a world-class
education and training framework that meets the changing needs of individuals, business and
society. We lead developments in curriculum, assessments, examinations and qualifications. The
QCA is the guardian of standards and quality across all qualifications in England and Wales.
It advises the government about all qualifications, including the school curriculum and
assessment. In addition, QCA:
a) Manages the national Assessment system.
b) Develops, regulates and monitors the national qualifications system.
c) Provides national data, information, guidance and support for those involved in education
and training.
d) Monitors the activity of awarding bodies.
2. Scotland - The Scottish Qualifications Authority (SQA): In Scotland the SQA is both an
accrediting and awarding body. It regulates the awarding bodies in Scotland and can also
award every type of Scottish qualification except degrees.
3. Wales - Qualifications, Curriculum and Assessment Authority for Wales
(ACCAC): The ACCAC is responsible for advising the National Assembly for Wales on all
aspects of the school curriculum, examinations, assessment and vocational qualifications.

Q.No. 5
What is distance education? Discuss in detail the comparison of distance education of
Pakistan and UK.
Answer

United Kingdom (UK)

British Council (2015) highlighted that in UK, in distance learning programs classes might be
conducted online via forums, instant messaging, social media, blogs and email. Some have
‘virtual’ lectures and seminars, where students participate through webcams. Students might also
receive course materials in print or on CD. These courses are ideal for part-time study, but they
need to be disciplined to ensure them to complete all assignments and projects on time.
A growing number of universities in the UK are offering students the chance to do some of
their course as a MOOC (Massive Open Online Course). A MOOC is an online week-by-week
course, offering you the chance to interact directly with university tutors. It's usually free to take
part in a MOOC, although you have to pay for a certificate at the end. Mostly, students won't be
able to do an entire degree as a MOOC. However, increasing numbers of UK universities are
offering students the chance to convert MOOCs into degree credits.
Successful course takers might also get a special offer if they want to go on to enroll at the
university. Some universities also offer scholarships or part-scholarships for students who do
extremely well in their MOOC.
Open and distance learning is increasingly available in UK. The Open University, which
specializes in ‘open supported learning’, admitted its first students in 1971 and is now a major
provider of distance learning and the UK’s largest university in terms of student numbers. Other
institutions also increasingly offer courses on this basis. Open and distance learning is
increasingly available. The Open University, which specializes in ‘open supported learning’,
offers both taught master’s and research master’s degrees.
 AECT (2001) highlights that the establishment of the British Open University in the United
Kingdom in 1969 marked the beginning of the use of technology to supplement print-based
instruction through well-designed courses. Learning materials were delivered on a large scale to
students in three programs: undergraduates, postgraduates, and associate students.
Although course materials were primarily print based, they were supported by a variety of
technologies. No formal educational qualifications have been required to be admitted to the
British Open University. Courses are closely monitored and have been successfully delivered to
over 100,000 students. As a direct result of its success, the Open University model has been
adopted by many countries in both the developed and developing world. Researchers in the
United Kingdom continue to be leaders in identifying problems and proposing solutions for
practitioners in the field. The International Centre for Distance Learning, at the British Open
University, maintains the most complete holdings of literature in both research and practice of
international distance learning.

Pakistan

OGPBB (2006) highlighted that in Pakistan, main institution offering distance education is
Allama Iqbal Open University. The University, with the name of People's Open University was
established in June 1974 under an Act of the Parliament assented to on 22nd May 1974. It was
the first institution of distance education in Asia. The University was renamed as Allama lqbal
Open University (AIOU) in 1977 on the occasion of the centenary celebrations of the birth of the
great Philosopher and National Poet Allama Muhammad lqbal. The University was established
as a distance education institution with the purpose to: -
1) Provide educational facilities to the people who cannot leave their homes
and places of job;
2) Provide facilities to the masses for their educational uplift; 3) Provide
facilities for the training of teachers; and
4) Provide education to all without any discrimination.
The Philosophical foundation of the Allama lqbal Open University lies in its "OPENNESS".
This University, as a unique institution in the country, reaches the doorsteps of those who wish
to broaden their horizons of Knowledge or upgrade their occupational skills while in
conventional and formal system the students go to the University for Studies. Moreover, this is
the only university of Pakistan whose Jurisdiction touches the geographical boundaries of
Pakistan.
Distance Education in Pakistan particularly suited to the female population as it provides
them an opportunity to study at home. Similarly, people living in the tribal and far-flung areas
where the formal education system has not reached as yet, also get an opportunity to be
educated.
This system is flexible in terms of age, and even time. The University develops specialized
textbooks and reading material to enable the students to study on the basis of self-learning in
general education program. To help them study at home, however, the university provides
supports of radio and television programs. University's Institute of Educational Technology
produces high quality educational audio and video-cassettes, which enable the students to study
at home more effectively. Recent innovations in the field of Information Technology are making
the system of distance Education even more effective. As more and more students get access to
the Personal Computers and learn to use the internet, teaching through Distance Education is
becoming more effective. The outreach system of the University in the form of its Regional
Campuses/Centers is the backbone of its methodology. The President of the Islamic Republic of
Pakistan is the Chancellor of Allama lqbal Open University. The Federal Minister for Education
is the pro-Chancellor and the vice-Chancellor of the University is its Principal Executive and
Academic officer. The University has produced hundreds of credits and non- credit courses for
various levels of learners and are sent to the students. The provision of the specially compiled
instructional material at postgraduate level is recent addition. The learning packages are not only
being used by AIOU students but also those of formal system. The University has till recently,
been concentrating on programs up to degree levels it is now increasing its programs in the field
of science and technology and at postgraduate level. The Allama lqbal Open University, being a
distance education institution, relies heavily on all varieties of available media to reach its
students in an effective manner, which include Correspondence materials, Radio and television,
Satellite transmission, non-broadcast media, Tutorial instruction, Face to be teaching, and Group
training workshops. Another notable DE institution is Virtual University. The Virtual University,
Pakistan’s first University based completely on modern Information and Communication
Technologies, was established by the Government as a public sector, not-for-profit institution
with a clear mission: to provide extremely affordable world class education to aspiring students
all over the country. Using free-to-air satellite television broadcasts and the Internet, the Virtual
University allows students to follow its rigorous programs regardless of their physical locations.
It thus aims at alleviating the lack of capacity in the existing universities while simultaneously
tackling the acute shortage of qualified professors in the country. By identifying the top
Professors of the country, regardless of their institutional affiliations, and requesting them to
develop and deliver hand-crafted courses, the Virtual University aims at providing the very best
courses to not only its own students but also to students of all other universities in the country.
The Virtual University of Pakistan holds a Federal Charter, making its degrees recognized and
accepted all over the country as well as overseas.