STATUS OF THE DEVELOPMENT OF UNIVERSITY TEACHERS IN INDIA AND SAUDI ARABIA: A COMPARATIVE ANALYSIS

HOPE JOURNAL OF RESEARCH

Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034

STATUS OF THE DEVELOPMENT OF UNIVERSITY TEACHERS IN INDIA AND

SAUDI ARABIA: A COMPARATIVE ANALYSIS

Dr Intakhab Alam Khan

King Abdulaziz University, Jeddah-Saudi Arabia

([email protected], [email protected] A Nasseb Khan

Jamia Millia Islamia, New Delhi-India [email protected]

Abstract

Since every institution aspires to have qualified, trained and experienced academic staff, it is imperative for the institution to provide opportunities to its members of staff

to develop themselves and be fully conversant with the latest technology, up-to-date methodology and strategies of teaching. Rightly regarded as committed students, the teachers need to equip themselves well with the most progressive methods of teaching. Needless to mention, we live in the age of dynamism. If the teachers are static, not moving ahead to keep abreast of time, it will be fatal to the development the students. The present paper attempts to make a comparative analysis of the status of the professional development in India and Saudi Arabia. Though the comparison may sound inapt for many reasons, the study seeks to shed light on the actual status of the teachers’ development activities undertaken by two countries. Since total comparison is not possible, the study is based on an institution in the kingdom of Saudi Arabia (KSA) and an Academic Staff College in India.

Keywords

Further development, progressive strategies, technology, professional development, academic staff college 1. Introduction

In view of National Policy on Education’s (1986) stress on the need of the development programs for university teaching staff, University Grants Commission promptly established several Academic Staff Colleges in different parts of India during the years 1986 and 1987. These colleges provide professional development to the teachers in higher learning sector. They conduct orientation programs for newly-appointed teachers and refresher courses for on the job teachers.

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Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 On the other hand, Saudi government, with paradigm shift, realized the fact that the modern education system requires specific skills to be integrated in the curriculum. Similarly, the teaching staff should also be provided with opportunities to improve and enrich themselves so that they can be competently able to transact the curriculum and meet the contemporary requirement. (Al-Ghamdi et al 2012, 39) Most of Saudi universities delegated the responsibility

of professional training / development of members of their faculties to the Deans of Academic Development Department. In this connection, a need analysis is initially done in order to assess the skills and competencies of the teachers in accordance with the standards stated by the National Commission for Academic Accreditation and Assessment (NCAAA). With the realization of the fact that professional training is of crucial importance to enhance and improve the level of the working faculty members, the universities have come to believe that in-service trainings provided to the teachers will definitely ensure quality teaching.

1.1. Relevance of Teacher Development ‘Teacher development’ is an integral and indispensable part of education. Needless to mention, effective professional development can lead to a quality education and much higher achievement in learning. Quality training and need based professional development experiences are designed to help teachers build a new understanding of teaching and learning (Lee, 2001). Teacher development can be conceptualized as a mechanism for driving change in educational systems and/or as a strategy for empowering individuals and teams to improve their professional knowledge and pedagogy (Day & Sachs, 2004).

Dillon (2010) argues that teacher development can either hit the target or it can frustrate teachers if they don’t notice any changes in their personality and behavior. In this connection, Borko and Putnam (1995) argue that current educational environment urgently requires a quality shift to the student-centered learning mode.

The old pattern of training doesn’t match any more with the modern professional development practices. There is a need to reform and redesign the teachers‟ learning programs (Darling-Hammond & McLaughlin, 1995). One possible reason for the unsatisfactory results of in-service teacher training might be that the objectives of programs were not conceived as per the teachers’ personal and classroom needs (Baird et al., 1993). Training without objectives and purpose may not lead to any desired direction (Noh, Cha, Kang, & Scharmann, 2004).

Baird and Rowsey (1989) also underline the teachers‟ complaints regarding the ineffectiveness of the training for which time and energy was wasted as it was found that such programs did not meet the needs. Without prior need analysis, any proposed change may not yield any results (Rhodes & Beneicke, 2003).

2. The Research




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 The present research is purely qualitative-descriptive type. The study is solely based on the observation, facts, operations of the two professional development units, and the literature available in the target area. The study is conceived on the basis of two research questions:

1- Is professional development at higher education important? 2- What professional activities are mainly carried out in the university system in two

different countries: India and Saudi Arabia.

As mentioned, the present case study involves two contexts of training providers: Academic Staff Colleges in India and Jeddah Community College (King Abdul Aziz University, Jeddah-KSA).

2.1. The Indian Context:

The Times of India published a report on 6-10-2013, entitled, „Unhappy with show, UGC plans revamp of academic staff colleges‟. In view of low performance of academic staff colleges in the country, University Grants Commission (UGC) is planning to remodel and redesign these institutions. In addition, UGC even plans to increase the number of the ASCs, from 66 to 100, during the current plan period. 2.1.1. Functions of the Academic Staff Colleges(ASCs)

It was established for a quality change in the existing courses, curriculum, introduction of examination reforms, and an overall improvement in the Management of Higher Education, teaching-learning and Research. The ultimate function of an Academic Staff College is to plan, organize, implement, monitor and evaluate orientation courses for newly appointed College/ University teachers within the jurisdiction of one or more universities in a region/state. An ASC may also organize Refresher Courses for serving teachers and orientation programs for Senior Administrators and Heads of Departments, Principals, Officers, etc. in the Philosophy of orientation and changed management system. 2.1.2. The functions of the Academic Staff College are as follows:

- to chalk out orientation programs for target university staff, -to identify competent resource persons, and familiarize such resource persons with the philosophy and guidelines for the course, - to establish a rich library for reference and source materials necessary for the refresher courses and orientation programs, -to produce specially designed materials required for effective implementation of the courses, -to organize, monitor and evaluate courses for university teachers, -to create a culture of self development at the tertiary level, -to organize orientation programs for Heads of Departments, Principals, Deans and other decision makers to familiarize them with the philosophy and relevance of the target orientation programs and refresher courses.




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 By the end of successful completion of the courses/programs, the trainees will be able to: -understand the significance of education in general and higher education in particular, in the global and Indian contexts. -perceive the linkages between education and the socio-economic, cultural and technological development with a particular reference to Indian polity and traditional values, -realize the role of a College/University teacher in the national goal of achieving a secular, democratic society with cultural pluralism, -acquire and improve skills of teaching at the College / University level, -receive awareness regarding developments in his / her specific subject, -understand the organization and management of a College/University, and -to utilize opportunities for the development of personality, initiative and creativity.

In order to realize above objectives, the curriculum for the Orientation Program has the following four components:

Component A : Awareness of linkages between Society, Environment, Development and Education. Component B: Philosophy of Education, Indian Education system and Pedagogy. Component C: Resource Awareness and Knowledge Generation. Component D: Management and Personality Development.

There has been a considerable growth in the „knowledge‟ area in every field of study. Therefore, it is perhaps extremely crucial for a College / University teacher to continuously update his knowledge in his chosen field of expertise. The Refresher Courses can bridge the gap as these are meant to : - Provide opportunities for teachers in service to exchange experience with their peers and to mutually learn from each other. -Provide a forum for serving teachers to keep themselves abreast of the latest advances in various subjects. -Create and motivate the culture of learning and self-improvement among the teachers. -Provide opportunities to further widen their knowledge and to pursue research studies.

In most of the colleges/Universities English is the medium of instruction and examination. The Orientation Programs and Refresher Courses have in-built seminars / symposia. Apart from interactive lecture-cum-discussion sessions, panel / group discussions and role play, field visits may also be utilized. Most modern educational tools can be integrated in the system. The participants are provided with reading material in the form of synopsis of lectures and articles from journals. Lastly, the participants are evaluated on their performance and participation in various aspects of the programs, such as journals, book-reviews, seminars, field-trips, tests, overall participation. Grades are then awarded to the participants.

Studies such as Behera (2009) explored the ideas and issues related to the academic staff colleges. Sobti and Sharma (2009) worked on the Retrospect and Prospects of the ASCs. In addition, Chalam (2003), Dass and Gogoi (2001) and Joshi (2000) assessed the quality of




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 Academic Staff College in India. A quite similar type of study was carried out by Dhawan (2000), Jyoti (2001) on the impact of Academic Staff College’s programs on teachers and students. Dutta (2006) studies the trend of the shift in opinions/attitudes of participants of general orientation program, while Kapur (1993) shed lights on the relevance of the Professional development of teacher in higher education in India and abroad. A different but important study successfully concluded the relevance of Training the trainers by Kem & Mishra (2002). 2.2. The Saudi Context

Higher education plays a pivotal role in shaping the social and economic development for countries in a globally interconnected and competitive world. In higher education teachers join their profession with little formal professional training in teaching. No doubt they have orientation towards the content of their discipline / subjects. Many researchers have asserted that traditional teaching practices cannot produce quality man power for the required job market. Such factors forced Saudi university administrators to leave no stone turned for providing the best sort of teacher development programs to their academic staff, even if they had to look upon the West for the successful completion of their mission. In addition to general teacher development activities, Saudi universities try their level best to raise the standard of their teaching faculty in accordance with the benchmark set by the National Commission for Academic Accreditation and Assessment (NCAAA). 2.2.1. Developing Professional Skills and Standards The Saudi National Qualifications Framework for higher learning includes certain criteria for ensuring the quality of the program. The lack of faculty competency standard in Saudi higher education is pointed out by Al-Ghamdi, Al-Gaied and Abu-Rasain (2012). They also suggested assessment and evaluation of the faculty. They contended that "faculty evaluation is still not satisfactory, as there are no standards or performance indicators against which to evaluate." (85) 2.2.2. The need for Professional Training Programs All the staff members are supposed to know how to fill in the NCAAA form (appendix-A). In addition to filling it, one should also know the aims, objectives, domains, Bloom’s taxonomy and appropriate teaching strategies. All these aspects require professional training. 2.2.3. The National Commission for Academic Accreditation and Assessment (NCAAA) The Saudi government like other developing nations has attached high expectations from its universities. In its Ninth Development Plan of Kingdom of Saudi Arabia, the government clearly mentioned that the education system remained insufficient to meet the requirements of the labor market. It, thus, recommended that new mechanisms in different areas of studies: medical




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 science, engineering, administration/management, computer science, and information technology are important for the educational system. Based on the above perceptions, the Ministry of Higher Education has already initiated a few crucial measures towards upgrading the educational set up. As an outcome, the NCAAA came into being in 2003 with an aim of improving the quality of higher education. The NCAAA has set eleven key quality standards for higher education institutions, the most relevant of which to the professional training program is Standard 4 which deals with aspects of teaching and learning. It focuses on five broad areas known as learning outcomes domains. (A summary of the description is presented in the appendix-A.

3. Professional Development in Saudi Arabia Like every national and international university, professional development is an integral part of the higher education in Saudi Arabian universities as well. Therefore, it is essential for the universities to develop their faculty members. The growth of the institutions as well as their students lies in the development of their teachers.

3.1. Professional Development at JCC-Jeddah

The training activities at Jeddah Community College (JCC) consisted of many kinds of activities such as „Teachers Teaching Teachers‟, conducting workshop, focused group discussions, monthly seminars, peer observation, conference participation, and attending train the trainer course for some teachers.

Figure-1



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(Jeddah Community College staff attending a workshop)

The JCC-Jeddah teachers are interacting in a focused group discussion with foreign experts.

Figure-2

(JCC-Jeddah participating in a focused group on Continuous professional development)

3.2. Train the Trainer Programs In addition to the local training, some representative teachers visited the Greenwich Community

College (GCC), London for an intensive teacher training program.




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 Figure-3

(Teacher Training Program Organized by Greenwich Community College, London)

3.2.1. Developing In-House Experts

There is a focus on creating a separate unit for professional development in each institution in

KSA. Thus, JCC also established a professional development unit in 2010. The idea led to an

active development of in-house expertise which can be utilized anytime for need. 3.2.2. Peer observation

During the interaction of the College staff with the GCC, London, it was learnt that peer observation can be quite useful, thus it was initiated at JCC-Jeddah, KSA. King Abdulaziz University, Jeddah has been facilitating its staff to continuously grow into efficient and effective professionals. Most of the university teachers have already attended electronic trainings like moodle, CENTRA, EMES, LMS and blackboard training.

3.2.3. The Blackboard Training



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Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 Blackboard learn. Com is a sophisticated online program of learning. It started at KAU-Jeddah,

and as a developmental policy, JCC teachers also attended the orientation program for effective

implementation of the English curriculum in particular. The Oxford publishers have integrated

this program into their online learning material as well.

Figure-4

(homepage: blackboard training)www.blackboard learn.com

Figure-5 Figure-6



http://www.blackboard/



(course page: blackboard) (course content)

4. Professional Development Activities at Academic Staff College, Jamia Millia

Islamia, New Delhi (JMI), India

As a part of professional development activities, JMI-ASC organizes many activities. The technology orientation is one of them. 4.1. Orienting the Staff with Technology The Academic Staff College, JMI-New Delhi is training the participants in IT.

(Trainees learning technology integration: source: jmi.nic.in)

4.2. Equipped Library at the ASC-JMI, New Delhi As per the guidelines of UGC‟s, there is a need of rich and equipped library at every ASC.

Figure-6





JMI-ASC library (Source: www.jmi.nic/asc)

The following is a view of discussion between a guest, the ASC director and the professional trainees during an orientation program held at ASC, JMI-New Delhi.

4.3. Interaction between the participants and the ASC director along with a guest

Figure-7

(Trainees interacting with the ASC director and the guest speaker-source: www.jmi.nic)

Following is a view of interaction between the JMI-ASC director with the guests/participants. It gives a healthy opportunity to develop oneself as a teacher.

Figure-8





(The director ASC(JMI) in conversation with the participants: source-www.jmi.nic.in)

5. Comparative Facts

The following table shows the comparison between the concepts, activities and facilities of the professional development activities:

ASC (JMI),New Delhi, India Professional Development at JCC-

Jeddah, KSA

ASCs are UGC run centers for higher Development activities are undertaken

learning staff development. by the Institution

There are more than 65 ASCs in India Each institution can conduct need

which are run in the same line analysis and provide training.

All the teachers are from India, and Teachers are from across the globe

have almost same qualifications with different backgrounds.

Teachers receive development in IT in E-learning is the top most priority

addition to theoretical foundations of along with pedagogic issues.

Education.

Technology related facilities are Required infrastructural facilities are

limited. available.

All institutions don’t have their own The University/college has developed

website for learning material. its own websites and learning

material.

Online teaching is rarely used Online use is compulsory

Not known Quizzes and assignments are given via

online platform

Only a few institutions can have such a Each teacher has a desktop in his





facility office, computer I his class, net

connection everywhere and a laptop

from the university to use

Local/India level training is arranged Staff is sent even abroad by the

institution for the professional

development

Limited online training is provided in Training like moodle, CENTRA,

technology EMES, LMS and Blackboard have

already been provided

There are so many institutions There are limited institutions

Staff is forced to develop for the sake Staff needs to develop for renewal of

of promotion service contract, existence and

promotion.

6. Findings, Conclusions and Recommendations 6.1. Findings

It was found that both the institutions provide professional development activities in order to update their teaching staff. The developmental programs are closely related to the general foundations of education in general and technology integration in particular. The study explored that in both the educational set up of higher education professional developmental activities are on the full swing, however with a difference. The difference in the implementation of such programs lies in the concept, need and approach. For example, not everyone receive professional development programmes especially in technology integration. On the other hand in Saudi

Arabia, if a teacher is not updated and well equipped, he can’t survive in the system. No one exempted be the new teachers or the seniors, locals or expatriates. Thus, in the Saudi context, professional development is an integral part of the teaching profession. In addition, in India, such programmes are conducted by 66 Academic staff colleges run by the University grants commission (UGC) – a central agency. While, such programmes are organized locally. In most cases, teachers manage to go towards the west to enhance their skills.

6.2. Conclusions

It is concluded that the teacher development activities are crucially important for the ultimate development of the institutions and the educational system. The universities/professional units have been arranging teacher development activities in accordance with the needs of the teachers based on the need analysis. However, it is felt that specific teacher’s need should be the primary focus which is missing in the Indian scenario. On the other hand, it is better if the Saudi system of education sets up a professional unit at the ministry level to ensure development activities to create a common training provision with improvisations at local/institution level.

6.3. Recommendation




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 Based on the findings and conclusions, it can be recommended that:

1) Continuous professional development should be facilitated with a mission to enhance the quality of teaching, 2) Need analysis should be done, and a teacher should attend specific training program for his further development, 3) In India, concerned institutions should also set up ‘professional units’ to cater to the urgent need of training, 4) It is better if Saudi Arabia has a centrally administered agency to provide professional development, monitored by the concerned ministry. 5) As per the guidelines of UGC, there is a need to focus on the element of IT not only for learning but also to integrate with teaching for better results, 6) Above all, there is a need to create genuine interest and enthusiasm among the trainees/participants for the professional development, as also a firm belief that learning and self-development is a lifelong process.

References

Al-Ghamdi S., Al-Gaied, A., Abu-Rasain, M. (2012). Faculty Evaluation in Saudi Universities:

A Suggested Model. The Saudi Journal of Higher education, 7(7):85

Baird, W. & Rowsey, R. (1989). A survey of secondary science teachers‟ needs. School

Science and Mathematics, 89(4), 272–284.

Behera, S. (2009) Academic Staff College: Ideas & issues. University News 47, 4, 10-15

Chalam, K.S. (2003) Assessing the quality of Academic Staff College in India: An evaluation. University News 39, 46, 1-4

Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive

psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and designs (pp.35–65). New York: Teachers College Press.

Darling-Hammond, L. & McLaughlin, M. W. (1995). Policies that support professional

development in an era of reform. Phi Delta Kappan, 76 (8), 597–604.

Dass, B. C. & Gogoi, L. (2001) Orientation Programmes of the Academic Staff Colleges

in India: An evaluation. University News 39, 46, 6-10

Dhawan, R. (2000) Impact of Academic Staff College’s programmes on teachers and students.

University News 38, 16, 14-20.




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 Dillon, J. (2010). Towards the professional development of science teachers. Paper presented

at the International Seminar, Professional Reflections, National Science Learning Centre, York, February.

Dutta, J. (2006). Shift in opinions/attitudes of participants of general orientation programme.

Academe 9, 1, 71-72.

Hea-Jin Lee. 2001. “Enriching the professional development of mathematics teachers”. ERICDIGEST.

Day, C. & Sachs, J. (Eds.). (2004). International handbook on the continuing

professional development of teachers. Maidenhead: Open University Press.

Joshi, D. K. (2000) Evaluative Study of Academic Staff Colleges. Associated Publishing

Company, New Delhi.

Jyoti Jeevan (2001) Academic Staff College: An impact study. University News 39, 41, 6-9

Kapur, J. N. (1993) Professional development of teacher in higher education in India

and abroad.University News, 31, 11, 8-11

Kem T. R. & Mishra, K. (2002) Training the trainers. University News 40, 21, 1-3

MHRD (DOE) (1986) National Policy on Education. Govt. of India, New Delhi.

Noh, T., Cha, J., Kang, S., & Scharmann, C. (2004). Perceived professional needs of Korean scienceteachers majoring in chemical education and their preferences for online and on-site training. International Journal of Science Education, 26 (10), 1269–1289.

Pawar, I. A. & Mouli, S. C. (2008) Impact of training on university and college teachers:

an empirical study. University News 46, 49, 14-20

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Peer‐Networking in Schools, Presented at the SCETT Conference, Dunchurch, 5-7 October.

Sobti, R.C. & Sharma, S. K. (Eds) (2009) Academic Staff Colleges: Retrospect and Prospects,

Publication Bureau, Punjab University, 65-76.

………………………………………..

Appendix-A The National Commission for Academic Accreditation & Assessment (NCAAA)




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 COURSE SPECIFICATION Institution: College/Department: A Course Identification and General Information 1. Course title and code:

2. Credit hours: 3. Program(s) in which the course is offered. 4. Name of faculty member responsible for the course

5. Level/year at which this course is offered for First semester (First year students)

6. Pre-requisites for this course (if any)

7. Co-requisites for this course (if any) N/A

8. Location if not on main campus

B Objectives

By the end of the course students will be able to: 1. …… 2. ……

C. Course Description: (Note: General description in the form to be used for the Bulletin or Handbook should be attached)

Course name

Name of the book(s)

Distribution of the syllabus

WEEKS UNITS





Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

-A brief summary of the knowledge or skill the course is intended to develop;

-A description of the teaching strategies to be used in the course to develop that knowledge or skill;

-The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired

(ii) Teaching strategies to be used to develop that knowledge (iii) Methods of assessment of knowledge acquired b. Cognitive Skills

(i) Cognitive skills to be developed -Facilitating the learners to develop cognitive skills following different sources, material and examples. (ii) Teaching strategies to be used to develop these cognitive skills (iii) Methods of assessment of students cognitive skills c. Interpersonal Skills (i) Description of the interpersonal skills and capacity to carry responsibility to be developed (ii) Teaching strategies to be used to develop these skills and abilities (iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility, d. Communication, Information Technology Skills




Volume: 2 Issue: 1 March 2014 ISSN: 2307-7034 (i) Description of the skills to be developed in this domain.

(ii) Teaching strategies to be used to develop these skills (iii) Methods of assessment of students numerical and communication skills e. Psychomotor Skills (if applicable) (i) Description of the psychomotor skills to be developed and the level of performance required (ii) Teaching strategies to be used to develop these skills (iii) Methods of assessment of students psychomotor skills



STATUS OF THE DEVELOPMENT OF UNIVERSITY TEACHERS IN INDIA AND SAUDI ARABIA: A COMPARATIVE ANALYSIS

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