Year 2 - Semester I

Core Courses

School Improvement

This course is designed to help students develop an in-depth understanding of the concepts, processes and contexts of school improvement. In addition, the course intends to develop an appreciation of the roles of various stakeholders, particularly teachers in school improvement. A particular emphasis of this course will be on the relationship between teacher development and school improvement. CPs will be encouraged to critique school improvement literature as well as use the theories and frameworks presented to them to examine and recommend school improvement initiatives for their own contexts.

The course is organised along the following five themes:

• Meanings and purpose of school improvement;
• School systems and culture and their significance for school improvement;
• Change processes and frameworks for school improvement;
• Teachers and Head teachers as leaders and recipients of change;
• Challenges for school improvement in developing contexts.

During the course, CPs will be encouraged to critically reflect on school improvement efforts both in their contexts and elsewhere. They will also be expected to plan school improvement initiatives for their own and other contexts in the light of their own understanding and experiences of school improvement efforts. In order to facilitate the foregoing, the course content will be taught in a variety of ways including: directed reading, reflective activities, group and whole class discussion, case analysis, lectures, school visits, games and others.

Pedagogical Leadership

The aim of this course is to develop critical understanding of the CPs about various models of leadership focusing on Pedagogical Leadership. Pedagogical leadership provides the necessary conditions for institutional capacity building for improving the quality of education. The CPs will gain new understanding and skills in leadership of teachers, schools and systems with a specific focus on building learning communities.

The following themes will be taught through lectures, group discussions, critical analysis of readings, workshops led by CPs and a school observation visit:

• Concept of pedagogical leadership and implications for school improvement;
• Capacity-building at personal, interpersonal and organisational levels;
• Teachers' and head teachers' role in curriculum enrichment and improvement;
• Leadership of the learning community including improving student learning.

Elective Courses

Environmental Education

The aim of the course is to enable CPs to develop an understanding of the goals, scope and practices of environmental education, in order to help and guide their students to take care of the Earth - our home. Teachers and teacher educators are strategically placed to provide awareness, knowledge, skills and values that enable individuals to pursue life goals in a sustainable manner. One of the ultimate goals of environmental education is to form an environmentally literate citizenry who can actively participate in solving environmental problems in the schools and society.

This elective course will help CPs to understand their roles in educating students and colleagues about conservation, sustainable development and issues related to the environment they live in and the role they can play together in creating a sustainable environment for all. They will have the opportunity to contribute towards sustainable development through greening the environment and infusing environment education in teaching, learning, curriculum and assessments.

The content of the course will focus on the following six themes:

Definition and scope of environmental education;

• The natural and social environment: A complex relationship;
• Human impact on environment: Global environmental issues;
• Sustainable development;
• Environmental education: Approaches and strategies;
• Environmental management practices.

The CPs will be assessed on their conservation projects in school, infusion of environment education into their teaching plans/practices, and analysis of curriculum and textbooks for environmental education and sustainable development. They will have the opportunity to visit environment centres, institutes and conservation projects such as WWF Wetland Centre, Mangroves forest and community conservation projects to gain real life experiences of environmental education, management and conservation practices.

Inclusive Education

The course aims to give CPs an opportunity to explore issues in the education of children with special needs from different perspectives:

• The development and abilities of the child;
• The practical approaches the teacher can use in the classroom;
• The (micro) political climate that helps or hinders the inclusion process.

The concept of inclusive education challenges all mainstream schools to welcome children of all levels and types of ability and review their cultures, policies and practices in such a way that each child's participation and learning is facilitated as much as possible. This involves recognising and addressing the often hidden, special needs of children who are already studying in the school, as well as opening up admissions for children with more obvious special needs.

Cross-linkages are made throughout the course to emphasise how these perspectives are interrelated. Additionally, CPs will learn how catering to the needs of children with special needs can improve their general teaching skills and practices. The course is offered in an open learning mode, giving CPs a higher level of independence and flexibility. A number of face-to-face and email activities are also offered to help CPs to learn from one another and to structure their studies effectively. Most topics covered have immediate linkages with other courses in the MEd, and previous CPs have valued the way this elective has enriched their learning in other courses.

The course consists of the following themes:

• Viewpoints and approaches to the education of children with special needs;
• An overview of child development;
• An introduction to special needs;
• Assessing children with special needs;
• Curriculum adaptations and teaching strategies;
• Collaboration and teamwork for school improvement.

Introduction to Histories and Cultures of Muslim Societies

The course aims at increasing CPs' appreciation of the socio-cultural mosaic of Muslim societies by understanding Muslims' contribution to the knowledge of and education for human civilisation. The CPs will be exposed to the knowledge base of the cultural and intellectual expressions manifest within Muslim societies in particular. The subsequent aim of the course is to encourage CPs to work towards enriching the Islamiat and Social Studies school curricula.

The course is divided into three themes:

• Muslim Societies - Past and Present : This theme will introduce CPs to the historical evolution of Muslim societies. Starting with the spread of Islam in different geographic and cultural contexts, passing through the cultural permeation and interaction in the making of Muslim societies, the theme will end with the geo-political realities of what constitute Muslim societies today.
• Knowledge and Learning in Muslim Societies : This theme will explore the notion of knowledge and the process(es) of learning in the context of Muslim societies. Through tracing the intellectual traditions that emerged as the societies evolved, this theme will highlight the contributions of Muslim thinkers to the body of universal knowledge. Moreover, the historic role of Madrassah as an educational institution in the context of Muslim societies will also be discussed. The theme will end with a critical analysis of the concepts of knowledge and learning in today's Muslim societies.
• Artistic and Architectural Expressions in Muslim Societies : This theme will discuss the artistic expressions of the Muslim societies. This theme will start with the role of literature and poetry and will end with the discussion of the art of calligraphy and the architectural expressions in Muslim societies. These topics will be developed through short presentations, class and group discussions, role-plays, group presentations and field visits where applicable.

Gender in Education

The aim of this course is two fold; it will help CPs develop an awareness of gender concerns in education (local, national and international) and will also facilitate them develop their ability to take action in classrooms and schools to address gender concerns locally.

The course will comprise of two major themes:

• Theoretical understanding of gender, and gender perspectives, gender issues in educational policies and practice;
• Developing skills of observation, analysis, planning, implementation and evaluation of a gender based intervention (e.g. classroom teaching, teachers' professional development, awareness raising and policy review).

Teaching and learning in the course will be participatory and interactive. Major pedagogical strategies will include whole class and group discussion, role plays, debating and critiquing gender issues raised in case studies and articles, field visits, presentations by the facilitators and participants.

Health Promotion in Schools

The overall aim of the course is to prepare participants to plan and implement health promotion programmes in schools and through schools into the communities in order to improve health of children in Pakistan .

Through full and active participation in the course, participants will be able to:

• Explore key definitions around health promotion through schools;
• Critically examine the international, national and local responses to major development issues relating to health and education.
• Understand development issues relating to health and education in their own context;
• Critically analyse traditional health beliefs and practices in their own contexts;
• Challenge their own health damaging practices/behaviours;
• Critically examine their own attitude towards health promotion in schools;
• Identify and prioritise health issues in their own context using broad definition of health;
• Re-conceptualise their own roles and responsibilities as teachers/learners, and health promoters in their own organizations;
• Prepare concrete action plans for school health promotion policies, provision of safe water and latrine, sequential health education for changing health attitudes and behaviours, link with health services;
• Practice child-centred and action-based methodologies inherent to Child-to-Child approach for health promotion in schools.

The course in "Health Promotion in Schools" comprises of four main themes. Child rights will be embedded in all the themes. There will be special focus on nutritional health in all themes.

• Theme 1 : Health Promotion: an introduction to key concepts and terms.
• Theme 2: Health Education in development contexts: Link between health and education.
• Theme 3 : Health Education and School Quality: Effective planning for health promotion in school.
• Theme 4 : Ideas into Action.

Dissertation or Educational Development Project

The CPs will have the choice of undertaking a dissertation or an educational development project in their areas of specialisation, both of which are equivalent to four courses. The difference between dissertation and educational development project draws on the familiar distinction between research and development (R&D), where research is the discovery or generation of new knowledge and development is the application of knowledge in new and innovative ways. The processes are important for the advancement and improvement of education and are based on established disciplines of knowledge and practice.

The rationale for providing the options is two-fold. First, it provides increased flexibility in the programme in recognition of the diversity of roles that graduates will undertake in their own contexts after completing the MEd Programme. For some graduates research skills will be important, while for others project management skills will be more important, particularly in activities such as teacher development, material development or curriculum development.

Second, it recognises the individual differences of CPs in terms of their interests and career aspirations.

The CPs with skills and interest in a research would undertake dissertation work, while the CPs interested in educational development project work would embark on a small-scale educational project. At the end of Semester II, of Year - I and with advice from their supervisors, CPs will select from two options.

Comparison of Dissertation and Educational Development Project:

Dissertation : The CPs interested in developing research skills can opt for a research study on a topic approved by faculty which will be undertaken as a dissertation, ranging from 15,000 to 18,000 words.

The dissertation process will begin in Semester I of Year II and will conclude in Semester II of Year II. Each CP will obtain an Ethical clearance form from RAPS before entering the field. The CPs will conduct individual field work research to collect their data with guidance from the supervisor. This will be followed by the analysis of data and writing of the dissertation over the stipulated time allocated.

Educational Development Project : Educational D evelopment Project is an alternative to the dissertation and is assessed through a project report of 8000 to 10,000 words. The CPs will get an opportunity to engage in an educational development activity; such as teacher professional development, material development for teaching, or curriculum development. Engaging in educational development project will assist CPs to conduct needs assessment and introduce intervention accordingly.

Educational Development Project will be carried out over the two semesters in Year II of the programme. The CPs will have an opportunity to share the project with colleagues and faculty members through seminar presentations. With guidance from the supervisor, the CPs would work individually or in small groups to carry out the project with guidance. The report will contain an account of the situation, needs assessment, the development plan, evidence of the activities carried out and results of the evaluation. Such evidence could be in the form of photographs, video recording or artefacts, e.g. samples of students' and teachers' work. The CPs will also be expected to include the results of the evaluation and reflections of their learning from the project. The assessment of dissertation and educational development project will be done by two examiners- an independent internal examiner and an external examiner. The report will be supported by "deliverables" in the form of a guide book, handbook, manual, etc.

Ethical Consideration

Ethical clearance is a part of proposal approval. All research proposals will be submitted through Research and Policy Studies (RAPS) to the Ethical Review Committee (ERC) of AKU-IED, which will in turn send its recommendation to AKU-ERC for approval. The Dissertation/Educational Development Project Calendar will have a specific time slot allocated for the due process.

CPs will be introduced to ERC forms during their courses in Research Methods/ Education Development Project. It is the student's responsibility to be familiar with the form thoroughly. According to the AKU-ERC policy, a student will have to submit one hard copy of the research proposal and the ethical clearance form, and soft copies of the proposal and the ethical clearance form along with all the attachments.

No student can start field work without ethical clearance. A clearance letter from the Chair of AKU-ERC will be sent directly to students.

During this time, the CPs will share their research in progress with peers and supervisors in regular weekly sessions arranged for this purpose. The dissertation/educational development project is assessed by two examiners: an independent internal examiner and an external examiner.