Comparative Costs for Initial Training of Primary Teachers in Pakistan

Abstract

This research study is a descriptive analysis of the cost effectiveness of formal and nonformal system of the primary teacher certificate (PTC) programme in the Khyber Pakhtunkhwa region, of Pakistan. In this research the Allama Iqbal Open University distance PTC trainees and conventional-education PTC trainees were considered as the population for the study, their course duration, courses admission system, cost effectiveness, teacher training, job opportunities, and examination system follow-up were investigated. Specific indicators were used to determine the extent to which these components contributed to the efficient running of the PTC programme in Khyber Pakhtunkhwa. The objectives of the study were to compare the inputs for producing PTC teachers by formal and by non-formal system, to compare the characteristics of the PTC-trained teachers by formal and by non-formal system, to identify the needs of non-formal education in the province Khyber Pakhtunkhwa, and to determine the cost effectiveness of non-formal PTC teachers. Data were collected through survey and questionnaires. The results showed the majority of the PTC students had faced problems such as the inadequacy of trained teachers, lack in computers, and inadequate internet facilities. There was a wide spectrum of issues ranging from lack of well integrated media with content difficulties, difficulties in learning from media, and lack in guidance and counselling. This study was significant as it compares the actual training of PTC teachers by the formal system with that by the non-formal system. On the basis of previous research studies and insights from the general literature, the present study tested the hypothesis that the cost-effectiveness of open education was greater than the cost of the regular system. The results found that the regular formal system provided more effective, easier, cheaper and better quality teacher training.