A critical analysis of higher education Commission Amna Ramzan PhD.pptx

Research proposal Phd

1. Higher Education Commission: A Critical Analysis for the Improvement of Teacher Education Programs’ Quality in Pakistan Amna Ramzan PhD (Edu) Fall 2017-21 Reg. No: 17-UE-05399 University of Education (Lower Mall Campus) Lahore Supervisor Dr. Ayaz Muhammad Khan

2. Operationalization & Related Terms Teachers Teacher Education Higher Education Commission Pakistan, (HEC) National Accreditation Council for Teacher Education Pakistan (NACTE) Teacher Education Programs Quality & Quality of Teacher Education

3. Teachers & Teacher Education Teacher is a person who employed in an official capacity for the purpose of guiding and directing the learning experiences of the learner whether public or private. History confirmed competent teachers produced capable students. Teacher are nation builders……. Teaching is the profession of professions….. East India Company Domination in sub-continent through Education system East-West Pakistan separation & role of Hindu Teachers in 1971. Teacher Education In-services Pre-service

4. Higher Education Commission Pakistan-- is a statutory, autonomous and independent institution, which is functioned by Government of Pakistan for regulating, funding, overseeing and accreditation the higher education institution in Pakistan. UGC HEC 2002 QAA (Quality Assurance Agency Internal & External Quality

5. HEC

6. Professional Councils-- Established by professional organizations and Higher Education Commission. According to the Powers and Functions of the Commission as stated in Ordinance No. LIII of 2002, Para 10, Clause E "the Higher Education Commission may set up national or regional evaluation councils or authorize any existing council or similar body to carry out accreditation of Institutions including their departments, facilities and disciplines by giving them appropriate ratings. NACTE Quality Standards 2007 Accreditation is the procedure by which an authorized body gives formal recognition that a body or person is competent to carry out specific tasks. National Standards for Accreditation of Teacher Education Programs

7. Teachers Education Programs-- the degree programs (Pre-services) offered by the degree awarding institutions, recognized/accredited by Higher Education Commission Pakistan (HEC) or National Accreditation Council for Teacher Education Pakistan (NACTE) are meant for teacher education programs. These programs (25) include B.Ed. (Hons), M.A (Education) and B.Ed. (1.5) listed on the NACTE web page. Quality- - The term quality (as per ISO 9000 series) means the value of everything and everybody in the organization (International Organization for Standardization, 1992). Product-Based View of Quality User-Based Quality Manufacturing Quality Approach Value-Based View of Quality Customer-Based Approach of Quality

8. Quality Process Process Input Output

9. Problem Statement The world with limited natural resources and a population of 7 billion people and societies with individuals need to acquire to live together sustainably (Our World i n Data, 2019). A meta-analysis shepherded at the global level by the Varkey Foundation in 2013 with 21 countries and 35 countries in 2018 the name of “ Global Teacher Status Index 2018 ” and there were seven criteria analyzed, teaching as an occupation, it was a deplorable situation there is no rank/status or participation of Pakistan under any criteria even India and China are analyzed and ranked ( Dolton, Marcenaro & Vries, 2018 ).

10. On the other side at international level another theoretical argument was founded that is reported in “Teacher & Educational Quality” Monitoring Global Need for 2015; the status of Pakistan is not satisfactory. And on the score-card the number of the trained teacher is not significant in the case of Pakistan. Rendering to the last two decades it has theoretically observed a little trend in scholarly work and research on teacher training/education especially regarding the quality and quality standards of teacher education programs ( Gopang , 2016 ). This ignored practice of the researchers resulted in a restricted body of valid and rigorous research theory and literature on teacher education.

11. Teacher education plays a crucial role in nation building and reforms in the education leverage reform in teacher education. Due to quality and standards, “ Teaching as a profession ” has always been a controversial subject ( Mirza, 2015 ). Since the birth of Pakistan, the teaching profession is much-neglected aspect by the management within the system/department. With the passage of time, the nation has faced dynamic changes in the system especially in the education department and teacher education still unheeded ( Rehmani , 2006).

12. Now we are in 2021 Seventy-three years passed since teaching profession not a position in the parallel place of the other professions like medical, Law etc. Results of Rehmani (2006) study accompanied that teacher education is a very decisive measure of research in Pakistan.

13. Significance of the Study HEC has issued 5 th ranking list but the universities offering teacher training programs just lay in the general category of the ranking list. National Accreditation Council for Teacher Education is working since 2007 no research study has been done to…. The last but not least the market values of the degree holders by teachers degree awarding institution in Pakistan yet not measured in the history of Pakistan. The study in hands is beneficial in measuring the current situation of teacher education programs quality and anticipated the fruitful suggestions for policymakers regarding teacher education programs.

14. Research Gap Evidence Gap -- Prior research ( Dilshad, 2010 ) identified 29 indicators but in currents research, five factors with 60 indicators were measured. The studies by ( Memon , 2007 ) comparatively investigated the factors of quality in the terms of facilities, finance and problems but in current research, the problems are not identified and indicators of the quality assurance are I as apple-pie order to the Quality assurance mechanism. Methodological Gap– In existing study researcher identified the methodological gap of research by the previous research. There was a lack of empirical studies of multiphase mixed research designs was used. Constructed research newest design of mixed-method research was implemented and found the dearth in the previous researches in the field of quality measurement of teacher education programs. Theoretical Gap-- The theory on teacher education was rather dated and new studies swallow the results of these theoretical gaps. Literature support affirmed a foundation worthy of gratitude, however, an examination in rapports of ( Arif & Ilyas, 2013 ) and theoretical expansion is warranted. Furthermore, prior theoretical research models should embrace contemporary studies in improving the quality of teacher education programs quality.

15. Research Framework Enrolment & Degree Programs

16. Delimitations Universities having Quality Enhancement Cell. Internal & External quality assurance by QAA (Quality Assurance Agency) legitimated by the Higher Education Commission. Only B.Ed. and MA Education were evaluated through the study in hands. The universities declared degree-awarding institutions by Higher Education Commission of Pakistan in the 5 th ranking list. Offering the teacher education programs accredited by the National Accreditation Council for Teacher Education in Pakistan. Input, Process and Output were considered for the quality of teacher education programs.

17. Research Methodology

18. Methodology & Research Objectives 1. Measure the role of Higher Education Commission Pakistan ( Internal & External Quality Assurance Mechanism ) in improving the quality of teacher education programs offered by the universities. 2. Analyze the Higher Education Commission of Pakistan’s policy documents regarding the quality of teachers’ education programs. 1. Quality Assurance Manual by the Quality Assurance Agency 2. Standards by the National Accreditation Council for Teacher Education Pakistan. 3. Discover the role ( Internal & External quality Mechanism ) of Higher Education Commission Pakistan in the Improvement of teacher education programs through grounded theory research. 4. Explore the existing (Internal/ External ) quality level of teachers’ education programs in Pakistan as per the criteria of the Higher Education Commission of Pakistan

19. Instrumentation & Measure Archival Data-- the data collected by Higher Education Commission Pakistan & NACTE Content Analysis-- Quality Assurance Standards by Quality Assurance and Accreditation Standards by NACTE & HEC with Phenomenology (In-depth Interviews). Grounded Theory, Quantitative Survey & Archival Data-- Semi Structured Interviews, Self Developed questionnaire and secondary data

20. Research Methodology

21. Data Analysis & Interpretation

22. Phase I HEC Ranking List Data Analysis Data By HEC List 1 st list in 2006 Categories of Lists; 2010=9 2013=7; 2014=7; 2015=7

23. Phase I HEC NACTE Ranking Lists Data Analysis Year Wise increase W category=0 Accreditation Status Level W (Highest Level Quality Wise) Accreditation Status Level X (Lower Level of Quality than W) Accreditation Status Level Y (Lower Level of Quality than X) Accreditation Status Level Z (Least Level of Quality but more than Zero Accreditation)

24. Phase II Content Analysis Conceptual Content Analysis

25. Phase II Phenomenology Conceptualization of Quality NACTE Part in Quality of Teacher Education Transformational Role of HEC Jurisdiction of Quality Assurance Agency (QAA) Functional Differences of Professional Councils Causes of Low Quality in Teacher Education Programs Loop Holes in Quality of TEP Reasons for Low Quality Standardization in Quality Improvement of Teacher Education Suggestions for Improvement TEP Quality Participants Selection Thematic Analysis by N-Vivo

26. NACTE Part in Quality of Teacher Education

27. Phase III Grounded Theory In social science, grounded theory is a systematic construction of theory by the methodical collection of data and systematic analysis to generate theory grounded in data.

28. Phase III Grounded Theory HEC is painting the quality of all disciplines and programs with the same brush instead of Professional councils

29. Phase III Quantitative Survey Existing Level of quality of TEPs Self Developed Survey questionnaire Participants were the representative of DAIs. Expert Validation EFA & CFA Descriptive & Inferential Statistics

30. Phase III Quantitative Survey NACTE

31. Phase III Quantitative Survey

32. Phase III Archival Data

33. Results Integration

34. Contribution Contribution to Methodology As per my best knowledge, there was no study conducted such manners to assess the program as the whole context. This contribution in the methodology would be a milestone for future researchers and created several answers on how to design mix-up and consequently how a researcher could be mix method within method and design within a design. Contribution to Theory-- The existing theoretical and empirical evidence on the quality of teacher education programs supported that teacher education is much important factor and a warrantee notice for the quality generation. This projected added this assumption into theory by supporting with empirical arguments studied, measured, assessed, interpreted and reported in this thesis. Contributions to Practice -- The only way to induce this issue is researcher and development in this filed. The existing theoretical and empirical evidence on the quality of teacher education programs supported that this study added beneficial for input, process and output phase individuals who are directly and indirectly involved in the considerable process of quality.

35. Limi tations Lack of the supportive research culture in Pakistan. The Higher Education Commission all concerned Cells are not actively supporting the researchers expect few all are big distractors for researchers and research culture. NACTE policy does not allow using its data for researchers and not analyzing its self for the subsequent decision, it was witnessed at NACTE forum as well lack of collaboration in this regard. The NACTE and Higher Education Commission published all data regarding program ranking and the budget is posted at the university web page but the participants (University Representative) avoid to report. The web page of the Higher Education Commission statistics cell is outdate and the most of requested fact and figures still pending. The Higher Education Commission degree attestation cell is also a black hole, if a researcher request for data; Researcher may expire but request can't be processed.

36. Recommendation For HEC-- Higher Education Commission should develop, approve and publish researchers’ data right policy and make it obligatory for all related departments for sharing data along with time limit. For Policy Makers– T he concerned bodies must take data from HEC & NACTE conduct meta analysis and direct the future of teacher education in Pakistan based on existing fact & figures. For Planners-- G overnment should take teaching profession at priority basis as its quality improvement means the quality of all professions will be improved. By injecting quality products (Teachers) we may produce quality generation or desired nation. For Researchers-- Studies should be conducted by commencing all developed questionnaire of QEC manual, NACTE Performa, IEP Performa and HEC quality manual Performa. The archival data set of HEC (Higher Education Commission) and NACTE can be requested and should be analyzed for the purpose of International comparisons. For Teacher Educators-- N o one can deny the role of teacher educators in the quality improvement of teacher education programs because all the efforts might be wasted if the quality trainers can’t implement the core agenda of teacher training programs. For Universities– L eadership of teacher training universities should implement new and emerging practices for the preparation of future teachers. The NACTE & IPE should separately assess and recommend ways to expand the quality and standards of teacher education programs.

37. Advisor of the Research Project Ayaz Muhammad Khan Email: [email protected] Advisee Amna Ramzan Email: [email protected] Cordially inviting the suggestion for all participants of this defence, that will help us to direct the future dimensions of Quality in Teacher Education Programs.

38. References Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research : Sage publications. Higher Education Commission Pakistan. (2018). List of Quality Enhancement Cells: Retrieved.from:http ://hec.gov.pk/ english /services/universities/QAA/ InternalQA /Pages/List-of- QECs.aspxy Mirza , M. S. (2015). Institutionalizing ESD Standards in Teacher Education Programs: Case of National Accreditation Council for Teacher Education, Pakistan. Applied Environmental Education & Communication, 14 (2), 97-104. NACTE. (2018). National Accreditation Council for Teacher Education in Pakistan retrieved from: http://www.nacte.org.pk/#/accreditation/Education/Programs UNESCO, A. (2005). Understanding the Education Quality; EFA Global Monitoring Project. UNESCO Institute for Lifelong Learning . UNESCO, A. (2008). Pacific Regional Bureau for Education. UNESCO Institute for Lifelong Learning .