Abstract
The present research work has studied and compared the Pre-requisites of Initial Elementary Teachers’ Education Programs (IETEPs), practiced in South Asian Association for Regional Cooperation (SAARC) countries (Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka) during 2005-08. In the perspective of SAARC countries, the perception of (200) experts from SAARC and (50) from educationally advanced (UK, USA, Australia, New Zealand, Finland, Singapore) countries were taken about the Pre-requisites of IETEP. Statistical analysis of collected data showed significant coherence in the experts’ perceptions. Elements for which experts’ perceptions exhibited 75% or above coherence were selected as the elements of criteria used for comparison. These elements were converted into questions to frame research instrument. It has closed and open ended items. It was piloted, preened in the light of expert’s feedback and sent to selected teacher education institutions of SAARC countries through the Higher Education Commission (HEC) Pakistan, Embassies of concerned countries and research associates. The data about the selected institutions was collected from primary and secondary sources like Institutional syllabus, prospectuses etc. Descriptive analysis of the program’s data highlighted the mutual similarities and differences along with the difference between the desired (by experts) and actual situation of Prse-requisites of IETEPs, executed in SAARC countries. Based on the coherent to the criteria (expert’s endorsement), the Prerequisites set for the IETEPs of Sri Lanka and India surpass rest of the SARRC countries. It is followed by Pakistan (B.Ed), Bangladesh (C-in-ED) and Bhutan (B.Ed), Maldives and Nepal.
Munir Ahmed1. (2015) Comparative Analysis of Prerequisites for Entry into Initial Elementary Teacher Education Programs (IETEPs) in SAARC Countries, Balochistan Review, Volume 1, Issue 1.
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