Two significant effects of globalization around the world are the decentralization and liberalization of systems, including education services. In 2000, the Pakistani Government brought major higher education liberalization and expansion reforms by encouraging market approaches based on self-financed programs. These approaches have been particularly important in the area of teacher education and development. The Pakistani Government data reports (AEPAM Islamabad) on education show vast growth in market-model off-campus (open and distance) post-baccalaureate teacher education programs in the last fifteen years. Many academics and scholars have criticized traditional off-campus programs for their low quality; new policy reforms in 2009, with the support of USAID, initiated the four-year honors program, with the intention of phasing out all traditional programs by 2018. However, the new policy still allows traditional off-campus market-model programs to be offered. This important policy reform juncture warrants empirical research on the effectiveness of traditional programs to inform current and future policies. Thus, this study focused on assessing the worth of traditional and off-campus programs, and the effects of market approaches, on the implementation of traditional post-baccalaureate teacher education programs offered by public institutions in a southern province of Pakistan. This study included seven regular and three off-campus programs in eight public teacher education institutions. Following a mixed-methods approach, the researcher collected data from survey questionnaires administered to students and faculty, interviews of senior faculty and department chairs, and document analysis of program and policy documents. The analysis of the data yielded descriptive quantitative indicators of program implementation, and thematic qualitative descriptions of the effects of market approaches on teacher education.Findings show a disproportionately high enrollment in market-model off-campus teacher education programs in relation to a significantly small demand for new teachers in the system. Program implementation indicators of quality are low for both regular and off-campus programs. Participants' composite average scores in six categories of opportunities to learn to teach indicate low levels of program performance in these areas. In addition, faculty viewed the market takeover of teacher education as detrimental to teacher education program quality, including a watering down of program requirements and a decrease in the credibility of teacher education certificates in the school system. In short, they concluded that teacher education is now viewed as a commodity, and it is indeed a profitable business for many opportunistic entities. Policy recommendations include a call for regulating teacher education markets, collecting and publishing evidence, strengthening professionalism, and conducting further research on policy effects for sustainable teacher education reforms in Pakistan.
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