UMT Education Review (UER)

Volume II, Issue I, 2019

Research Articles

Quality Assurance and Accreditation of Teacher Education in Pakistan: Scope for Internationalization

Zunaira Liaqat, Dr. Seema Arif, Ayesha Afzal

This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments about their level of understanding of the quality assurance and accreditation process, and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprised of close and open ended was used to collect data from 152 faculty members teaching in education departments of 16 universities of Pakistan. The faculty serving at various positions was purposively selected for the purpose. Triangulation was achieved through content analysis of the survey, document analysis of NACTE Manuals & HEC directives. Finally thematic analysis was completed to reach conclusions. The study concludes that the faculty of the education department lacks awareness about quality assurance and accreditation process. Further findings suggest that universities are not prepared in many aspects for the achievement of national accreditation; however, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of accreditation of teacher education in Pakistan.
Keywords: Globalization, internationalization, national accreditation, quality assurance, teacher education


Development of Articulation Screening Tool to Assess the Articulation Errors in Urdu Speaking School Going Children

Hamda Muzaffar, Nayab Iftikhar, Dr. Muhammad Sikander Ghayas Khan, Sumera Nawaz MaliK

Urdu is national language of Pakistan and more than 100 million people speak Urdu language worldwide. Urdu Language has 43 phonemes however, there are some different phonemes in English and Urdu language that affect accuracy of test results ultimately it leads the difficulty in assessment, diagnosis and intervention planning. Develop a criterion based articulation screening tool to identify the articulation errors in Urdu speaking school going children. 500 Urdu words are selected after literature review for eliciting spontaneous single word responses at initial, medial and final positions. 10 professionals are requested to review and rate each word from 1 – 5 (1=strongly disagree, 2= disagree, 3= neutral, 4=agree, 5 strongly agree). The pilot study is conducted on 25 Urdu speaking school going children to check the content validity. The mean score of all the responses is calculated and top three responses are selected for further application. In second application 200 school going children 100 male and 100 female are included. Their responses of sound utterance at initial, medial and final positions are converted to mean scores. Mean score of expert opinion, pilot study and final application of UAST is calculated. The Excel spreadsheets are used for this purpose. The minimum mean score of selected words is 3 whereas the maximum mean score is 5. Final application proves the validity of UAST. The selected words minimum mean score is 4.5 whereas maximum mean score is 5. UAST is a valid screening tool to screen the articulation errors in Urdu speaking school going children. Keywords: Articulation screening, Urdu Articulation Screening Tool (UAST), Articulation errors, Criterion based Urdu Articulation Screening Tool, Articulation errors in school going children.
Keywords: Articulation screening, Urdu Articulation Screening Tool (UAST), Articulation errors, Criterion based Urdu Articulation Screening Tool, Articulation errors in school going children.


Human Rights Education in Pre-Service Teacher Education – Pakistan

Mehek Naeem, Dr. Fariha Gull, Dr. Muhammad Zaheer Asghar, Dr. Naeem Zafar

As per international obligations, human rights education should be taught to all. In Pakistan teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring teaching of human rights to prospective teachers. The purpose of the study was to assess how much knowledge about human rights education is provided to pre-service teachers during their BEd course. A case study approach was used in qualitative paradigm to study the case of 3 education universities in Lahore, Pakistan offering BEd. The study used document analysis and survey with pre-service teachers for collection of data. Content analysis was used to analyze the scheme of studies given by Higher Education Commission Pakistan and the subsequent curricula used by the universities under study. Consequently, survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices towards teaching of human rights as prospective teachers. The results reveal that an overall positive attitude towards teaching and learning about human rights education was found among respondents of the study, but no specific module, course or topics in a course focused on human rights education in the curricula. This study reflects the need of integration of human rights education in teacher training curriculum and recommends that human rights education should be mandatory part of teacher education curricula.
Keywords: Case study, human rights education, prospective teachers, teacher education curriculum.

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