IMPLICATIONS OF TEACHER EDUCATION PROGRAMS’ ACCREDITATION

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dc.contributor.authorNeelam Naweed
dc.date.accessioned2018-08-07T07:12:21Z
dc.date.available2018-08-07T07:12:21Z
dc.date.issued2017
dc.descriptionSupervised By: Dr. Seema Arifen_US
dc.description.abstractResearches prove that the quality of initial and -in-service education has a positive effect on the quality or competence of the teacher. Therefore, the pass outs of unsatisfactory and less credible pre-service teacher education programs substantially contribute to poor learning achievements of the learners in public and private schools. Higher Education Commission (HEC) formed National Accreditation Council for Teacher Education (NACTE). HEC has delegated to the NACTE the responsibility of ensuring, assessing and evaluating the quality of teacher education programs through accreditation. Current study tried to explore that emerging phenomenon i.e. accreditation of teacher education programs, its evolution, applicability, utility and perceptions regarding related concepts from the point of view of benefitted institutions, and departments. The purpose of the study was to explore the prospects of the accreditation of teacher education programs with particular reference to achieving the intended outcomes of programs accreditation in the Department of Education of University of Management and Technology (UMT). Document analysis, In-depth interviews, FGD and questionnaire were the major tools to obtain the required data for the study. The study found that basically accreditation was carried out by the Department of Education, UMT as an obligation however it served benefits beyond the expectations of the Department. It boasted Department's confidence acknowledging its strengths and also guided for further improvements. There were certain issues in accreditation system identified by the Department's Faculty and staff and also agreed upon by the NACTE. However, NACTE representatives responded to those concerns positively. Last but not least, students and alumni were not well aware of accreditation and related benefits, however they agreed upon the improvements in the quality of Department's service delivery in the post-accreditation years. The research suggests that first of all, accreditation system itself needs several improvements. Secondly, the Department of Education, UMT also needs to incorporate further improvements in their systems and processes.en_US
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/3143
dc.language.isoenen_US
dc.publisherUniversity of Management and Technologyen_US
dc.subjectAccreditation, Quality assuranceen_US
dc.subjectImplications, Teacher education, Standardization.en_US
dc.subjectM.Philen_US
dc.titleIMPLICATIONS OF TEACHER EDUCATION PROGRAMS’ ACCREDITATIONen_US
dc.titleImplications of teacher education programs' accreditationen_us
dc.typeThesisen_US
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