Mirza Arshad Baig (Research Scholar)
Hamdard Institute of Education & Social Sciences,
Hamdard University Karachi
Abstract:- The aim of this article is to review the related literature about the Professional Standards for teachers. The conceptual and historical background of the professional standards has been discussed in this article. It is viewed that quality of education and quality of life are interdependent. Quality of education to a great extent lies on the quality of his teachers. Professional standards for teachers are being used as a tool to improve the quality of education. Standards are the measures of achievement for both the professional teachers or educators and the their students. These professional standards are sub divided into content and performance standards in the curriculum seek to assure excellence. These standards define and establish expectations, and provide a common base for planning. Professional standards for teachers also provide a foundational framework to develop pre-service teacher education programmes, accredit the institutions that offer them and to certify their graduates as licensed teachers. In different western countries various organizations are responsible for the development of different types of professional standards for teachers. In Pakistan, National Professional Standards for teachers has been introduced by the Federal Ministry of Education in collaboration with UNESCO and USAID, which are discussed in detail in this review. Introduction
Education is considered as one of the basic elements which contribute to the development of a country and the prosperity of the masses. It promotes awareness among people by making them able to ‘read’ the world (Freire, 1987). The increasing use of technology has transformed the world into a global village. This global community has accepted the principle that education is a basic human right. Accomplishment of such right does not only involve being given access to schools and being trained for life-long learning via either formal or non-formal means, but more importantly, being provided quality education (Ibrahim & Ahmed, 2008, p. 402). For many children, youth and adults today, access to learning opportunities is no longer a luxury; however, getting quality education remains to be elusive even in developed countries. The declarations of the 1990 Jomtien World Conference on Education and the 2000 Dakar World Education Forum both emphasized that to achieve Education for All (EFA) by 2015 would require, in addition to increased access to education, all countries to improve the quality and equity of education “so that recognized and measurable learning outcomes are achieved by all” (Ross K., 2007). Teachers are vital. Unless we can get more teachers, and better teachers, we will not reach the target of making quality education available for all by 2015.The quality and standard of excellence in education depend upon the quality and standard of teachers. Strong evidence demonstrates that the quality of teachers is the most significant educational input for quality learning in schools. The importance of the role of the teacher as an agent of change, promoting understanding and tolerance, has never been more obvious than today (Delors, Mufti, Amagi, Carneiro, Chung, Geremek, Gorham, Kornhauser, Manley, Quero, Savane, Singh, Stavenhagen, Suhr, Won, & Nanzhao,1996). This is reflected in the international trend to give greater attention and effort to improve the quality of teachers. If any country aspires to compete successfully in the global knowledge economy and convert the raw talents of its people into productive asset it has to create a world class educational system from pre-school to postgraduate levels. A world class education is not possible without world class teachers, most importantly at the foundational levels of K -10 grades, who instruct, inform and inspire...