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Unit 31: Comparative Analysis of Curriculum Implemented by Government, Aided and Private Teacher Education Institutions

• Practice teaching was organised in all types of schools including government, private, aided Notes
and own demonstration schools during first and second half of the year.
• In India subjects like social sciences, physical sciences, languages and mathematics were
prescribed under teaching practice of the B.Ed programme.
• The student teachers expressed that two subjects were undertaken for the practice teaching.
In India, twenty-four lessons from two subjects were delivered during forty-five days by
student teachers.
• The minimum duration of school experience programme was 35-60 days in India, Sri Lanka
and Bangladesh, whereas maximum was 90 days in Pakistan.
31.3.7 Co-curricular Activities
(i) The co-curricular activities like debate, study tour, social activities, drama, health awareness
programme, excursion, science fair, etc. were organised as a part of the B.Ed programme.
But in Pakistan, very limited activities like indoor games were organised. The participation
of the student teachers in co-curricular activities were lowest in Pakistan and highest in
India.
31.3.8 Transactional Strategies
• Lecture method was frequently used by the teacher educators in all the four countries for
curriculum transaction in the B.Ed programme. Demonstration methods and group
discussions were held on some occasions. Discovery and problem solving methods were
used rarely.
• ICT is not used for curriculum transaction. Power-point presentations were made on some
occasions in India. It was not at all used in Bangladesh and Pakistan. Professional
Development
• There was no policy for the professional development of the teacher educators. They were
only deputed in orientation and refresher courses organised by national institutions like
UGC and NCERT in adhoc manner.
• For the professional development of faculty members, national seminars, refresher courses,
orientation programmes and other academic programmes on different themes were organised
by all the four countries. Lowest 15 faculty members from Pakistan and maximum 100
teacher educators from Sri Lanka attended the professional development programmes during
2004-07. The programmes were organised in the area of educational technology, research
design, curriculum development, peace education, human rights, physical sciences, languages,
women empowerment and teacher education during 2004-07.

31.3.9 Examination and Evaluation System
• Both annual and semester system for examination were followed in India and Sri Lanka.
Whereas, only annual system was followed in India and Bangladesh and semester system in
Pakistan were followed. Marking system was prevalent for theory and practice teaching
and grading system followed for practical work examination in all the four countries.
• The performance of the student teachers in theory courses was evaluated by conducting
external and internal examination. Written tests, viva-voce and assignments were largely
used as tools for examination. Practice teaching was evaluated by observing and supervising
the delivery of the lesson plans in real classrooms. The evaluation of the practical activities
was based on construction of psychological tests, assignments and projects.
1. The Principals, Teacher educators and Student teachers from India, Bangladesh and Pakistan
stated that one year duration of the B.Ed programme is very less and it should be increased
from one year to two years, so that the necessary knowledge and skills can be inculcated
among the student teachers during this programme. Besides this, integrated programme
of longer duration like in Sri Lanka should also be introduced in India for preparing
better teachers.

LOVELY PROFESSIONAL UNIVERSITY 289