Revitalizing Teacher Education: A Multi-Mode Approach for Quality and Equitable Access for Female Teachers.

Autor/in	Sharma, Motilal
Titel	Revitalizing Teacher Education: A Multi-Mode Approach for Quality and Equitable Access for Female Teachers.
Quelle	(1992), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Improvement; Educational Objectives; Elementary Secondary Education; Equal Education; Females; Foreign Countries; Higher Education; Preservice Teacher Education; Program Development; Rural Schools; Single Sex Schools; Teacher Shortage; Womens Education; Pakistan + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Weibliches Geschlecht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Lehrermangel; 'Women''s education'; Frauenbildung
Abstract	In Pakistan female students and teachers have much less access to education, both geographically and academically, than their male counterparts. For rural areas this inequity is even more severe. In light of the national government's policy to universalize primary education, the most critical shortage in the education system is for properly trained teachers, especially rural female teachers for rural schools. The concept of the project proposed in this paper is based on a balanced, innovative, and optimal use of a multi-mode and open learning system aimed at motivating female students to enter the teaching profession, particularly females in rural areas. The project promotes open learning systems using a conventional teacher training system, distance education, non-formal education, and a mix of these systems depending on the situation and clientele needs. A list of roundtable participants is attached. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC