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

• The compulsory theory papers prescribed in the B.Ed programme were almost common in Notes
all the four countries.
• There were many strengths of different subjects prescribed in the B.Ed course. Teaching of
philosophy and psychology are helpful in the development of the personality of children.
• Computer application, psychological tests, art and craft, work experience, practice teaching,
research projects, assignments and social work were prescribed under practical work.
• Specific curricular inputs like provision of scholarships and remedial teaching were provided
for the disadvantaged students.
• The computer labs were established in all govt. private and aided the institutions.
• Practice teaching was organised in all types of schools including government, private,
aided and own demonstration schools during first and second half of the year.
• 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 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.
• 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.
• Both annual and semester system for examination were followed in India.
• 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.
2. There should be entrance examination for admission in the B.Ed programme and it
should be based on aptitude of the students. Written tests, group discussions and
interviews should be the part of admission procedure.
3. Physical facilities including principals’ room, staff room, common room, computer room,
office space, laboratories and toilets should be provided adequately, so that the quality
of teaching can be enhanced.
4. The library services should be provided in all the B.Ed institutions, with latest books
and journals in adequate number.
5. Well qualified faculty members including principals, teacher educators and technical
staff should be appointed according to sanctioned strength prescribed for the institution.
In the same way, administrative staff should also be appointed. Promotional policies
should be followed on regular basis.
6. The schools and the teacher education institutions are working in isolation. Even, there
is no relationship between the PSTE curriculum and the school curriculum. Both the
curriculum should have close linkages and coordinations.
7. During the B.Ed programme, more emphasis was laid on theory part than the practical
aspects. All the theory papers prescribed in the B.Ed programme should give space to
the practical work including assignments and projects.

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