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Vlasta Vizek Vidović Institute for social research in Zagreb Centre for the educational research and development www.idi.hr/cerd Belgrade, 23. January.

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Presentation on theme: "Vlasta Vizek Vidović Institute for social research in Zagreb Centre for the educational research and development www.idi.hr/cerd Belgrade, 23. January."— Presentation transcript:

1 Vlasta Vizek Vidović Institute for social research in Zagreb Centre for the educational research and development Belgrade, 23. January 2012.

2 Policy making institutions/bodies in educational sector  Ministry of science, education and sports  National council for higher education  Parlamentary board for education and science  National board for CROQF Public agencies supporting /supervising educational system:  Agency for science and higher education  Croatian Education and Teacher Training Agency  Agency for vocational education and training and adult education  Agency for science and higher education  National centre for external evaluation of education

3 Providers of teacher education  Initial teacher education – 7 universities  Induction – Croatian Education and Teacher Training Agency  In-service education - all agencies, numerous NGO’s Research institutions  Universities – faculties of social sciencies and humanities, teacher faculties  Institutes for social research (IDIZ-CERD, Pilar Institute)  NGO’s in educational sector (NEPC, FSO, IRO, Step by step) Professional and civil associations in education  teachers unions, parents associations International organizations/funds  ETF, ESF, OECD, OSI, UNESCO-Cepes, UNICEF, World bank

4  Act on Scientific Activity and Higher Education (2003)  Education ector development plan (2005)  Act on Education in Primary and Secondary Schools (2008)  State Educational Standards (2008)  Act on Vocational Education (2009)  Act on quality assurance in Science and HE (2009)  National curriculum for pre-school education, general complusory and secondary school education (2011)  Croatian Qualifications Framework (2007) (sectorial groups – started in 2009) all avaliable at

5  Initial teacher education: Class teachers (primary school): at teacher faculties, MA level, integrated program (300 ECTS), concurrent model, competence based curriculum Subject teachers (primary and secondary school): at discipline faculties, two cycles (3+2), consecutive model, teaching competences acquired at MA level – with 60 ECTS workload)  Induction: novice status, duration one year, on the job approach, appointed school – based mentor, regulated by by-law, state exam  In-service teacher education: organized & supervised by Agencies, recently modularised, losely connected to promotion  Quality assurance – external evaluation by Agency for science and higher education and National centre for external evaluation

6  Universitation of ITE for primary school teachers (three cycles)  Expansion of educational sciences/methodologies space in discipline programs for subject teachers (60 ECTS)  Competence based approach to curriculum development in HEI  Emphasis on student centred approach to teaching/learning at all levels of education  Introduction of life-long learning and continuous professional development perspective in in-service teacher education  Implementation of quality assurance mechanisms across educational levels  Introduction of a concept of external system for certification of the teacher qualifications (licencing) independant of induction

7  Most changes adopted at the formal level without deeper understanding or commitment leading to frustrations, resistance, low motivation of actors  A lot of fragmented efforts of various stakeholders – lack of cooperation and synergy among actors, sometimes rivalry  Low visibility of different initiatives in broader educational context - poor dissemination of information  Questionable sustainability of most initiatives – campaigne style approach  No stock-taking procedures, no follow-up actions, no continuity in strategy development  Lack of new general strategy for development of education system and /or specific strategy for teacher development

8 Starting points:  Croatian government obligation to develop qualification standards for 24 sectors – following adoption of CROQF  Qualification standards for teachers ackonwledged as precondition for implementation of teacher licensing system  Awareness of educational sector of EU initiatives directed toward creating common principles for teacher competences and recent discussions on teaching as regulated profession  Accumulated evidence favouring competence based approach to teacher education as well as development of qualification standards for teacher as one of the tools for achieving high quality teaching and learning

9 In January 2011 Position paper on licencing for NCEEE In October 2011 a public call for: Multi-annual operational programme “Human resources development”, instrument for pre-accession assistance (IPA) “Further development and implementation of the Croatian Qualifications Framework” In November 2011 application submitted for the project: „Development of the national qualification standard for teachers as a basis for the implementation of a teacher licensing system“ Applicant: National center for external evaluation of education Partners: Centre for educational research and development, Teacher faculty, University of Zagreb Two schools (primary and secondary level)

10 Overall objective:  To design a national qualification standard for teachers that will contribute to further development and implementation of the Croatian Qualifications Framework (CROQF) in the education system. Specific objectives:  To define a national qualification standard for school teachers as a set of competences of specific level, volume, profile and quality, as a basis for the implementation of a licencing system for teachers  To define the learning outcomes that will be used to demonstrate the applicability of the qualification standard in the licencing process

11  Thank you for your attention! Do your best and hope for the best!


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