Effective Moral Ethics Education at the Undergraduate Level in Pakistan: The Role of Curriculum

Ethical Education is an optional subject in lieu of Islamic Studies for non-Muslim students in Pakistan from primary to undergraduate level. The main aim of this study is to discuss factors which can help to design a Moral Ethic curriculum which would assist the teachers to educate an individual with his/her own identity, to assimilated by ethical values with developed moral judgment and behavior established by an individual’s beliefs. Students can show a positive attitude towards themselves and others and be able to work together and support others. In this perspective, we also illustrated that moral education helped those people who respect social norms and behave sensibly in any situation belonged to present or future. Therefore, the main objective of this research paper is to establish the necessary elements that should be the part of an effective Moral Ethics curriculum in order to create a democratic and educational environment where everyone can respect for others’ beliefs and stop violating others’ feelings on the basis of freedom of speech.  In this study, our targeted readers were included teachers of Moral Ethics, policy makers at different levels, and curriculum developers.

Developing a Model for the In-Service Training of Secondary School Science Teachers

This research study was carried out to develop a model for in-service training of secondary school science teachers. Objectives of the study were to assess the present system of in-service training of secondary school science teachers; develop a model for the in-service training of secondary school science teachers; and make recommendations for the improvement of in-service training of secondary school science teachers. In order to achieve the objectives of the study, three questionnaires were developed for trainees (secondary school science teachers), master trainers and head teachers. All the questionnaires were comprised of a 4-point scale and one open-ended question. The questionnaires developed for trainees, master trainers, and head teachers were comprised of 38, 25 and 24 items respectively. The population of the study were 2191 trainee teachers, 76 master trainers, and 1509 head teachers. The questionnaires were administered to 724 trainee teachers, 28 master trainers, and 432 head teachers of 432 institutions (schools). The response rate of trainees was 78.72%, master trainers 100% and head teachers 82.63%. The study was conducted in four randomly-selected districts of Southern Punjab. The data collected through questionnaires were tabulated, analysed, and interpreted. Study findings suggest that a majority of trainee teachers, master trainers, and head teachers believed that training courses were a source of greater awareness regarding content, teaching methods, and the use of A.V. aids. The trainees and master trainers considered that the lecture and activity methods were used during the training, contents of textbooks were taught, got perfection over the contents, understood basic principles of teaching and A.V. aids were used during the training of science subjects. Most of the head teachers stated that the majority of teachers’ performance improved, changes in teachers'' behaviour occurred, and evaluation became a prominent skill due to attending training courses. It was concluded that lacking use of practical work, lack of expertise in using laboratory equipments, low TA/DA (Travelling Allowance/ Daily Allowance), and communication gaps were the major drawbacks of training programmes. In light of conclusions, it was recommended that withdrawal of teachers from schools for INSET should be minimized, training centres should be established at local or tehsil levels, lecture method should be used to the least extent, modern methods of teaching (e.g. demonstration and activity methods) should be used and the nomination of teachers should be made on merit. Pre-test and post-test may be designed and administered on a compulsory basis to determine the academic and pedagogical status of participants. There should be continuous feedback, monitoring, and evaluation for INSET programmes. On the basis of recommendations, a proposed model for the in-service training for secondary school science teachers was developed.