Educator Readiness Evaluation in the Implementation of Curriculum 2013 in Disadvantaged, Frontier, and Outermost Areas

This study aims to describe the readiness of educators in implementing the 2013 curriculum in the 3T area in North Gorontalo District. The method used in this research is descriptive qualitative method. The subjects in this study were school principals and educators in the 3T area school. The research result shows four things; first; Academic qualifications of educators in schools in the 3Tl area have not been fully fulfilled according to Law No. 20 of 2003 concerning the National Education System Article 42 paragraph (1). Second; The Academic Competence of Educators in the 3T area is not yet fully educated with S1 academic qualifications in accordance with Article 8 of Law Number 14 of 2005. The three certificates of educators have not been fully fulfilled in accordance with the mandate of Law Number 14 of 2005 concerning Educators and Lecturers. The fourth role of educators in realizing the goals of national education principals continues to encourage educators to continue to carry out learning innovations, especially in the implementation of the 2013 curriculum as an effort to improve professionalism as a form of role in realizing the goals of national education.

A Study on Evaluation of Post-Graduate Programmes of Teacher Education in Pakistan

It seems clear, after decades of research into classroom, that teacher’s expectations have a strong impact on pupil performance. Thus, the role of a teacher in education system at any level is pivotal. Children usually emulate their teachers in habits and conduct. It is, therefore, necessary that in their teacher, the students find a role model to imitate. To make teachers effective role models and to enhance the quality of education by making the teachers more curious, creative communicators, patient, flexible, and tireless, the teacher’s professional development programmes are an integral part of an education system at any level. The problems influencing education were not created overnight and they cannot be solved quickly. The education environment is very complex. Quality provides educational professionals with the structure and techniques necessary to improve every educational process. Quality teacher education programs have to be successfully implemented. Post-graduate Teacher’s Training Institutes in Pakistan grant the Master of Education (MA / MEd), Master of Philosophy (MPhil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of Education to enhance the careers and accelerate the professional development of educators, but this study will focus on Master of Education (MA / MEd). The objectives of study were: (1) to evaluate MA education programmes of teacher education in public sector universities and colleges on the basis of CIIP model of evaluation (2) to explore the weaknesses and strengths of MA Education programme of Pakistan (3) to suggest improvements in existing curriculum, teachers’ qualification, xiiiteaching methods and teaching aids/innovations in MA Education programme of Pakistan and (4) to propose an effective model for Post-Graduate teacher education programme of MA Education for implementation in the country. The population of the study was all Heads of Education departments of public sector Universities, Heads of Government Colleges of Education, teacher educators of public sector Universities and Government Colleges of Education and prospective teachers enrolled in public sector Universities and Government Colleges, where the Master degree of Education (MA Education) programme was offered in Pakistan. The sample of 10 Heads of Education departments of public sector Universities, 10 Heads of Government Colleges of Education, 56 teacher educators of 10 public sector Universities and 10 Government Colleges of Education and 200 prospective teachers enrolled in public sector Universities and Government Colleges, where the Master degree of Education (MA/MEd) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires, one each for heads of Institutions, teacher educators and prospective teachers, were developed. After pilot- testing and improvement of research instrument, the researcher personally visited the sample institutions for data collection. For data analysis chi-square as a contingency test and frequencies were applied for identifying the trends from the frequency of responses on each questionnaire item. In the light of views of prospective teachers, teachers and heads of education department and respective institutions, it was concluded that the teaching faculty of MA education programme was using a variety of teaching methods according to the nature xivof objectives, content and students. Evaluation systems for students of MA education programme were found satisfactory. The study revealed that admission criteria for MA education programme required to be restructured. In the same way, existing curriculum of MA education programme need revision by getting feedback from faculty members to meet the up coming demands. On the other hand, duration of MA education programme and practice teaching was not found enough. In order to be creative and innovative, less research work was conducted by teaching faculty and students of MA education programme, therefore, less number of publications such as bulletins and journals but more research reports were produced. More rewards and incentives required to be awarded to increase students and teachers’ performance. Seminars and workshops for prospective teachers and refresher courses for teaching faculty required to be conducted on regular basis. Majority of teaching faculty for MA education programme was found only with master degree qualification. There was a strong need to appoint more qualified teachers. The results of study uncovered various unresolved issues of existing Post- Graduate Teacher Education Programme of Pakistan. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives, etc. of existing MA Education Programme in Pakistan.