INTERNATIONAL POLICY AND PRACTICES FOR QUALITY ASSURANCE IN TEACHER EDUCATION THROUGH ACCREDITATION AND LICENSING: A LITERATURE REVIEW

Abstract

Effectiveness of Education System is dependent upon teacher education. National Education Policy (2009-2015) specifies the Planning Commission’s Vision-2030’ focusing on change of mindset which exhibit commitment to a new set of societal goals.. In Pakistan, there is an immense need to trace teacher education development and reform in terms of the major questions that have driven the field and the sometimes competing ways these questions have been constructed, debated, and enacted in research, policy, and practice. To ensure better quality and productivity, accreditation and licensing for teacher educators in Pakistan is extremely necessary. The impact of teachers’ education on teacher learning, professional practice, and student learning is enormous. The present study is focused on analyzing the existing practices and inputs of accreditation and teacher licensing in Pakistan and worldwide with special reference to USA, Australia and Scotland. Moreover, the document analysis of UNESCO reports and guidelines has been done with critical lenses in order to provide ground for full length research. to inform designing Indigenous Framework for Quality Assurance in Teacher Education drawing upon International Perspectives on Policy and Practice. It will pave the way for introducing teacher licensing regime in Pakistan in order to establish uniform education system in Pakistan