Development of Criteria for the Evaluation of Initial Elementary Teacher Education Programs of SAARC Countries

Munir Ahmed & Shabbir Ahmed


This study has been designed to develop a valid, reliable criterion to evaluate the Initial Elementary Teacher Education Programs (IETEP) of South Asian Association for Regional Cooperation (SAARC) countries (Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka). It was necessary to judge the worth of these countries’ IETEP and to provide equal job opportunities to their expatriate teachers.

To conduct this study, a list of input indicators was prepared from multiple sources. Research based multiple values were assigned to indicators, included in the instrument and presented to faculty of teacher education. They were request to amend and select the best value of each indicator in the pilot study. This instrument was presented to fifty experts of technically advanced and two hundred of SAARC countries for final selection of indicators and their values.

Percentages of responses were calculated for clarification and comparability. Chi-square was applied to examine the relationship. Statistical analysis was performed by latest version of SPSS. The level of significance was set at P <0.05 for all analysis.  In the light of overwhelming-majority (above 80%) opinions of two groups of experts, forty-six indicators were selected under five categories (admission, curriculum, faculty, practice teaching and evaluation) of IETEP.

 Keywords:  Initial Elementary Teacher Education Programs (IETEP), South Asian Association for Regional Cooperation (SAARC), Evaluation, Criteria

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