Abstract
In Pakistan, an accreditation system has been introduced to accredit teacher
education programs and initiatives are being taken to begin the registration,
licensing, and certification process of teachers. The Higher Education Commission
(HEC) Pakistan has declared the accreditation of teacher education programs
mandatory. All the institutions offering any graduate-level teacher education
programs are required to get the accreditation of their programs. The National
Accreditation Council for Teacher Education (NACTE) has accredited around
450 programs of more than 180 public and private sector teacher education
institutions, which include colleges and universities, offering teacher education
all over Pakistan. The current research is descriptive, which focused on providing
an accurate description of the impact of teacher education programs, and the
institutions equipped with the facility. This method was preferred as the study
primarily sought to describe and understand the stakeholders’ response to the
impact of accreditation on the institution and program improvement, rather than
ascertaining any cause-and-effect relationship. The criterion for sample selection
was based on the participation of the faculty concerned, the head of department
(HOD), and the external evaluators in the accreditation process of the programs,
offered by the institutions. A five-point Likert scale was developed to collect data
from the stakeholders (HOD, teacher educators, and external evaluators). The use of mean, SD, provided the basis for calculation, application, and interpretation of
t-test and ANOVA. The results show that majority of participants were of the view
that the accreditation process has a high impact on the improvement of teacher
education programs.
Uzma Perveen, Muhammad Idris, Amir Zaman. (2021) Impact of Accreditation on Improvement of the Teacher Education Programs/Institutions in Pakistan, Journal of Education and Educational Development, Volume 8, Issue 1.
-
Views
501 -
Downloads
45
Article Details
Volume
Issue
Type
Language
Received At
Accepted At
