The MA Education: Curriculum, Pedagogy and Assessment programme is a summer programme that has been designed to provide flexible opportunities for practicing professionals in Pakistan and the region working in education and in related fields. The offered programmes will provide opportunities to the trainees to engage in rigorous, in-depth study with a view to broaden and deepen their theoretical perspectives and enhance their critical reflections by applying the concepts to their own teaching learning contexts. The programme includes courses to help produce master trainers/ mentors for advancement of teacher education in Pakistan.

The programmes offered by the Department aim to provide professional training in the field of general pedagogy, psychology of teaching and learning, general curriculum development principles, principles of assessment, research methodology as well as field based training to teachers so that they bridge the gap between theory and practice.

Course participants enrolled for the programmes may specialize in Primary and Early Childhood Education or Role of Information communication Technology in teaching/learning through their elective courses. The total requirement including principal and elective courses is 72 credits taken over two years (four semesters). Forty two credits are reserved for course work and 30 credits for the research dissertation.

Mode of delivery
The first term of PGD/MA will be taught as a regular programme from June –August 2007 availing the time period when teacher are on summer vacation. Teaching strategies include lectures, discussions, presentations and seminars. In order to provide a more flexible and comfortable learning environment, the courses are offered through distance learning mode from September – December. This mode allows the participants to learn in their own time and at their own pace through continuous supervision in the form of guidance and feedback by the course facilitators. It helps train the course participants in applying modern and innovative teaching/learning methods promoting ICT culture in Pakistan.

Courses titles and Description
The candidates will have to successfully complete the following core courses in pursuance of the degree in MA Education: Curriculum, Pedagogy and Assessment



Core Courses
Introduction to Teacher Education (3 credits)
This course prepares the candidates to see teaching and learning against the backdrop of established pedagogical principles and deal with effective educational methods in the light of the work of established educational researchers. The course also helps the candidates to gain perspectives on teaching as a complex intellectual activity.

Principles of Teaching and Learning (3 credits)
This course looks into various psychological principles that play an important role in human development and educational training. The course refers to the work of different educational psychologists who influence pedagogy and educational leadership in general encouraging candidates to critically review educational theories against the backdrop of their own practices in the classroom.

Curriculum and Instruction (3 credits)
This course looks at the general framework of curriculum design and discusses various models of curriculum and instruction. Through a careful study of various theories upheld by various curriculum developers, it looks at the influence of such theorists on the present day curriculum.

Assessment in Education (3 credits)
This course has been designed to provide the fundamental concepts of assessment in education highlighting significant developments in the field of educational assessment. In particular, it focuses on the growth of interest in modes of assessment that promote and measure standards and quality leading to profound implications for individual learners, institutions and the educational system itself developing a constructive alignment between course contents and assessment..

Education in International Context (3 credits)
This course provides the analytical perspective of nature of curriculum and appropriate standards in education from an educationist point of view, and envisages the issue of national standards from an international perspective. It particularly focuses on comparative and international education advances in theory and practice, including discussions on the development of models, leading improvements in teaching and learning, and debates current issues at the forefront of educational change.

Educational Theory and Practice: Teaching of Mathematics, Science/ Social Sciences (4 credits)
This course encourages candidates to see educational theory in the light of practice. Candidates carefully analyse various educational theories and adapt these theories to suit their classroom practices in. The participants integrate the basic concepts in various disciplines including English, Science or Social Sciences and Mathematics by reviewing and analysing the discussed theoretical perspectives in their contexts. In addition, the course reviews teaching skills, strategies, and classroom management skills. This practical course will be assessed through supervised teaching practice and maintaining a reflective teaching journal.

Gender in Education (3 credits)
This course highlights the concepts of equity in education. The contents focus on the gender equity guidelines to improve education, so that our educators may provide education on an equal plane. Targeting more equitable educational techniques that can help not only improve the lives of individual women, but also advance the community as a whole. The use of group presentations, panel discussions, seminars and academic papers enable the course participants to critically analyze the prevalent gender equity issues in their educational context.

English for Academic Purposes (2 credits)
The aim of the course is to equip the participants with academic skills needed to cope with the demands of a post-graduate study programme. The emphasis is on improving the participants’ competence in using English in academic contexts by enhancing and developing the required language skills. In addition, the participants are also introduced to the elements of writing a research paper in APA style.

Elective Courses
The candidates will have to take the following two elective courses in order to specialize in Early Childhood and Primary Education:

Early Childhood and Primary Education (4 credits)
Candidates opting for this course are prepared to teach in diverse and inclusive environments, including homes, schools, and other community settings, which serve children from birth to age 12 and their families. Child-centered and culturally sensitive practices are emphasized throughout the course, focusing on the need for multiple methods of instruction to accommodate a broad range of learners. Through a curriculum that integrates general and special early childhood education content, the aim is to enable the candidates to become outstanding early childhood and primary teachers, decision makers, and intellectual and ethical leaders.

Information Communication Technology in Teaching/Learning (4 credits)
This course highlights the significance of information technologies in education at all levels. It provides a critical review of the planning, implementation and evaluation process of the integration of ICT in a variety of educational systems giving participants an opportunity to contextualize the essential ingredients required to establish a flexible, ubiquitous and easy to use technology infrastructure.

Action Research Project (4 credits)
This course will inform the participants about the significance of action research in improving classroom practice. It will highlight the fact that action research is an ongoing process of discovery through which a teacher learns, reflects and analyzes classroom teaching/learning situations.

Research Methodology (5 credits)
This course highlights the key principles and forms of educational research methods. It emphasizes the fact that research informs classroom practice.

Proposal Development (5 credits)
After an in depth study of inquiry based methods of teaching and learning the candidates will work towards completing a Master’s research dissertation in their classrooms through developing proposal, formulating research questions, conducting a research study and analysing the accumulated data. The final research proposal will be presented to the assigned supervisor for approval.

Dissertation (30 credits)
All MA students will have to successfully complete a research dissertation in their area of interest and specialization.

Plan of Study

Semester-I
Course Code	Course Title	Credits
	Core Courses
MA E500	Introduction to teacher education	3
MA E501	Principles of teaching and learning	3
MA E502	Curriculum & Instruction	3
MA E503	Education in International Context	3
MA E504	Assessment in Education	3
MA E505	English for Academic Purposes	2
MA E506	Educational Theory and Practice: Teaching Mathematics, Science/ Social Sciences	4
	Total	21
Semester-II
Course Code	Course Title	Credits
	Core Courses
MA E507	Gender in Education	3
	Electives
MA E508	Early Childhood & Primary Education
	OR	4
MA E509	Role of ICT in Teaching/Learning
MA E510	Action Research Project	4
	Total	11
Semester-III
Course Code	Course Title	Credits
MA E600	Research Methodology	5
MA E601	Proposal Development	5
	Total	10
Semester-IV
Course Code	Course Title	Credits
MA E602	Dissertation	30
	Total	30
	Total Credit Hours in the Programme	72

POSTGRADUATE DIPLOMA IN EDUCATION (PGDE)
The PGDE aims to prepare educational experts who wish to become professional teachers in their respective academic scenarios. This rigorous one-year programme will carefully guide the teachers towards adopting practical and meaningful teaching strategies through an intensive study of well-researched pedagogical principles.

Diploma requirements
The candidates pursuing the PGDE will have to successfully complete 32 credits earned in two semesters. Candidates enrolling in the PGDE will take both core and elective courses offered in year one of the MA programme. The description of these courses has already been given in the course descriptions for MA Education. The candidates will also be required to conduct a small-scale action research study for the fulfilment of the Postgraduate Diploma programme during the second semester.

After successful completion of their Postgraduate Diploma (PGD), participants may enrol for their MA degree in their respective fields within three years and earn their MA degree by successfully completing their two principal courses offered in the third semester and developing their project work into a research dissertation in Year II.


MA TEACHING OF ENGLISH AS A SECOND LANGUAGE
The MA of Teaching of English as a Second Language (TESL) programme aims to connect theory and practice in second language teaching, providing up-to-date knowledge of principles and issues in the field, together with consideration of their practical implications. It is designed especially for those working as teachers, educators, curriculum developers, and examiners in the field of English as a second or foreign language. The programme has modules in language description, pedagogy, assessment and in management-related fields as well as Computer Assisted Language Learning (CALL) with this audience in mind.

Course participants enrolled for the programme may specialize in any of these areas: i)English for Specific Purposes ii) English for Young Learners iii) English for Large Classes through their elective courses. The total requirement including principal and elective courses is 72 credits taken over four semesters. Forty two (42) credits are reserved for course work and 30 credits for the research dissertation.

Core Courses
The core courses are aimed to develop the participants’ understanding of the language learning process as well as to help them understand the implications of the global spread of English and the ensuing pedagogical issues. The core courses will also enable the participants’ to develop, teach, and evaluate English courses and materials as well as develop a conceptual framework for professional practice based on their skills of reflection and critical thinking. The participants will also be introduced to Computer Assisted Language Learning as well as how to manage an ELT programme or department effectively.

Applied Linguistics (4 credits)
This course includes Psycholinguistics as well as Sociolinguistics. The course on Psycholinguistics aims to examine current views on language learning processes, especially recent advances in cognitive and humanistic psychology, and learner variations. It also looks at the role of individual differences and motivation as some of the factors in the language learning process. The course on Sociolinguistics aims to introduce participants to sociolinguistics at individual and societal levels and to take into account the social context of language use such as varieties of English, bilingualism, and multilingualism. It also considers the spread of English as a global language and its implications for English language teaching in South Asia.

ELT Methodology (4 credits)
This course aims to introduce and review the traditional and current ELT theories and approaches, focusing on the gradual progression towards a democratic and autonomous learning environment. It also focuses on the important place of listening and speaking skills in the language curriculum. It deals in detail with the developmental stages of listening and speaking skills and focuses on practical hands-on activities, which can be effectively used in the language classroom. The section on Reading and Writing aims to review theories of reading and writing and examine the role of language in the two skills with focus on the pedagogical implications for their teaching in ESL. It also aims to introduce and review the traditional and current ELT theories and approaches, focusing on the gradual progression towards a democratic and autonomous learning environment. The section on Curriculum Design focuses on the nature and design of a curriculum. Through a careful study of various models of curriculum design, it looks at the influence of such models on the present day curriculum. It also translates curricular goals into elements of syllabus design.

Professional Practice 1 and 2 (3 credits)
The aim of this course is to build on the ELT Methodology course (core course). It develops in participants the ability to critically reflect on the practice in English language teaching, drawing on classroom observations, analysis of practice, and classroom interaction. In addition, the course includes review of teaching skills and strategies and classroom management skills. This practical course will be assessed through supervised teaching practice and by maintaining a reflective teaching journal.

Grammar and Phonology (4 credits)
The course on Grammar is designed to provide an overview of varieties of grammar and pedagogical issues of teaching grammar. The course enables the participants to reflect on their own knowledge of grammar and their experience of teaching it. It also enables the participants to understand the place of grammar in language teaching in the Pakistani context, understand theories of grammar and the relationship between form, meaning, and function. The aim of the course on Phonology is to provide students with descriptive, analytical and applied knowledge about the sound system of English and varieties of English. It also enables the participants to analyze and describe sound system of their own language, analyze and describe sound system of English language and identify the problems of English pronunciation.

Testing and Test Development (3 credits)
This course aims to review and discuss testing and test development theories and to examine the current approaches to language testing. It focuses on the test development process, exploring considerations for which the test is intended, how the results are to be interpreted and used, and conditions under which it would be administered.

Computer Assisted Language Learning (2 credits)
This course aims to introduce the importance of CALL by exposing the participants to new perspectives and a deeper understanding of the nature of language learning and human technology interaction.

ELT Management (2 credits)
This module introduces the participants to the theory and practice of educational management for the effective running of ELT operations. It investigates aspects of the management of organizations and their staff. The module also introduces the factors involved in effective management of innovation in education; in addition, the financial aspect of ELT management is included in the course.

English for Academic Purposes (2 credits)
The aim of the course is to equip the participants with academic skills needed to cope with the demands of a post-graduate study programme. The emphasis is on improving the participants’ competence in using English in academic contexts by enhancing and developing the required language skills. In addition, the participants are also introduced to the elements of writing a research paper in APA style.

Elective Courses
The candidates will have to take two of the following elective courses::

English for Specific Purposes (2 credits)
This course aims to review and discuss ESP theories and examines the current approaches used for developing ESP curricula. It focuses on the pedagogical and professional implications including the essential components of needs analysis, materials design, instructional strategies, and evaluation processes.

English for Young Learners (2 credits)
The designed course helps the participants to examine and review the theories and concepts of child development to specific English language learning techniques that they can use in their classroom. The course provides a good balance between theory and practice comprising the most effective, sure-fire strategies to help children acquire English in a fun and natural manner.

English for Large Classes (2 credits)
Large classes are one of the much discussed issues of our educational environment. The course deals with the particular challenges suggesting ways to manage classrooms activities effectively such as group work and to cope with limited resources. In addition, it also highlights the advantages of large classes focusing on the practical strategies through which the students can share many different ideas and interesting life experiences such as project work and group presentations.

Multicultural and Multilingual Classrooms (2 credits)
This course helps the participants to develop insights into the multilingual and multicultural classroom and to use these sociolinguistic profiles in the planning and teaching of ESL so as to help their students become additive and not subtractive bilinguals.

Materials Design (2 credits)
This course has been designed to provide the links between theoretical approaches and methodologies of materials design. The emerging general principles of materials design are reviewed and examined to visualize the contextualized applications through evaluations. Course participants get hands-on experience of developing units of materials appropriate to the Asian context.

Teacher Education (2 credits)
This course has been specifically design to help participants learn and apply the theories and concepts of teacher education viewing and analyzing these in their specific contexts. The course contents focus on exploring effective practices for preparing teachers to work with ESL learners. The module also discusses ESL issues and teaching strategies in meaningful ways to manage programme constraints, time limitations, and other concerns that simultaneously struggle for priority in the teacher education curriculum such as technology, global education, and special needs.

Action Research Project (4 credits)
This course will inform the participants about the significance of action research in improving classroom practice. It will highlight the fact that action research is an ongoing process of discovery through which a teacher learns, reflects and analyzes classroom teaching/learning situations

Research Methodology (5 credits)
This course highlights the key principles and forms of educational research methods. It emphasizes the fact that research informs classroom practice. This course introduces the participants to the theoretical basis and approaches of research to enable them to write a research dissertation. It also introduces the participants to the principles and purposes underlining research.

Proposal Development (5 credits)
After an in depth study of inquiry based methods of teaching and learning the candidates will work towards conducting a Master’s research dissertation in their classrooms through proposal development, formulating research questions, conducting a research study and analysing the accumulated data. The final research proposal will be presented to the assigned supervisor for approval.

Dissertation (30 credits)
All MA students will have to successfully complete a research dissertation in their area of interest and specialization.

Plan of Study

Semester-I
Course Code	Course Title	Credits
	Core Courses
MA TE 500	Applied Linguistics	4
MA TE 501	ELT Methodology	4
MA TE 502	Grammar and Phonology	4
MA TE 503	English for Academic purposes I	1
	Electives II
MA TE 508	English for Specific Purposes
	OR
MA TE 509	English for Young Learners	2
	OR
MA TE 510	English for Large Classes
	Total	15
Semester-II
Course Code	Course Title	Credits
	Core Courses
MA TE 504	Professional Practice I and II	3
MA TE 505	ELT Management	2
MA TE 506	Computer Assisted Language Learning	2
MA TE 507	Testing and Test Development	3
MA TE 503	English for Academic Purposes II	1
	Electives I
MA TE 511	Material Design
	OR
MA TE 512	Teacher Education	2
	OR
MA TE 513	Multilingual and Multicultural Classroom
MA TE 514	Action Research project	4
	Total	17
Semester-III
Course Code	Course Title	Credits
MA TE 600	Research Methodology	5
MA TE 601	Proposal Development	5
	Total	10
Semester-IV
Course Code	Course Title	Credits
MA TE 602	Dissertation	30
	Total	30
	Total Credit Hours in the Programme	72

POSTGRADUATE DIPLOMA IN TEACHING OF ENGLISH AS A SECOND LANGUAGE

Course participants enrolled for their PGD in Teaching English as a Second Language may specialize in either of the offered elective courses.

Diploma requirements
The candidates pursuing their PGD in Teaching English as a Second Language will have to successfully complete 32 credits earned in two semesters. The participants will take both core and elective courses offered in Year I of the MA programme. The description of these courses has already been given in the course descriptions for MA in Teaching English as a Second Language. The candidates will also be required to conduct a small-scale action research study for successful fulfilment of the Postgraduate Diploma programme during the second semester.

After successful completion of their Postgraduate Diploma (PGD), students may enrol for their MA degree in their respective fields within three years and earn their MA degree by successfully completing their two principal courses offered in the third semester and developing their project work into a research dissertation in year two.