Cover Image
close this bookGuide Book for TVE Teacher Education Curriculum Development and Adaptation (NITE - UNESCO, 1996, 32 p.)
View the document(introduction...)
close this folderSECTION A - INTRODUCTION
View the documentPURPOSE OF THIS GUIDE BOOK
View the documentA DEFINITION OF CURRICULUM
View the documentSTATEMENTS OF PRINCIPLE
View the documentCOMPETENCY BASED CURRICULUM
View the documentFLEXIBILITY OF CURRICULUM
View the documentRESPONSIBILITIES FOR MANAGEMENT OF CURRICULUM DEVELOPMENT AND ADAPTATION
View the documentEDUCATIONAL PRACTICE
close this folderSECTION B - TVE TEACHER EDUCATION IN MEMBER COUNTRIES - A SUMMARY
View the documentAUSTRALIA
View the documentBANGLADESH
View the documentCHINA
View the documentINDIA
View the documentJAPAN
View the documentPAKISTAN
View the documentPHILIPPINES
View the documentSRI LANKA
View the documentTHAILAND
close this folderSECTION C - STEPS FOR CURRICULUM DEVELOPMENT
View the document1. DESIGN AND DEVELOPMENT
View the document2. IDENTIFICATION OF CLIENT GROUP AND CONTEXT
View the document3. PREPARATION OF DATA
View the document4. ANALYSIS OF DATA
View the document5. JOB EXPECTATIONS OF A TVE TEACHER
View the document6. CONTENT
View the document7. STRUCTURE
View the document8. INSTRUCTIONAL PLANNING - DELIVERY SYSTEMS
View the document9. ASSESSMENT PLANNING
View the document10. PREPARATION FOR IMPLEMENTATION
View the document11. PREPARATION OF CURRICULUM DOCUMENTS
View the document12. TRIALING AND VALIDATION
close this folderSECTION D - ISSUES FOR CURRICULUM ADAPTATION
View the documentADAPTATION
View the documentINTERNATIONAL UNDERSTANDING
View the documentCURRICULUM DEVELOPMENT CONTEXT
View the documentEXAMINATION OF THE DOCUMENT
View the documentTERMINOLOGY
View the documentFORMAT
View the documentPARAMETERS FOR ADAPTATION
View the documentCOMPETENCIES
View the documentGROUP SIZE
View the documentDELIVERY MODALITY
View the documentINFRASTRUCTURE
View the documentMANAGEMENT STRUCTURE
View the documentMETHODOLOGY

PAKISTAN

Technical Teacher Education for Technical and Vocational Education and Training exists separately but mostly as in-service programme. Structured courses, based on a credit system exist for the Certificate and Diploma in Technical Teachers' Education and the Graduate Diploma in Technical Teacher Education. These courses are offered mainly under the Labour and Manpower Department for Vocational Teachers, and under the Ministry of Education and Provincial Directorates of Technical Education for Technical Education Teachers.

Formal courses for various entry-level teachers, are based on a need assessment study and expected profile of Technical Teachers. The courses are periodically revised (or at least reviewed). Main areas of the courses include subject upgrading/updating, supervised Industrial Training, Pedagogy (Education), with an overall emphasis on pedagogy (60-100%) depending upon the course.

Short courses form a regular feature of in-service staff-development efforts as per needs of the situation. With a major revision of the courses at Diploma of Associate Engineer (DAE), major efforts for such courses come as Computer Applications, skill and subject upgrading for new areas of technology and some workshop courses, and management courses.

There is a need for another major revision of Teacher Training Courses, regular courses in B.Ed. (Tech), and Higher Diploma Courses, and conversion to a modular system. Some courses are already being offered on modular basis.