Student Handbook

Handbook 2009-2010 Notre Dame Institute of Education Karachi

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Student Handbook 2009-2010

Content

INTRODUCTION .......................................................................... 4

EXPLANATION ............................................................................ 7

OFFICERS OF THE INSTITUTE.................................................. 8

Sr Ann Thomson ................................................................... 9

Anthony Francis DSilva ....................................................... 9 Ashar Johnson Khokhar ........................................................ 9

Bartholomew David ............................................................ 10

Dr. Fateh Muhammad ......................................................... 10

Dr Khalid Rawat ................................................................. 10

Fatima Hashim .................................................................... 11

Fehmida Sheikh ................................................................... 11

Fouzia Nawaz ...................................................................... 12

Fozia Gulab ......................................................................... 12

Kiran Hashmi ...................................................................... 12

Margaret Madden ................................................................ 13

Martin Thomas .................................................................... 13

Nancy Lobo ......................................................................... 13

Nasim Mughal ..................................................................... 14

Razi Ahmed ......................................................................... 14

Rozina Jumani ..................................................................... 14

Shirin Hussain ..................................................................... 15

Sheeba Sultan ...................................................................... 15

Zeeshan Paul ....................................................................... 15

Teaching Responsibilities ............................................................. 17

ACCOMMODATION .................................................................. 20

LIBRARY ..................................................................................... 20

FEES ........................................................................................ 20

FINANCIAL ASSISTANCE ........................................................ 21

FOOD ........................................................................................ 21

COMPUTER ACCESS FACILITIES .......................................... 21

MENTORS ................................................................................... 21

EDUCATIONAL TECHNOLOGY.............................................. 21

LANGUAGE AND MATHEMATICS INTENSIVE COURSES 22

ATTENDANCE ........................................................................... 22

ABSENCES .................................................................................. 22

COURSES .................................................................................... 22

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1. THE NDIE CERTIFICATE OF EDUCATION ............. 23

2. BACHELOR OF EDUCATION Karachi University .. 28 3. INTERNATIONAL GRADUATE CERTIFICATE IN

EDUCATION, KARACHI- Australian Catholic

University ....................................................................... 31

4. UNIT OUTLINES .......................................................... 44

4. NDIE - M.ED PRELIMINARY COURSE .................. 101

5. MASTER OF EDUCATION Karachi University ..... 111 6. MASTER OF EDUCATION Australian Catholic

University ..................................................................... 113

7 SUMMARY COURSE DESCRIPTION ...................... 116

8. CERTIFICATE IN SECONDARY SCHOOL

TEACHING.................................................................. 155

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INTRODUCTION NOTRE DAME INSTITUTE OF EDUCATION KARACHI Notre Dame Institute of Education was opened on 1st October, 1991, at the initiative of Bishop Anthony Lobo, then auxiliary Bishop of Karachi, and under the auspices of the Catholic Bishops Conference of Pakistan The need to raise standards of education in Pakistan has long been recognized and stressed by Pakistani educational authorities, by Governments and by outside Institutions (e.g. the United Nations). It is universally accepted by educators, both Church and Government, that it is the education and training of teachers, which must take top priority in improving the quality of education in the country. Bishop Lobo saw the need for a degree-granting institution which could also serve as a pace-setter cultivating the highest academic standards and developing modern approaches to teaching. Australian Sisters of Mercy began working in Pakistan in 1985 under the leadership of Sister Elizabeth Cloonan RSM, formerly Vice Principal of Mercy Campus, Institute of Catholic Education, Victoria. She advised Bishop Lobo to seek Australian assistance for the project. Subsequently, in consultation with the Bishop, Dr. Deirdre Jordan RSM, Chancellor of Flinders University approached Australian academics and teachers, including the Sisters of Mercy, for volunteers. Two Sisters of Mercy took up the invitation and accepted responsibility for the development of the project for the Catholic Bishops Conference of Pakistan. They have been joined by other Australian volunteers, lay and religious, particularly Sisters of Mercy of the Australian Institute, who still form part of the core staff of the Institute. An increasing number of NDIE graduates are now employed on the Institute staff. High academic standards have been achieved by graduates of NDIE in all its courses. NDIE students have been position holders at the Karachi University examinations and their high standard of research work has been well recognized by Australian Catholic University. NDIE graduates come from and are now teaching in all Provinces, all Dioceses and the Apostolic Prefecture of Pakistan.

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THE MISSION OF NDIE NDIE is committed to bringing about positive change in the quality of teacher education in Pakistan. It aspires to do this through developing enthusiastic and committed individuals as teachers, educational leaders and researchers who are reflective practitioners, self-directed learners, decision makers and change agents who contribute to the creation of a national environment where both equity and diversity are honoured.

The Institute has a primary responsibility to provide excellent education of international standard to its student body who will use their knowledge of new technologies and scientific methods, their crafted and refined skills to teach, research and administer to provide quality leadership in educational settings. It encourages its graduates to be accountable for the contribution they make to bring about a positive change in the quality of the learning processes of educational institutions in Pakistan

NDIE is explicit in its endeavours to provide its students and staff opportunities to mature spiritually and ethically through interaction with colleagues from different ethnic, social, and religious backgrounds. Its ideal graduates will have a positive sense of their own self-worth, an appreciation of the dignity of others, a sense of the sacred in life and a commitment to use their education to serve their community through improving the quality of education in Pakistan.

COURSES NDIE offers the following courses and services:

1. A one year full-time Bachelor of Education (affiliated with Karachi University).

2. Accredited one year full-time International Graduate Certificate in Education

(licensed by Australian Catholic University). The University Grants Commission (Islamabad) has granted this course equivalence status with the B.Ed Degree from all Pakistani Universities. The B.Ed. and IGCE may be taken concurrently.

3. A Master of Education designed to develop leaders in Education. This is a three year course (including the NDIE B.Ed, and a two-year part-time M.Ed Preliminary Course).

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4. A semester course - Certificate in Teacher Development

5. Educational Management Workshops

ACADEMIC STATUS NDIE is affiliated with Karachi University for both B.Ed and M.Ed Programmes and is accredited by Australian Catholic University to conduct the International Graduate Certificate in Education and the M.Ed Programmes.

SERVICES NDIE offers the following services: 1. NDIE also provides professional development and in-service programmes,

for schools in Karachi and other parts of Pakistan by negotiation.

2. NDIE works in conjunction with other in-service providers e.g. the Teachers Resource Centre, Karachi; the AKU-IED (Aga Khan University Institute for Educational Development); and the Bishops National Programmes Office for Education, to conduct other workshops especially in educational leadership, and other programmes.

3. NDIE acts as a Consultant in Education to various dioceses and Catholic

schools, as well as to institutions and schools of other faith traditions.

4. NDIE has established a Publications Department with a dual focus i.e. curriculum support material for Urdu Medium Primary Schools, and publication of school based research conducted by Pakistani teachers, many of whom are NDIE graduates.

5. NDIE works in partnership with the Government Sector for the further

development of the teacher education.

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THE NDIE SYMBOL

EXPLANATION The name - Notre Dame (French: Our Lady), and the symbols of the twelve stars, refers to Mary the Mother of Jesus who was patron of the great medieval Universities of Europe. Mary is Patron of this Institute and links it with past traditions of learning. The fountain - shows the life-giving quality of fresh water and symbolizes the power of education to give life. The circle - has no beginning and no end and symbolizes the power and wisdom of God. Deus Regnat - (Latin: God is overall) shows that we have faith in Gods power to bring about enlightenment and freedom through education.

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OFFICERS OF THE INSTITUTE

PPAATTRROONN Dr. Deirdre Jordan RSM

PPRREESSIIDDEENNTT

AArrcchhbbiisshhoopp EEvvaarriisstt PPiinnttoo

CCHHAAIIRRMMAANN -- BBOOAARRDD OOFF GGOOVVEERRNNOORRSS Bishop Max Rodrigues

DDIIRREECCTTOORR Sr. Margaret Madden RSM

TTRREEAASSUURREERR ((HHOONNOORRAARRYY)) Mr. Oswald Pearl

RREEGGIISSTTRRAARR Mr. Zeeshan Paul

AASSSSIISSTTAANNTT RREEGGIISSTTRRAARR && OOFFFFIICCEE MMAANNAAGGEERR

MMrr.. NNooeell FFeerrnnaannddeess

MM..EEDD CCOOUURRSSEE CCOO--OORRDDIINNAATTOORR Mr. Bartholomew David

BB..EEDD CCUURRRRIICCUULLUUMM CCOO--OORRDDIINNAATTOORR Ms. Fozia Gulab

EEDDUUCCAATTIIOONNAALL LLEEAADDEERRSSHHIIPP CCOO--OORRDDIINNAATTOORR Mr. Martin Thomas

PPRROOFFEESSSSIIOONNAALL DDEEVVEELLOOPPMMEENNTT CCOO--OORRDDIINNAATTOORR Mrs. Fehmida Sheikh

SSCCHHOOOOLL EEXXPPEERRIIEENNCCEE CCOO--OORRDDIINNAATTOORR Mr. Ashar Johnson Khokhar

LLIIBBRRAARRIIAANN Mrs. Bushra Faisal

WWOOMMEENNSS HHOOSSTTEELL SSUUPPEERRVVIISSOORR Mrs. Fozia Rafique

MMEENNSS HHOOSSTTEELL SSUUPPEERRVVIISSOORR Mr. Martin Thomas

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ACADEMIC STAFF

Sr Ann Thomson Qualifications

Degree Institution

BSc Newcastle Australia

Grad Dip Ed Studies Newcastle Australia

M Psych Ed Newcastle Australia

Anthony Francis DSilva Qualifications

Degree Institution

B.Com University of Karachi

B.Ed University of Karachi

MA ( Int Rel) University of Karachi

MBA Adamson University Manila

M.Ed Hamdard University

Ashar Johnson Khokhar Qualifications

Degree Institution

MA Education University of Leeds, UK

M Ed Teacher Education Allama Iqbal Open University, Pakistan

MA (English Literature) Punjab University, Pakistan

B Ed University of Karachi, Pakistan

IGCE Australian Catholic University, Australia

BA (General Science) University of the Punjab, Pakistan.

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Bartholomew David Qualifications (Bachelors degree and onwards)

Degree Institution

B.Sc University of Karachi


IGCE Australian Catholic University

M.Ed University of Karachi

M.Ed Australian Catholic University

Dr. Fateh Muhammad Qualifications (Bachelors degree and onwards)

Degree Institution

B.A (Hons) Sociology University of Karachi

M.A Sociology University of Karachi

Ph.D University of Karachi

Dr Khalid Rawat Qualifications (Bachelors degree and onwards)

Degree Institution

Ph.D

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Fatima Hashim Qualifications

Degree Institution

B. Sc. University of Karachi

M. Sc. University of Karachi

B. Ed. University of Karachi

I.G.C.E. Australian Catholic University

M. Ed. University of Karachi

M. Ed. Australian Catholic University

Fehmida Sheikh Qualifications

Degree Institution

BBA (Hons) Ahmadu Bello University, Zaria, Nigeria


BEd University of Karachi



Ph. D At completion, Deakin University, Australia

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Fouzia Nawaz Qualifications

Degree Institution

BSc Karachi University


M.Ed Karachi University


B.Ed Karachi University

MSc (Zoology) Karachi University

Fozia Gulab Qualifications

Degree Institution


BEd University of Karachi

BSc Punjab University

MEd Australian Catholic University

MEd University of Karachi

M.Phil in Ed. Iqra University, Karachi

Kiran Hashmi Qualifications

Degree Institution

BSc University of Karachi

MA University of Karachi

MPhil IQRA University

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Margaret Madden

Qualifications

Degree Institution

Cert Teach Brisbane

B.A Queensland

M.Ed Toronto

M.Theol. Toronto

Ph.D Cand

M.A.C.E.

Martin Thomas Qualifications

Degree Institution

PhD (Candidate) Iqra University

M Phil (Ed) Iqra University

Master (Ed) Australian Catholic University (ACU)


IGCE Australian Catholic University (ACU)


BA University of Karachi

Nancy Lobo Qualifications

Degree Institution

B.A University of Karachi




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Nasim Mughal Qualifications

Degree Institution


M.A (Psychology) University of Karachi

Dip Child Edu UK

Dip Counselling UK

Razi Ahmed Qualifications

Degree Institution

B. Sc University of Karachi

M.I.T Islamabad University (AJK)

Rozina Jumani Qualifications

Degree Institution

MA in Educational Planning & International Development Institution of Education, University of London

MA in Linguistics University of Karachi

MA in Islamic Studies University of Karachi

MA in Sociology & Cultural Anthropology ITREB for Pakistan

Bachelor in Arts University of Karachi

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Shirin Hussain Qualifications

Degree Institution

A.M.I Montessori Diploma Karachi


V.T. Cert Aga Khan University


I.G.C.E Australian Catholic University


M.Ed (Primary) Australian Catholic University

Sheeba Sultan Qualifications

Degree Institution

BA University of Karachi

Bed University of Karachi


MA University of Karachi

Zeeshan Paul Qualifications

Degree Institution




I.G.C.E Australian Catholic University

M.B.A (Marketing) Al-Khair University

B.Sc Shah Abdul Latif University Khairpur

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VISITING ACADEMICS Dr. Annette Schneider B.A (Monash), M.A prelim (Geog Monash), Dip.Ed (Monash), M.Ed. (Monash), D.Ed. (Melbourne). Sr. Cynthia BA (Adelaide), Dip Ed (Adelaide), B Letters (New England), ESL (Aukland) Dr. Ismail Saad B.A (Delhi), M.Eco (Agra) M.Ed (Peabody, Tennessee), Ph.D (Ed.) (Peabody, Tennessee). Mr Nadeem Michael B.A, B.Ed (Karachi), I.G.C.E (ACU), M.Ed (Karachi), M.Ed (ACU)

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ACADEMIC STAFF Teaching Responsibilities

Ann Thomson Human Development in

Educational Settings (B.Ed./I.G.C.E.) Functional English Certificate in Teacher Development

Anthony DSilva Mathematics Curriculum Studies (B.Ed/I.G.C.E) General Studies BEd./I.G.C.E.) Commerce Curriculum Studies (B.Ed / I.G.C.E) Ashar J Khokhar Religious Studies (B.Ed/I.G.C.E) English Curriculum Studies (B.Ed/I.G.C.E) Functional English Bartholomew David Curriculum Planning and Development (M.Ed)

Ed. Planning and Development (M.Ed) Individual Study (M.Ed) M.Ed Preliminary Programme Thesis Supervision (M.Ed) Fateh Mohd. Burfat Educational Sociology (B.Ed./I.G.C.E.) Fatima Hashim Biology (B.Ed/I.G.C.E)

Educational Research & Statistics (M.Ed) Thesis & Supervision.(M.Ed) Fehmida Sheikh Evaluation & Measurement (B.Ed./I.G.C.E.)

Testing & Evaluation (M.Ed) Research Supervision (M.Ed)

Fouzia Nawaz General Science (B.Ed / I.G.C.E)

Certificate in Teacher Development Fozia Gulab School Organization and Management (B.Ed / I.G.C.E) Curriculum and Instruction (B.Ed / I.G.C.E) MEd Preliminary Programme

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Khalid Rawat Perspectives of Education in Pakistan (B.Ed/I.G.C.E) Perspectives and Issues in Education (M.Ed)

Kiram Hashmi Pak. Studies Curriculum Studies (B.Ed/I.G.C.E) Margaret Madden rsm Individual Study (M.Ed)

Research and Thesis Supervision (M.Ed) M.Ed Preliminary Programme Martin Thomas Classroom Teaching & Management (B.Ed/IGCE)

Educational Management (M.Ed) M.Ed Research Supervision Educational Leadership

Nasim Mughal Human Development in

Educational Settings (B.Ed./I.G.C.E.) Psychology & Education: Teaching and Learning Issues (M.Ed)

Nancy Aziz Bashir Din Thesis and Supervision (M.Ed) Educational Leadership Workshops Razi Ahmed Computer Studies (B.Ed./I.G.C.E.) Computer Studies (M.Ed.) Rozina Jumani English Curriculum Studies (B.Ed./I.G.C.E.) School Organization and Management (B.Ed / I.G.C.E) Shirin Husain Human Development in

Educational Settings (B.Ed./I.G.C.E.) M.Ed Preliminary Programme Psychology & Education: Teaching and Learning Issues (M.Ed)

Zeeshan Paul Evaluation and Measurement

(Statistics) (B.Ed./I.G.C.E.) Practical Mathematics (B.Ed./I.G.C.E.) Testing & Evaluation (Statistics) (MEd) Educational Leadership

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OFFICE AND SUPPORT STAFF

REGISTRAR Zeeshan Paul BSc (Khairpur), B.Ed (Karachi), IGCE (ACU), MBA

(Marketing), MEd (Karachi), MEd (ACU) ASSITANT REGISTRAR Noel Fernandes BCom SECRETARY Swami Peria B.Com (KU) FINANCE ASSISTANT Anila Christy BSc. (Sindh), MBA (M.I.S.) COMPUTER TECHNICIAN Razi Ahmed B.Sc, M.Sc LIBRARIAN Bushra Faisal BSc (Karachi), M.L.I.S. (Karachi) ASSISTANT LIBRARIAN Serena Lobo BA (Karachi) H.C.Lib Sc. LIBRARY ASSISTANTS Carol Mendonca Bilquies Munawar SUPPORT STAFF Ajay Prem Babu Sunny George Shahab Mukesh Badrilal Augustine Peter

DRIVERS Jagdesh Chittar Aziz Khokhar LIFT OPERATOR Sagar Shankar

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FACILITIES AND OPERATING PROCEDURES

ACCOMMODATION NDIE provides hostel accommodation for women and men students from outside Karachi. NDIE Womens Hostel is situated on the St. Patricks Campus and provides full board including meals. There are approx. 20 places available. NDIE Mens Hostel provides full board for a small number of students. Main meals are provided through the facilities of the Womens Hostel.

LIBRARY NDIE has an excellent library. The Gabrielle Jennings Library provides a service to staff and students of NDIE. It offers institutional and individual membership to a wide clientele within the educational community. The Library opens at 7.45 a.m. and closes at 6:00 p.m. Monday Thursday and 7:45 a.m. 5:15 p.m. during the winter months as well as each Friday throughout the year. It is open from 8:30 a.m. 4:00 p.m. on Saturdays. Silence is observed in the Library. Students are free to use the adjacent balcony for discussion.

FEES NDIE Fees The non-refundable Admission Fee and the Assessment Fee are payable to confirm the applicants place in Courses. The fees should be paid by cash or pay order. Cash payments are accepted only through presentation in person at the NDIE office. Tuition, Library and Hostel fees are payable quarterly in advance. Other Fees

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The Universities with which NDIE is affiliated for various courses also charge fees. These fees are payable to the Universities through the Institute. Karachi University charges fees for enrolment, for examinations. Students have to pay a separate fee for issuance of degrees and for Convocation. Students need to budget for these fees which are notified only several weeks before they are due. Australian Catholic University charges a fee for the issuance of its International Graduate Certificate of Education, the Master of Education and for the Awards Ceremony.

FINANCIAL ASSISTANCE There are no fee concessions. Some scholarships are available and have various criteria for selection. Detailed information about scholarships is available at the time of interview and after commencement day. Some Diocese and schools are prepared to sponsor their teachers to undertake NDIE courses. This sponsorship may include assistance with fees or some salary arrangement. Candidates should make inquiries with their diocese or schools at the time of applying to the Institute.

FOOD There are kitchen facilities at the Institute (for heating food) and a canteen on St. Patricks High School Campus.

COMPUTER ACCESS FACILITIES Students have access to a number of computers. A Background Studies Unit provides basic training in the use of computers. Internet facilities are provided for study and research purposes but not for personal business.

MENTORS Each student is assigned a member of staff to act as guide and consultant throughout the course.

EDUCATIONAL TECHNOLOGY NDIE provides access to and training in the use of educational technologies and equipment.

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LANGUAGE AND MATHEMATICS INTENSIVE COURSES The Institute provides practical courses in English Language and Mathematics. These are available for all students at B.Ed / I.G.C.E level.

ATTENDANCE Attendance is required during Institute hours for students of B.Ed./IGCE and M.Ed courses. All students are required to sign off and on whenever they leave or enter the campus during Institute hours.

ABSENCES Absences from NDIE classes must be notified to the Secretary by 8:30 a.m. on the day of absence. Absences from practicing schools must be notified to the school by 7.45 a.m. on the day of absence. Absences of more than two days for illness reasons require a medical certificate.

NDIE offers the following courses

COURSES 1. A one year full time NDIE certificate of Education. 2. A one year full-time Bachelor of Education (affiliated with Karachi

University).

3. A one year full-time International Graduate Certificate of Education (accredited by Australian Catholic University). The NDIE certificate, B. Ed. and the I.G.C.E may be taken concurrently.

4. A two year Master of Education (Preliminary) course required for

entrance to the Master of Education.

5. A 15 month Master of Education designed to develop leaders in Education (affiliated with Karachi University and accredited by Australian Catholic University).

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COURSES

1. THE NDIE CERTIFICATE OF EDUCATION

Students are required to take this course in conjunction with either the B.Ed or the I.G.C.E. 1.1 Aim of the Course

To facilitate the development of reflective, educated, culturally aware and responsive individuals, able to function effectively as beginning teachers in a variety of settings and committed to their continuing professional development.

1.2 Objectives

1.2.1 Introductory understanding of the psychological dimensions of

cognition, learning and development, especially in relation to the adolescent secondary school student;

1.2.2 Introductory understanding of the diversity of individual and group

needs in the teaching and learning process;

1.2.3 Understanding of the content and pedagogy of curriculum areas of the secondary school;

1.2.4 Introductory understanding of the general principles and procedures

underlying teaching, classroom management, communication and organization in Pakistans secondary schools;

1.2.5 Skills in planning the teaching, content, curriculum design and

evaluation of two subjects taught in Pakistan secondary schools;

1.2.6 Competence in the skills needed by a beginning teacher through a developmental program of supervised teaching practice in a variety of school contexts.

1.2.7 Introductory understanding of Pakistans education and schooling, with

particular reference to its development over time and its response to social and religious influences.

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1.2.8 Development in personal identity, confidence and responsibility.

1.3 Duration The Course will normally require one year of full-time study.

1.4 Admission to the Course

For entry to the Course, a Bachelor Degree in Arts, Science or Commerce with a first or second division pass is required. The equivalent of two years substantial study in the area in which the student will undertake curricular and method studies is also required.

The student must be competent in English and if not up to the required standard, must undertake an English language competency course in order to reach the required degree of proficiency.

1.5 Course Structure The course requires study in four fields: Background Studies, Professional Studies, Curriculum Studies and Professional Practice.

1.5.1 Background Studies These studies are compulsory units except that students judged to be competent in Computer Studies, Functional English and Practical Mathematics may be granted an exemption.

Background Studies comprise Computer Studies; Enrichment Studies; General Studies and Research Skills; Functional English; Practical Mathematics and Religious Studies.

1.5.2 Professional Studies Professional Studies in Education are compulsory and are the core of the Course. In each of two semesters, they are divided as follows:

Human Development in Educational Settings Perspectives of Education in Pakistan Evaluation and Measurement Curriculum and Instruction School Organization and Management Educational Sociology

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1.5.3 Curriculum Studies In each of the two semesters, Curriculum studies are divided into three sections a compulsory unit and two selected subject areas. Students are required to select two of the following methods subjects, excluding Religious Education which, with permission, may be taken as an extra:

Classroom Teaching and Management (Compulsory Unit)

Method Units

Chemistry

Biology

English

General Science

Mathematics

Pakistan Studies

Physics

Commerce

Religious Education

1.5.4 Professional Practice A minimum of 45 days of supervised teaching practice is required. Students are provided with a range of experiences, not only during the teaching rounds in the schools, but on organized visits to particular institutions to examine enlightened curriculum practices. Constant supervision and support is maintained by school supervisors, method lecturers and tutors with the CTM Unit.

1.6 Assessment Grading

1.6.1 Assessment grades for Background Studies Units: The grading scale used for Background Studies units, with the exception of Enrichment Studies shall be on a scale incorporating four pass levels:

% range HD High Distinction 85-100 DI Distinction 75-84 CR Credit 65-74 PA Pass 50-64 NN Fail 0-49

A simple rating of Satisfactory, Unsatisfactory shall apply to Enrichment Studies.

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1.6.2 The grading scale used for Professional Studies shall be a scale

incorporating four pass levels: % range

HD High Distinction 85-100 DI Distinction 75-84 CR Credit 65-74 PA Pass 50-64 NN Fail 0-49 When a unit is assessed on a Pass / Fail Scale. PS Pass 50 -100 NN Fail 0 - 49

1.6.3 Assessment for Professional Practice

Each students achievement in the Professional Practice program is reviewed by the Professional Practice Supervisory Panel. The Professional Practice Supervisory Panel may recommend the termination of a students course at any stage, when it is appraised that there is a lack of aptitude, or insufficient progress of achievement in this area.

The grading scale used for Professional Practice shall incorporate four pass levels. O Outstanding VG Very Good G Good S Satisfactory US Unsatisfactory

1.7 Course Mentors Each student is assigned to a Mentor from the Faculty. The mentor is to assist the student throughout the Course.

1.8. Unit Descriptions 1.8.1 Background Studies I.G.C.E. Unit Code 1.8.1.1. Computer Studies 1.8.1.2 Enrichment Studies 1.8.1.3. General Studies & Research Skills 1.8.1.4. Functional English 1.8.1.5 Practical Mathematics 1.8.1.6 Religious Studies

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1.8.2 Professional Studies 1.8.2.1 Human Development in

Educational Settings EDFD 507 1.8.2.2 Perspectives of Education

in Pakistan EDFD 508 1.8.2.3 Evaluation and Measurement EDFD 506 1.8.2.4 Curriculum & Instruction EDCU 502 1.8.2.5 School Organization &

Management EDFD 509 1.8.2.6 Educational Sociology EDFD 510 1.8.2.7 Classroom Teaching and

Management EDFD 511 1.8.3 Curriculum Studies 1.8.3.1 English EDLA 514 1.8.3.2 Mathematics EDMA 502 1.8.3.3 General Science EDST 503 1.8.3.4 Pakistan Studies EDSS 501 1.8.3.5 Religious Education EDRE 514 1.8.3.6 Chemistry EDST 505 1.8.3.7 Physics EDST 506 1.8.3.8 Biology EDST 507 1.8.3.9 Commerce EDSS 502 1.8.4 Professional Practice 1.8.4.1 Professional Practice EDFD 500

EDFX 501

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2. BACHELOR OF EDUCATION Karachi University

N.D.I.E is affiliated with the University of Karachi for the award of Bachelor of Education. (The N.D.I.E Certificate of Education course includes all the subjects required for the Karachi University B.Ed Degree)

2.1 Aims & Objectives of the B.Ed Course

2.1.1 The aims and objectives of the course are to be found in the Handbook

of University of Karachi. Faculty of Education - Courses of Studies for Bachelor of Education (B.Ed) for 1995-96 onward)

2.1.2 Duration As specified by Karachi University (3 terms) see K.U. Handbook page 3.

2.1.3 Admission to the Course As specified by Karachi University see K.U. Handbook, p.3, and for the NDIE Certificate of Education.

2.2 Course Structure

The examination in Theory of Education will consist of ten papers as listed below. Details of subjects are to be found in the Karachi University Handbook.

The NDIE Certificate of Education includes all these subjects - the corresponding

unit numbers are as listed. Corresponding

IGCE Unit No. Paper 1 Perspective of Education in Pakistan EDFD 508 Paper 2 Education Psychology & Guidance EDFD 507 Paper 3 School Organization & Management EDFD 509 Paper 4 Measurement & Evaluation in Education EDFD 506 Paper 5 Curriculum and Instruction EDCU 502 Paper 6 Educational Sociology EDFD 510 Paper 7 Elective I (Content) Paper 8 Elective I (Methods) Paper 9 Elective II (Content) Paper 10 Elective II (Methods)

Elective I & II may be chosen from the following

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English (Content) EDLA 514 English (Method) Commerce (Content) EDSS 502 Commerce (Method) Mathematics (Content) EDMA 502 Mathematics (Method) Physics (Content) EDST 506 Physics (Method) General Science (Content) EDST 503 General Science (Method) Biology (Content) EDST 507 Biology (Method) Pakistan Studies (Content) EDSS 501 Pakistan Studies (Method) Chemistry (Content) EDST 505 Chemistry (Method)

Practice of Teaching Details as specified in Karachi University Handbook pp.5ff plus NDIE Certificate requirements.

2.3 Assessment Details are to be found in the Karachi University Handbook.

The following is a summary:

2.4 Theory of Education The examination in Theory of Education shall consist of ten papers each of 100 marks.

a) Internal Evaluation 40 Marks b) University Examination 60 Marks

2.5 Practice of Teaching

Assessment of Practice of Teaching will be under supervision of Colleges - 100 marks. Assessment of practical skill will be done by the Board of

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Internal and External Examiners (appointed by Karachi University) in the teaching of two final lessons of 100 marks each.

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3. INTERNATIONAL GRADUATE CERTIFICATE IN EDUCATION, KARACHI- Australian Catholic University

3.1 RATIONALE 3.1.1 Contextual Factors The International Graduate Certificate in Education is a course that was first developed and approved in 1995 in association with the staff of the Faculty of Education of Australian Catholic University. It has been offered in Notre Dame Institute of Education in Karachi since its approval with accreditation from the Australian Catholic University.

In April 2001, the University Grants Commission (now the Higher Education Commission), Islamabad, granted it equivalence with a B.Ed Degree from any Government University in Pakistan.

The Notre Dame Institute of Education, Karachi, commenced in October 1991. It was founded by Australian Sisters of Mercy, in response to a request from Bishop Anthony Lobo to develop a teacher education institute that would raise the standards of education in Pakistan. From the beginning there was a strong link between the Sisters of Mercy and the Australian Catholic University, particularly Mercy Campus in Melbourne.

3.1.2 Need of the Course

The International Graduate Certificate in Education course is an introductory graduate pre-service course for candidates who have satisfactorily completed a first degree in Arts, Science or Commerce with the equivalent of 2 years substantial study in the area in which students will undertake curricular studies. The Notre Dame Institute of Education has an affiliation with the University of Karachi, which recognizes the merit of this course. Successful graduates of this programme are also able to obtain a B.Ed from the University of Karachi on successful completion of the required examinations. The dual awards assure the candidate of professional standing both within their country and internationally. Successful candidates may also gain access to the Master of Education Preliminary Course offered by the Notre Dame Institute of Education.

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3.1.3 Priority of the Course

The particular characteristics of this course are its integration of theory and practice and its emphasis on personal development and commitment. It presents the material to students in the context of justice and equity informed by a religious ethos that respects the Christian and other traditions within the Islamic society.

The nature of a professional degree requires candidates to analyze their context and to address many socio-cultural issues. The International Graduate Certificate of Education course provides the opportunity for the graduates to develop the professional expertise that will enable them to gain the respect of their communities. It also provides the possibility for the staff of the faculty for research and community service in an international context.

This course is particularly designed to meet the introductory needs of practitioners who occupy or

will occupy positions of influence in the educational community.

concerned with the improvement of professional practice by the development of appropriate skills and the application of advanced knowledge and research findings to the problems, issues and challenges that face education professionals in a particular cultural context.

planned to prepare professionals who will be capable of applying their knowledge and skills to improve curriculum offerings and advance the level of education in their community.

3.2 SUMMARY COURSE DESCRIPTION 3.2.1 Aims and Major Objectives

AAiimmss The International Graduate Certificate in Education course aims to facilitate the development of reflective, responsive, culturally aware and self-directed teachers who are able to function in collaboration with other learning communities to bring about a positive change in a variety of educational settings in Pakistan and are committed to their continuing professional development.

OObbjjeeccttiivveess This course is designed to prepare teachers to meet the requirements to teach in secondary schools in Pakistan with particular strengths in two of the nine curriculum studies units.

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More specifically the course aims to produce graduates who: (a) Understand

The Pakistani system of education and schooling, its development over time and its response to social and religious influences

The main purpose of education is the holistic development of students.

The importance of the cultural diversity of secondary classrooms in Pakistan and its implications for the teaching practices.

(b) Possess An understanding of the psychological dimensions of learning

and development especially in relation to secondary school students.

An understanding of human and religious diversity and their influence on the process of teaching and learning.

(c) Develop-

Critical reflection of their professional practice from a concern for ethics, social justice and social inclusion which are in keeping with the religious traditions of the students and the community.

3.2.2 Candidates Entry Requirements

NNoorrmmaall EEnnttrryy Applicants will normally be required to have completed a Bachelors Degree in Arts, Science or Commerce with the equivalent to two years substantial study in the area in which the students will undertake curricular and method studies. Competence in English is required and, if not up to the required standard, the student will be obliged to undertake an extensive English language competency course to reach an appropriate standard.

SSppeecciiaall EEnnttrryy Applicants whose educational qualifications do not satisfy these requirements for admission to the course, but who have sound and sufficient basis for application supported by documentation, may be granted admission if they satisfy special admission criteria, determined by the Board of Notre Dame Institute of Education.

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3.2.3 Length of the Course and Mode

LLeennggtthh ooff CCoouurrssee The minimum period of study for candidates is one years full-time or equivalent part-time.

MMooddee This course is only offered in an attendance mode. This provides for both a high degree of interactive learning and access to educational resources, which are available only at the Institute. 3.2.4 Conceptual Structure and Sequence of Units The conceptual framework for the IGCE programme offered by NDIE is one that facilitates development of units influenced by the values highlighted in the NDIE mission statement and is acceptable in both Christian and Islamic communities. The conceptual framework adopted also acknowledges the complexity of teaching and learning in diverse communities of various ethnic, social and religious backgrounds. The framework of the IGCE programme is rooted in the concepts of psychological as well as social constructivists. Hence it is anticipated that individuals make sense of their world, based on individual knowledge, beliefs, self-concepts, or identity (Woolfolk, 2004, p. 343). It is also considered that social interaction and activity shape individual development. By participating in a broad range of activities with others, learners appropriate the outcomes produced by working together; they acquire new strategies and knowledge of their world (Woolfolk ,2004, p. 343). It is therefore anticipated that the constructivist approach will help in the holistic development of an individual in both psychological as well as social domains. Hence, the IGCE course is rooted in constructivists' ideas in order to develop enthusiastic and committed individuals as teachers and educational leaders who are reflected practitioners, self-directed learners, decision makers and change agents. It is hoped that this course will enable graduates in their local contexts to create an environment where equity and diversity are honoured.

CCoouurrssee SSttrruuccttuurree The International Graduate Certificate in Education has units in Professional and Curriculum Studies as well as a Professional Practice requirement.

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LLiisstt ooff UUnniittss Professional Studies 6 units (60 credit points)

EDCU 502 Curriculum and Instruction

EDFD 506 Evaluation and Measurement

EDFD 507 Human Development in Educational Settings

EDFD 508 Perspective of Education in Pakistan

EDFD 509 School Organization and Management

EDFD 510 Educational Sociology

Curriculum Studies 3 double units (60 credit points)

CORE: EDFD 511 Classroom Teaching and Management - 20 credit points

ELECTIVE UNITS Students choose two subject area for teaching, each of 20 credit points

EDLA 514 English Curriculum Studies

EDMA 502 Mathematics Curriculum Studies

EDSS 501 Pakistan Studies Curriculum Studies

EDST 503 General Science Curriculum Studies

EDST 505 Chemistry Curriculum Studies

EDST 506 Physics Curriculum Studies

EDST 507 Biology Curriculum Studies

EDSS 502 Commerce Curriculum Studies

Professional Practice 2 units (20 credit points)

EDFX500 Professional Practice EDFX501 Professional Practice

A minimum of 45 days supervised teaching and school practice in two sessions is required.

3.2.4 Main Learning and Teaching Strategies Envisaged The aims of the IGCE are anticipated and accomplished due to the efforts of the faculty. In terms of accomplishing the aims, the faculty strongly believes in the importance of social values consistent with the context and mission of the Institute. The faculty not only focuses on the professional development of all the participants/students but also envisages social, intellectual and spiritual development for various local communities as well as for the nation, through encouraging holistic personal enrichment. Teaching and learning are two processes which NDIE believes supports the interactive and active participation of the learner. This is accomplished through a spirit of enquiry and discovery. The

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main focus is the promotion of a student-centred, flexible approach to the acquisition of knowledge and skills. The pedagogical approach adopted across the units, is inclusive of school-based experience, problem/enquiry-based learning, connection to graduate professional field experience and learning opportunities for staff and students to work collaboratively as a team. The practical professional experience in the programme is accommodated by collaborative partnerships with local schools. Research and technology supported learning is adopted to facilitate the process of learning in an effective way in order to enhance proficiency with the acquiring and use of information, critical literacy skills, self-directed learning, flexibility and self-regulation of learning. In addition, research based inquiry and reflective practicesare encouraged to promote deep learning and to strengthen the understanding of research process.

Students also compile a report on enrichment studies, religious studies and a personal information project (PIP) during the IGCE course which offers an opportunity for mini research. The plan of assessment for learning includes a formative (ongoing) type of assessment that is done on a daily, weekly and monthly basis. Comprehensive assessment also has a component in it. 3.2.5 Inclusivity of the Course The content covered and the learning processes used in this course promote the principles of inclusivity. It is acknowledged that the students come from a variety of cultural, social, linguistic and religious backgrounds within Pakistan with different expectations of gender roles. The course therefore provides the opportunity for reflection on this diversity and to enable all students to engage in a range of personal and professional experiences. 3.2.6 Anticipated Attributes of Graduates Graduates of the I.G.C.E course will demonstrate the following attributes.

IInntteelllleeccttuuaall

increased awareness of current issues of education particularly in the Pakistani context

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ability to respond appropriately to changes in curriculum and educational processes

increased knowledge of content and new development in their teaching areas

an enthusiasm for further study.

PPrrooffeessssiioonnaall

ability to apply theoretical frameworks to practical situations

ability to take a leadership role in their subject areas and in their local communities

ability to work as reflective practitioners and to critique the local context

an understanding and appreciation of the need for ongoing professional development

an ethical approach to teaching/learning situations.

VVaalluueess

Commitment to the principles of tolerance, compassion, justice and equality for all

commitment to participating in efforts to provide education for all in Pakistan

appreciation of issues of social justice in curriculum and in the broader context

offering a spirit of service to the local and global community.

3.3 RESOURCE IMPLICATIONS Resource analysis

3.3.1 Academic staffing To provide the best possible assistance to the students, NDIE has employed two types of academic faculty:

1. Full time faculty 2. Part time faculty

Academic staffing consists of 20 full time and 10 part time faculty members. The full time faculty is employed to provide all possible assistance to the students across all curricular and co-curricular activities whereas the part time faculty provides focused assistance in certain curricular and co-curricular activities.

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3.3.2 Support and administrative staffing Existing support and administrative staff of NDIE perform administrative and other tasks associated with the delivery of this course. Regular liaison takes place with the Melbourne, Brisbane and Sydney Student Offices which ensure that enrolment details and student records are maintained at Australian Catholic University. 3.3.3 Building, Plant and Equipment To equip the IGCE students with a range of teaching knowledge and skills, NDIE has provided a learning environment conducive for students through the provision of well equipped classrooms, library, laboratories, resource room and social areas.

3.3.4 The Gabrielle Jennings rsm Memorial Library To enhance new and modern knowledge of the students for research and reference purposes, library resources are upgraded continuously. Currently, there are 28,500 books available in the library for a variety of curriculum items of both IGCE and M. Ed courses. 3.3.5 Computer Laboratory In order to facilitate the modern teaching and learning styles, both teachers and students are encouraged to acquire a high level of information literacy skills. In order to help students enhance their computer skills, the computer lab is equipped with upgraded computers to which students have log on access. In addition, academic staff is provided with computers for their own teaching and research purposes. All the computers are centrally networked and have an internet facility. In this way, both teachers and students can access the internet to retrieve information for their research topics. The IGCE students are expected to integrate their computer knowledge and skills for writing their assignments and presentations. They, as well as the academic staff, are also encouraged to use the available multimedia facilities available for their presentations. 3.3.6 Science Laboratory NDIE has provided a small science laboratory (Mini Lab.) for science curriculum studies students of IGCE. This science laboratory is equipped with the essential apparatus and material required for the practicals included in IGCE course. Apart from the Mini Lab, the Institute has access to St. Patricks High Schools Science Laboratory as well St. Patricks Technical Schools Science Laboratory. 3.3.7 Resources Room In addition to the equipment mentioned earlier, NDIE has provided a resource room which is equipped with a number of resources for teaching and learning which equally contribute to students learning and enhance theirs and the facultys quality of teaching. The equipment includes: overhead projectors, DVD/VCD

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players, home theatre, slide projectors, tape recorders, educational software, CDs, audio tapes, video tapes posters, charts and access to low cost no cost materials 3.4 MANAGEMENT OF THE DEGREE 3.4.1 Admission, Supervision and Advice Staff of Notre Dame Institute of Education ensure, after the admission of candidates for the International Graduate Certificate in Education, that appropriate counselling and support is offered to the candidates during their programme by a designated staff member. This means that throughout the course, each student is a member of a small pastoral care group comprising colleagues and an academic staff member. They also have an academic advisor and access to a professional counsellor.

3.4.2 Graduation The candidate, having fulfilled all requirements of the International Graduate Certificate in Education, shall be recommended to the Academic Board of the University for the conferring of the award of the certificate. Award Ceremonies are held every other year in Karachi. 3.4.3 Evaluation of Units Each year a selection of student assignments from a range of units is sent to the Faculty of ACU for second marking. This ensures consistent application of the Universitys marking scale. Each unit will be the subject of formal evaluation each time is it conducted. This remains an important part of the on-going quality assurance processes of the program carried out at the Notre Dame Institute of Education.

3.5 UNIT DESCRIPTORS

33..55..11 PPrrooffeessssiioonnaall SSttuuddiieess UUnniittss

33..55..11..11 EEDDCCUU 550022 CCuurrrriiccuulluumm aanndd IInnssttrruuccttiioonn This unit has been designed to enhance students understanding about the meaning and importance of curriculum. The course will introduce the students to the theory and the practical application of different curriculum models. Processes of situational analysis will help the students to understand the cultural implications in centrally and school-based curriculum development particularly in Pakistan. This unit also considers the processes of curriculum change and evaluation.

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33..55..11..22 EEDDFFDD 550066 EEvvaalluuaattiioonn aanndd MMeeaassuurreemmeenntt This unit has been designed to offer the students a greater understanding of the nature and purpose of assessment, evaluation and reporting. It outlines different techniques of assessment, evaluation and measurement and their effective use in the classroom. The unit also develops knowledge of the necessary statistical procedures involved in effective assessment, evaluation, measurement and reporting.

33..55..11..33 EEDDFFDD 550077 HHuummaann DDeevveellooppmmeenntt iinn EEdduuccaattiioonnaall SSeettttiinnggss This unit will focus on current psychological principles as they apply to teaching and learning. Topics could include the developmental experience of adolescents including psychological theory, cognition and problem-solving, the self and social cognition, impact of culture and context on development. This unit is also designed to introduce students to some of the basic techniques of counselling and guidance. Significant models of learning and teaching will be introduced and illuminated by contemporary research evidence on selected topics. Lectures and tutorials will encourage the development of a critical and reflective approach to theory and evidence their application to the secondary school setting in Pakistan.

33..55..11..44 EEDDFFDD 550088 PPeerrssppeeccttiivveess ooff EEdduuccaattiioonn iinn PPaakkiissttaann This unit provides an historical perspective of Pakistan and education. It examines the overall Muslim Education Movements and links this to a consideration of philosophical approaches to educational issues. It enables students to consider the aims and values of education and how these relate to the ideology of Pakistan.

33..55..11..55 EEDDFFDD 550099 SScchhooooll OOrrggaanniizzaattiioonn aanndd MMaannaaggeemmeenntt This unit focuses on the major aspects of school organization and management, particularly the concepts of organization, administration, management and leadership. These concepts are then critically examined in light of the characteristics of school organization and management in the Pakistan context. Guided reflection on professional experience aims to integrate the theoretical and practical aspects of the course.

33..55..11..66 EEDDFFDD 551100 EEdduuccaattiioonnaall SSoocciioollooggyy This unit will focus on some of the major concepts of sociology, giving the students an opportunity of understanding how social pressures operate and how students can contribute toward the development of society and social order through the means of education. This unit will examine the application of Islamic principles in Pakistan society and education.

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33..55..11..77 EEDDFFDD 551111 CCllaassssrroooomm TTeeaacchhiinngg aanndd MMaannaaggeemmeenntt This unit will focus on the profession of teaching in secondary schools in Pakistan and will assist the students to begin the development of a range of professional teaching skills and techniques. It introduces the student to the different aspects of the role of the professional teacher. It will also provide the necessary skills and knowledge required for professional practice.

33..55..22 CCuurrrriiccuulluumm SSttuuddiieess UUnniittss

33..55..22..11 EEDDLLAA 551144 EEnngglliisshh CCuurrrriiccuulluumm SSttuuddiieess This unit is designed to prepare the students to teach English in secondary schools in Pakistan. It builds on the existing language skills of the students to develop their use of language in a teaching situation. It ensures that they have the content knowledge and appropriate teaching skills required in the secondary classroom.

33..55..22..22 EEDDMMAA 550022 MMaatthheemmaattiiccss CCuurrrriiccuulluumm SSttuuddiieess This unit will focus on developing a practical understanding of content, methods and strategies appropriate to the teaching of Mathematics in secondary schools in Pakistan. It includes topics related to the syllabi for years 8, 9, 10 (Matric) and Cambridge O Levels. This unit will develop a critical and reflective approach towards the teaching of Mathematics.

33..55..22..33 EEDDSSSS 550011 PPaakkiissttaann SSttuuddiieess CCuurrrriiccuulluumm SSttuuddiieess This unit will prepare the students to teach Pakistan Studies and Social Studies in the secondary schools in Pakistan. It will develop in students a greater understanding of the history, geography, and culture of Pakistan. The unit specifically focuses on the Ulemas and Sufis contribution to the spread of Islam in the sub-continent and the role of Muslim leaders in the freedom movement. The unit also addresses the problems faced by Pakistan after its creation and the various constitutional developments, amendments and changes. The unit highlights the physical features of Pakistan, natural resources of Pakistan, and Pakistans relations with the Islamic and other international communities.

33..55..22..44 EEDDSSTT 550033 GGeenneerraall SScciieennccee CCuurrrriiccuulluumm SSttuuddiieess This unit will prepare students to teach General Science in the secondary schools in Pakistan. It will focus on the understanding and development of various scientific concepts and processes prescribed in the secondary science syllabi, namely the four major areas of biology, chemistry, physics and earth science. The concepts taught are designed to enhance the analytical and critical thinking skills of the students. Various teaching strategies and assessment techniques of science are presented.

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33..55..22..55 EEDDSSTT 550077 BBiioollooggyy CCuurrrriiccuulluumm SSttuuddiieess This unit will prepare students to teach biology in the secondary schools of Pakistan. It will focus on the understanding and development of various scientific (biological) concepts and processes, prescribed in the secondary biology syllabi, namely the two major areas of botany and zoology and its sub-branches (micro biology, physiology, ecology, genetics, bio-technology and so on). The concepts taught are designed to enhance the analytical and critical thinking skills of the students. Various teaching strategies and assessment techniques of Biology are presented.

33..55..22..66 EEDDSSTT 550066 PPhhyyssiiccss CCuurrrriiccuulluumm SSttuuddiieess This unit has been designed to help students to develop the necessary skills to teach physics in the secondary schools in Pakistan. It will familiarize students with the basic laws and principles of physics with their applications in various areas of science as well as in daily life. It will also focus on various teaching strategies, designing and evaluating curriculum, lesson planning and assessment techniques.

33..55..22..77 EEDDSSTT 550055 CChheemmiissttrryy CCuurrrriiccuulluumm SSttuuddiieess This unit is designed to develop the necessary skills in students who are required to teach chemistry in secondary schools in Pakistan. More specifically, it will familiarize students with various methods of teaching chemistry, unit planning, lesson planning and presentation and assessing and evaluating chemistry units to meet the needs of a range of learners. This unit will also enhance students understanding of the role which chemistry plays in everyday life. It will help students to keep in touch with recent developments which are taking place around them in this field.

33..55..22..88 EEDDSSSS 550022 CCoommmmeerrccee CCuurrrriiccuulluumm SSttuuddiieess This unit is designed to prepare the students to teach commerce in Secondary Schools in Pakistan. It builds on the existing knowledge of theory and practices and relates them with the prevailing situation of the economical condition in Pakistan. This unit will focus on developing a practical understanding of pedagogical approaches appropriate to the teaching of commerce. The unit provides for the ongoing development of the students curriculum planning skills in the area of commerce teaching. It is also designed to develop in students an ability to critique a range of approaches to teaching and learning as well as resources available, including a critical evaluation of the text books used in Pakistans schools.

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33..55..22..99 EEDDSSTT 551133 CCoommppuutteerr CCuurrrriiccuulluumm SSttuuddiieess This unit will focus on the teaching of the use of computers, and Information and Communication Technologies (ICT). It will include what to teach and how to teach. The use of interactive multimedia software, which will require a radical change in the current approach to teaching and learning in the classrooms. This is ultimately changing the role of teachers in these technology-rich classrooms which is going to have an enormous impact. The course is designed to expose students to the philosophies and methods of computers and its teaching at the elementary and middle elementary school levels. It includes topics related with the syllabi of years, 8, 9, 10 (Matriculation and Cambridge levels ).Lectures and tutorials will be provided with various opportunities for students to apply their learning through in-class and practicum experiences. This unit will investigate and demonstrate the pedagogical skills needed to teach the use and application of computer and information technology. Practical application of software and hardware and flowchart explanation of LAN administration will be covered. The modes of teaching and learning will also comprise group discussion and presentations using multimedia and different software. This unit will develop a critical and reflective approach towards the teaching and use of ICT in secondary schools

33..55..33 PPrrooffeessssiioonnaall PPrraaccttiiccee UUnniittss

33..55..33..11 EEDDFFXX 550000 -- EEDDFFXX 550011 PPrrooffeessssiioonnaall PPrraaccttiiccee Professional Practice aims to provide opportunities for the students to put into practice various theoretical and practical applications of their studies in two different teaching methods and actively develop their learning skills as reflective practitioners. This unit is designed to reflect current approaches to teacher education, while acknowledging the more traditional context within which most course participants have been working.

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4. UNIT OUTLINES

UNIT CODE & TITLE EDCU 502 Curriculum and Instruction

CREDIT POINTS

10

RELATIONSHIP TO OTHER UNITS

Compulsory unit in Professional Studies provides the theoretical framework for the three (3) Curriculum Studies units.

PREREQUISITE KNOWLEDGE OR SKILLS

Nil

UNIT DESCRIPTION This unit has been designed to enhance students understanding about curriculum, its meaning, theories, types, importance and foundations. The unit will enable students to become familiar with curriculum development, implementation and evaluation processes both at the central level and in a school setting. This unit will give students an opportunity to design a textbook according to standard criteria in one of their chosen method subjects. The students will also practice how to evaluate secondary school textbooks taught in Pakistani schools and adapt them to their own local settings to make them effective tools of instructions.

OBJECTIVES: This unit will assist students to: a) analyse and interpret the curriculum theories and curriculum development

models b) comprehend and critically analyse the process of curriculum development

and evaluation in Pakistan c) discuss and debate the curriculum of secondary schools in Pakistan with a

particular reference to their chosen subject as method subject. d) evaluate the effectiveness of school based curriculum development and

centrally based curriculum development e) investigate the effects of different educational and curriculum policies on the

education system in Pakistan.

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CONTENT: Topics to be covered include:

meaning, concepts and importance of curriculum, forms of curriculum, types of curriculum

foundations of curriculum

aspects of curriculum development

selected curriculum theories and models

curriculum development in Pakistan

instructional and teaching processes

role of the teacher in the classroom and in curriculum change and development

curriculum evaluation with particular reference to secondary school curriculum and text books.

instructional technology and curriculum development.

TEACHING METHODS: Strategies used in this unit include lectures, class and panel discussion, individual and group research, guided readings.

ASSESSMENT: Assessment includes tutorial presentations, one hour written test, practical exercises, a major assignment, a minor assignment, graphic organizer, and portfolio. The total of assessment tasks will amount to the equivalent of 3,500 words. KEY REFERENCES Texts Balsara, M. (1999). Principles of curriculum reconstruction. New Delhi: Kanishka. Barry, K. & King, L. (1993) Beginning teaching (2nd ed.). Wentworth Falls: Social Science Press. Brady, L. & Kennedy K. (2003). Curriculum construction. Sydney: Prentice Hall. Bravuann, S. L., Green, N. S., Joseph, P. B., Mikel, E. R., & Windschitl, M.A. (2000). Cultures of curriculum. London: Lawrence Erlbaum. Cole, P. & Chan, L. (1994). Teaching principles and practices (2nd ed.). Sydney: Prentice Hall Ediger, M. & Rao. D. B. (2003). Philosophy and curriculum. New

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Delhi: Discovery Publishing House. Education Policies Pakistan. Available curriculum brochures. Lovat, T. J & Smith, D. L. (2003). Curriculum action on reflection (4thed). Tuggerah:Social Science Press Marsh, C. J. (1997). Planning, management and ideology: Key concepts for understanding curriculum 2. London: RoutledgeFalmer. Print, M. (1993). Curriculum development and design. Sydney: Allen & Unwin. Sayyad, S. H. (2003). Curriculum and instruction. Karachi: Rahbar. Walker, F. D. (2003). Fundamentals of curriculum: Passion and professionalism (2nd ed). London: Lawrence Erlhaum Associates. White, J. (2004). Rethinking the school curriculum: Values, aims and procedures. London: RoutledgeFalmer. Zajda, J. (2001). Curriculum culture and teaching. Albert Park, Australia: James Nicholas. Journals

Curriculum , Teaching and Education

Curriculum Perspectives Websites:

ACSA Australian Curriculum Studies Association

Curriculum Perspectives

www.acsa.edu.au

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UNIT CODE & TITLE: EDFD 506

Evaluation and Measurement

CREDIT POINTS: 10

RELATIONSHIP TO OTHER UNIT

Compulsory unit in Professional Studies


Nil

UNIT DESCRIPTION This unit has been designed to introduce to the students a greater conceptual understanding of the nature and purpose of measurement, evaluation and reporting. It outlines different techniques of measurement and evaluation and their effective use in the classroom. The unit also develops knowledge of the necessary statistical procedures involved in effective measurement, evaluation and reporting. OBJECTIVES This unit will assist students to: a) be aware of the conceptual meaning of measurement, evaluation and

reporting b) examine and critique the appropriate techniques of evaluation c) develop skills in the construction of objectives and various types of tests and

other tools of evaluation d) use basic statistical concepts and interpret the data in testing programs for

evaluative purposes e) be aware of the importance of keeping records and how to maintain them f) communicate or report the test results in statistical terms. CONTENT

meaning, principles, purpose and differences between measurement, evaluation and reporting.

instructional Objectives in testing: Educational objectives in cognitive, affective and psychomotor domains; General objectives and specific learning outcomes (in terms of behavioural objectives).

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planning and constructing a classroom test: Essay and objective type test items.

basic concepts in measurement: Norms, standardization, criterion referenced and norm referenced.

types of evaluation: Pretest /placement, diagnostic, formative and summative. tools of evaluation: Tests, rating scale, ranking, scale, socio-metric scale,

checklist, anecdotal record, observation, interviews, questionnaire cumulative record, portfolio, etc.

importance, types and uses of ability (intelligence, aptitude and achievement tests) and personality tests.

characteristics of a good Test: Validity, reliability, objectivity, usability and interpretability.

definition, importance and application of statistics in Education.

statistical concepts such as frequency distribution, graphic representation, descriptive statistics: measures of central tendency (mode, median & mean), measures of variability (range, quartile deviation & standard deviation) and measures of relationship [percentile point & rank and standard scores (z-scores, T-scores & stanines)].

TEACHING LEARNING STRATEGIES Strategies used in this Unit included lectures, discussion, individual and group tasks, guided reading, practical exercises, presentations, tests, etc. ASSESSMENT

One-hour examination, tutorial presentations, practical class exercises, tests (especially in statistics), major and minor assignments.

The total of assessment tasks will amount to the equivalent of 3,500 words.

KEY REFFERENCES Texts Airasian, P. W. (2000). Assessment in the classroom: A concise approach (2nd

ed.). Boston: McGraw-Hill. Earl, L. M. (2003). Assessment as learning. Thousand Oaks, CA: Corwin Press. Fenwick, T. J. & Parsons, J. (2000). The art of evaluation. Toronto: Thompson

Educational Publishing. Garg, V. S. (1999). Strategies for student assessment and evaluation. New Delhi:

Vikas Publishing House. Habibullah, M. (2000). Assessment and examination. Lahore: Directorate of staff

development, Punjab.

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Linn, R. L. & Gronlund, N. E. (2000). Measurement and assessment in teaching. Delhi: Pearson Education.

McMillan, J. H. (2001). Essential assessment concepts for teachers and administrators.Thousands Oaks, CA: Corwin Press.

Popham, W. J. (2000). Testing! testing! What every parent should know about school tests. Boston: Allyn and Bacon.

Rashid, M. et al. (1998). Educational measurement and evaluation . Islamabad: Allama Iqbal Open University.

Singha, H. S. (1999). Modern educational testing. New Delhi: Sterling. Smith, J. K., Smith, L. F. & De Lisi, R. (2001). Natural classroom assessment.

Thousand Oaks, Ca: Corwin Press. Swain, S. K., Pardhan, C. & Khotoi, S.P.K. (2000). Educational measurement,

statistics and guidance. Ludhiana: Kalyani. Tanner, H. & Jones, S. (2003). Marking and assessment. London: Continuum. Weeden, P., Winter, J. & Broadfoot, P. (2002). Assessment: Whats in it for

schools? London: Routledge Falmer. Websites CSTEEP The Centre of the Study of Testing, Evaluation and Educational Policy http:// www.csteep.bc.edu ERIC Clearing house on Assessment and Evaluation. http:// www.ericac.n/intbod.stm

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UNIT CODE & TITLE EDFD 507

Human Development in Educational Settings

CREDIT POINTS

10

RELATIONSHIP TO OTHER UNIT



Nil

UNIT DESCRIPTION This unit will focus on current psychological principles as they apply to teaching and learning. Topics could include the developmental experience of adolescents namely psychological theory, cognition and problem-solving, the self and social cognition, impact of culture and context on development. This unit is also designed to introduce students to some of the basic techniques of counselling and guidance. Significant models of learning and teaching will be introduced and illuminated by contemporary research evidence on selected topics. Lectures and tutorials will encourage the development of a critical and reflective approach to theory and experience and their application to the secondary school setting in Pakistan. OBJECTIVES This unit will assist students to: a) develop the conceptual understanding of educational psychology and enable

them understand the importance and application of the knowledge of educational psychology in the teaching learning context

b) develop their knowledge and understanding of secondary school students through an introduction to significant theories of human development.

c) understand the major theories of human learning and how they might be applied in the secondary school setting

d) develop the skill of critical examination of the factors that contribute to human learning and impact of socio-cultural influence on learning

e) develop understanding of the inter-relationship between human development and learning

f) foster the integration of human learning and development into teaching strategies that are relevant to the needs of secondary school students

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g) develop an appreciation that human growth, development and learning are a life-long process

h) develop a critical perspective of the emerging issues of discipline in the light of growth and development and learning

i) apply these principles in educational settings j) foster an appreciation of the role of the teacher as guide and counsellor.

CONTENT This will include:

an introduction to educational psychology

an introduction to human development particularly adolescent development including issues of puberty, identity development, peer group influence, parental relationships, morality and cognitive development

an introduction to theories of learning such as behavioural, Gestalt, humanistic

individual differences in learning: concept of multiple intelligences, structure of intellectual abilities, exceptional children and children with special needs

motivation: intrinsic and extrinsic; self-concepts; attribution theory

behavioural management; modes of classroom management, school and classroom.

teacher effectiveness: self-understanding; positive and negative attributes

role of the teacher as counsellor and guide. TEACHING LEARNING METHODS Strategies used in this unit include lectures, role plays, video clipping, case studies, group discussion, individual and group research, presentations, guided observation log. ASSESSMENT

The total assessment tasks will amount to 3500 words equivalent. The instruments will include: written assignments, individual and group presentations / peer teaching, practical field observations.

KEY REFERENCES Texts Albert, A. E., & Lerner, J. (Eds.). (2004). Current directions in developmental

psychology. New Jersey: Pearson. Ackerman, P., Kyllonen, P., & Roberts, R. (1998). Learning and individual

differences:Process, trait and content determinants. Washington, DC: American Psychological Association.

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Beaver, R. (1996). Educational psychology casework: A practical guide. Rosebery, NSW: MacLennan and Petty.

Berk, L. E. (2004). Development through the lifespan (3rd ed).Boston: Allyn & Bacon.

Biggs, J. & Moore, P. (1993). Process of learning (3rd ed.). Sydney: Prentice Hall. Briggs, A. R. (2002). Management effective learning and teaching. London: Paul

Chapman Publishing. Burnard, P.C. (1999). Counselling skills training. Mumbai: Viva.Butler, G. &

McManus, F. (1998). Psychology: A very short introduction. Karachi: Oxford University Press.

Eggan, P., & Kauchak, D. (1997). Educational psychology: Windows on the classrooms (3rd ed.). New Jersey: Merrill.

Good, T. L., & Brophy, J. (1995). Contemporary educational psychology (5th ed.). New York: Longman.

Hamachek, D. E. (1995). Psychology in teaching, learning and growth. (5th ed.). Sydney: Allyn & Bacon.

Hockenbury D. H., & Hockenbuy, S. E. (1998). Discovering psychology. New York: Worth Publisher.

Lefton, L. A., & Linda, B. (2003). Psychology. Boston: Allyn & Bacon. Mangal, S. K. (2000). General psychology. New Delhi: Sterling Publisher Nayak, A. K., & Rao, V. K. (2004). Educational psychology. New Delhi: APH. Ormrod, J. E. (1998). Educational psychology: Developing learners. Columbus:

Merrill. Parkinson, M. (2002). How to master personality questionnaires.New Delhi: Kogan Page.

Rod, P. (2005). Introduction to psychology (7th ed.). Canada:Thomson. Ronald, E., & Passer, M. W. (2001). Psychology: Frontiers and applications.

Boston: McGraw-Hill. Rauf, A (2000). Dynamic educational psychology. Lahore: Caravan House Richard, S. P. (1998). Study guide: To accompany Myers:Psychology (5th ed.).

New York: Worth publishers. Rice, E. P. (1998). Human development: A lifespan approach. New ersey: Prentice

Hall. Santrock, J.W. (2004). Life span development (9th ed.). Boston: Mc Graw Hill. Singh, R. (1994). Educational and vocational guidance. New Dehli:

Commonwealth. Woolfolk, A. E. (2004). Educational psychology (9th ed.). Boston:Allyn & Bacon Websites

www.academicpress.com/cep www.ship.edu/egboeree/perscontents http//hagar.up.ac.za/catts//earner/2000/scheepeers www.bridgewaterpublicibrary.org/childrs/pages/learning theories

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http//:llotec.uoregon.edu/learning_theory www.queendom.com/test

Journals

Journals of Educational Psychology

British Journal of Educational Psychology

Contemporary Educational Psychology

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UNIT CODE & TITLE

EDFD 508 Perspectives of Education in Pakistan

CREDIT POINTS 10




Nil

UNIT DESCRITPION In the perspective of a sense of history and its philosophical dimensions the foundations of education are based on the ideological foundations as found within the Islamic and Pakistani perspectives. Examining these perspectives as a basis, the course integrates the pragmatic philosophies of education, as seen through a western perspective. In models of the above perspectives the course imbibes the spirit of Ibn-e-Khuldun, Imam Ghazali and Allama Iqbal. Examining their philosophies of Education, the course touches on the models of education from the western perspectives, in the light of John Dewey, and Jean J. Rousseau. The western foundations of education are viewed in the light of Aristotle and Plato. OBJECTIVES This unit will assist students to develop:

a) an understanding of the institutions of Pakistan and how these influence secondary school age students

b) an historical perspective on the development of education in Pakistan c) an introductory appreciation of the key Western and Muslim philosophers

of education. d) A personal synthesis of the aims and values of education

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CONTENT A. Historical Perspectives

Muslim Educational Movements during British Rule: content, methods and contributions.

The development of education in Pakistan from 1947 - 1978 - First Educational Conference 1947 - Commission on National Education 1959 - Secondary, Professional, Technical & Teachers Education - National Education Policy 1972 - 80 including the policy of 1978: - Agro - Technical Education - Nationalization of Educational Institutions - Teacher Education

B. Philosophical Perspective

Meaning, significance, importance of the Philosophy of Education, Western Philosophies of Education; Idealism, Essentialism, Realism, Naturalism, Progressivism, Pragmatism

Aims and Values of Education - social and moral approach - aims related to the Ideology of Pakistan

Contribution of the following Muslim Philosophers: Inam Ghazali, Ibne Khaldoon, Allama Iqbal.

TEACHING LEARNING METHODS

Strategies used in this unit include lectures, discussion, individual and group research.

ASSESSMENT

short exercises, presentations, major essay, 1 hour written test. the total of assessment task will amount to the equivalent of 3,500 words.

KEY REFERENCES Texts Bhatia, K.K. (2004). Philosophical perspective of education Ludhiana: Kalyani

Publishers. Blake, N., Smeyers, P., Smith, R. & Standish, P. (Eds.). (2003). Blackwell guide to

the philosophy of education. Oxford: Blackwell Publishing.

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Chandra, R. (2005). Education and challenges of globalisation. New Dehli: Kalpaz Publications.

Crittenden, B. S. (1996). Thinking about education. Melbourne:Adison, Wesley Longman.

Curren, R. (Ed.). (2003). Companion to the philosophy of education. Malden: Blackwell.

Drafting Committee, National Symposium on the Teachings of the Holy Prophet (1986) in Hamdards Report on Education Recommendations, Nazimabad: Hamdard Foundation Press.

Government of Pakistan, Ministry. (1999). National education policy & implementation programme, Pakistan 1999. Islamabad.

Kohil, W. (1995). Critical conservations in philosophy of education. New York: Routledge.

Mehta, H. R. (1987). A History of the growth and development of western education in the Punjab 1946 84. New Delhi : Nirmal.

Nasr, S. H. (1982). Philosophy, literature and fine arts. Jeddah: Hodden and Staughton.

Pandey, V.C. (2005). Democracy and education. Dehli: ISHA Books. Rorty, A. O. (1998). Philosophies in education: New historical perspectives.

London: Routledge UNESCO. (1999). Education in Asia and the Pacific Region Thailand: UNESCO. Walsh, P. D. (1993). Education and meaning: Philosophy in practice. London:

Cassell Journals

Pakistan Political Perspective

Journal of Islamic Studies University of Karachi Web sites: www.history.guide.org/teach.html www.ausburg.edu/education

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UNIT CODE & TITLE EDFD 509

School Organization and Management

CREDIT POINTS 10




Nil

UNIT DESCRIPTION This unit focuses on the major aspects of school organization and management, particularly the concepts of organization, administration, management and leadership. These concepts are then critically examined in light of the characteristics of school organization and management in the Pakistan context. Guided reflection on professional experience aims to integrate the theoretical and practical aspects of the course. OBJECTIVES This unit will assist students to:

a) Understand in an introductory way the principles of school organization and management, administration and supervision.

b) Understand the importance of Faith, Unity and Discipline, Tolerance, Justice and Brotherhood in the Pakistani context and their influence on school organization and management in Pakistan.

c) Become familiar with the organization of education in Pakistan at national and provincial levels.

d) Acquire skills associated with effective school administration and leadership such as leading meetings, communication, decision making, problem solving and change management.

e) Acquire skills of time tabling and managing co-curricular activities, school records and professional development programmes.

CONTENT Topics such as:

school organization: meaning, importance, principles and functions.

types of administration/ leadership.

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process of administration and supervision.

organization of education in Pakistan: Federal, Provincial, Regional levels.

duties and responsibilities of head of school/principal and teachers.

management of school facilities: plant, materials, records, time-tables, co-curricular activities and staff development activities and programmes.

school vision and mission, aims and objectives

school culture, its identification, creation and influence on school development.

school effectiveness and school improvement processes of implementing and monitoring change.

utilizing new learning technologies for improving the process of school organization.

TEACHING LEARNING METHODS

Strategies include lectures, group work, class presentations, individual and group research, individual reflections and school observations

ASSESSMENT

Two major assignments, two minor assignments and one presentation based short exercises.

The total of assessment tasks will amount to the equivalent of 3,500

Student Handbook

Documents

Transcript of Student Handbook